The Charger October Issue 2025

PROVIDENCE DAY SCHOOL’S

THE CHARGER

OCTOBER 2025

@THEPDCHARGER

EDITORS NOTE Dear Reader, We are looking forward to having you read our first seasonal issue of The Charger Newspaper! In this issue, you’ll read pieces from our student-led writing team, observing recent student life and current events. Our mission with The Charger is to give writers a voice and an audience for their passion, so they can connect with their community in their own way. These pieces, crafted by your peers, are for everyone, so we hope you can connect further through The Charger this season and hopefully find something here that provides you with a fresh perspective. We’re looking forward to a great rest of the year. Enjoy!

CONTACT INFORMATION

The Editors

The Charger is always looking for dedicated student writers, photographers, and designers. If you are interested in joining the club, please reach out to us at marcus.smith@providenceday.org

DISCLAIMER The views and opinions expressed in this issue and the articles contained within it do not reflect the official policy or position of The Charger, the editing staff, or Providence Day School.

From left to right: Harjan Singh, Drennan Shall, Maddy Padmanabhan, Allana Wren, Cooper Kahn, Zack Kahn. Charlotte Doucleff, Maysan Segueni, and Katiemae Sweeney not pictured. Picture of the editors courtesy of Mr. Marcus Smith.

Front Cover Picture Courtesy of Canva.

CONTENTS. FEATURES Phone-Less Breaks

1

Why Shakespeare Still Matters in 2025

3

AP Classes and Their Importance

5

Behind the Curtain: The Balancing Act of a Student Artist

7

Students Adapt to a New High School

9

SPORTS Cole Hocker Has Proven His Legitimacy, and He’s Not Going Anywhere

10

TRENDING Diwali: Its History and How PD Celebrates

12

ARTS The Crucible And the Dangerous Wildfire of Rumors

14

AP Art Students Visit the Work of Stephanie Shih

15

MEET THE EDITORS Meet the Editors

17

FEATURES

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Photo Courtesy of Canva

PHONE-LESS BREAKS

BY JACK PAIK

This year, Providence Day implemented a slew of new policies on the student body, the most impactful of which being the new no-phone policy. Initially, students were outraged. For weeks after school had started, students tried everything to fight the new policy: sneaking a look at their phones during the day, making petitions and arguments to convince the deans, and many more. But after several weeks of this new policy, students and teachers alike began not only to learn to coexist with this new rule, but see its positive benefits. To learn more about how the students are benefiting, I discussed the new policy with Upper School Dean Ms. Gowin. During our conversation, she shared one of her personal favorite changes is the new aspect of community that has emerged.

“The hallways are very loud compared to what they were before, but it's good loud,” Ms. Gowin explained.

She also noted that going on your phone whenever you had a minute of free time became “habitual” and “natural.” Now, the students are able to interact with each other in a more screen-free environment. In addition, she happily reported that students were playing games with each other, talking to new people they previously had not met, and building a stronger PD community than ever before.

Several students come in during break time and lunch, asking for sports equipment like a Spike Ball kit, basketballs, and even spoons for the popular card game. In fact, so many students wanted to use this equipment that the supplies for distribution ran out, which is a great problem the school is quickly working to solve.

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Of course, any policy change will come with its fair share of challenges, and the new phone policy is no different.

The largest of the problems is the challenge of managing and knowing the time. In previous years, students would just glance at their phones or smart watches to keep track of time during break and lunch, but now that both of those things are inaccessible during the day, students are having a hard time knowing when

Daniel Eustis (‘26) playing a friendly game of Ping Pong during Lunch. Photo Courtesy of Cooper Kahn.

to go to their next class, when to leave for club meetings, or to check into a help session. Routinely, students run around the halls looking for a clock in hopes that they are not already late for the next period.

As a student, it is easy to understand how frustrating and controlling this new phone policy may seem. But after researching and observing the real differences it has made in the student body through the eyes of the students and staff, it can be a change for the better. The Ferryboat is filled with kids playing football, the Global Cafe full with an intense game of cards, and amazing conversations happening between students and faculty across all of the grades.

So, even though this policy has come with its fair amount of problems and discontent, the PD community has strengthened and fostered a new sense of togetherness than ever before this school year.

Photo courtesy of Canva.

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Photo Courtesy of Canva.

WHY SHAKESPEARE STILL MATTERS IN 2025

BY HANNAH EFREMOFF More than four centuries after his death, William Shakespeare’s works still occupy center stage in classrooms worldwide. At first glance, it can be puzzling: why should students in this modern world wrestle with a playwright whose stanzas are enveloped in Elizabethan phrasing and foreign idioms? Yet, for Mrs. Coley, the answer is enduring and deceptively simple: Shakespeare reveals what it means to be human.

“Shakespeare’s words are relevant because they’re about characters who are human: funny, witty, and heartbreaking,” she explains. “Once you get past the language, you see stories we recognize and empathize with.”

For her students, the process of slowing down to annotate and dissect the hidden meanings transforms Shakespeare’s rather daunting verse into an accessible exploration of human nature. Comprehending Shakespeare, she insists, is not a matter of genius, rather one of practice and patience.

The themes that engulf his work remain as resonant today as they were in Elizabethan England.

“We see them all around us,” Mrs. Coley explains.

“Shakespeare’s characters [that] chase friendship, love, power, justice [are] completely relatable today.” In a culture inundated with film franchises and social media drama, it is striking to discern the immense resemblance between the struggles of Hamlet, Lady Macbeth, or Juliet and the struggles of modern people searching for belonging, recognition, and meaning.

“How far that little candle throws his beams!

So shines a good dead in a naughty world” (The Merchant of Venice).

For Mrs. Coley, this line has become a favorite, a reminder that small acts of kindness ripple outward in powerful ways. The possibility that generosity can alter someone’s life was true in Shakespeare’s time and remains a moral compass in ours.

During a recent discussion in the Shakespeare elective class here at Providence Day, students drew parallels between characters in The Merchant of Venice and more modern contemporary groups navigating empathy, frustration, and justice. When asked which Shakespearean character would thrive in today’s society, Mrs. Coley does not hesitate: “Beatrice from Much Ado About Nothing would thrive–she’s witty, strong, and her own person.” Beatrice’s independence and feistiness parallels the self-assured voices we admire in 2025. Even Othello, who is often portrayed as tragically constrained by circumstance, invites readers to reflect on how prejudice, insecurity, and social pressure continue to shape lives in the current world today.

“People get stuck on the language,” Mrs. Coley says, “but the stories are more relatable than many expect.” Shakespeare’s works are revered not only for their application in the past but for their immediacy to the present. The consistent consumption of Shakespeare over the past 400 years certainly indicates that his themes will be relevant for centuries more to come, and English classes across the world will continue to learn and love the humanized characters.

PHOTO OF SHAKESPEARE CLASS - ALLANA

Ms. Coley’s Shakespeare elective. Photo courtesy of Kinsey Burns.

FEATURES

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AP CLASSES AND THEIR IMPORTANCE

BY CHLOE MCGOVERN The majority of high school students at Providence Day School are involved in at least one AP class.

Photo Courtesy of Canva.

But, how do these classes affect your probability of acceptance when it comes to college admission, and how can it impact your first year of college? Well, many things, according to the College Board and our own director of college guidance at PD, Jack Whelan.

Firstly, what does taking an AP class do for you in terms of college?

Currently, half of students enrolling into four year colleges have some form of AP credit from high school. Some colleges have credit policies that will allow you to bypass a certain subject’s introductory freshman class if you do well on its AP exam; however, not all colleges accept this type of credit, so researching the credit policy for a school is important. AP courses will also provide a GPA boost in regards to a student’s weighted GPA. Despite needing a 3 on the AP exam to receive college credit, teachers have said that completing the course alone has a positive impact on a student's academic success.

Additionally, students receiving scores of 1 or 2 on their AP exams are still predicted to perform better in college compared to students who didn’t take any AP courses.

This is because AP students are better prepared for introductory college classes.

However, because some students burn out and suffer from overloading on AP classes, it is important to be strategic with rigor in coursework.

If you choose to take AP classes, how should you determine which courses to take?

It is very easy to overload yourself with AP classes, but it is important that you pick classes that you can handle, especially considering the rigor of AP’s. Luckily, a team at College Board has provided students with a list of questions to ask themselves before deciding what courses to take.

Some of these tips include aligning AP classes with your intended career or major(s), determining your strength in that subject and deciding if you will be successful, and considering what courses are available to you. Although taking AP classes you haven't developed an interest in can introduce you to new topics, it is risky; it may be wiser to take a regular or accelerated course rather than overwhelm yourself.

What if you aren’t taking any AP courses? What if you are, but are still wondering what else college admissions officers are looking for on applications?

KD College Prep has made a list of things that colleges like to see from you, besides grades, when applying. Some things they are looking for are activities and commitments outside of school. This includes extracurriculars, volunteer participation, professional experience, as well as leadership experiences. These things help admissions officers see your areas of interest, and it showcases a commitment to your community—all things that they strive to have on their campuses. Awards, recognition, recommendations, and strong admissions essays can help you stand out as well. Colleges love to show off their students, and awards help greatly with that.

Lastly, engaging with your preferred school before and through the admission process can give you a leg up towards an acceptance letter, as many smaller colleges tend to track what’s called “demonstrated interest” from potential applicants.

Director of College Guidance, Mr. Whelan, gave some insight and advice into this topic as well. He made a point that the rigor of a schedule completely depends on the individual student, and he highlighted the importance of increasing rigor over time rather than maintaining it. This shows that you are willing to challenge yourself.

“The AP program is really a la carte,” he says, referencing that the courses one takes are tailored to the student.

If you are feeling overwhelmed or behind in any class, he strongly suggests talking to your teacher before comparing yourself to the students around you. He also points out that these classes are designed to improve your knowledge over time; colleges will also value the quality of your performance in classes over the quantity of classes. And when it comes to activity he states that, “[colleges] want to bring doers to campus.” Colleges want to see what you are interested in, not the hoops you jumped through in hopes of getting accepted.

Overall, taking AP courses can be extremely beneficial to students, but students must be careful not to overwhelm themselves with too many; it is just as good to be involved in other things outside of academics, as colleges will be looking for those too.

Mr. Grabbenstetter’s AP Psychology class. Photo courtesy of Providence Day School.

FEATURES

BEHIND THE CURTAIN: THE BALANCING ACT OF A STUDENT ARTIST

BY MAYSAN SEGUENI

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Eli Coblenz, Caitlyn Anderson, Jordan Cipriani, and Monica Hutteman. Photo courtesy of Kinsey Burns.

For many high school students, art is more than just a class—it’s a calling. From theater to visual arts, orchestras to a cappella groups, pursuing creative passions offers both profound rewards and unique challenges.

Seniors Monica Hutteman, Eli Coblenz, Jordan Cipriani, and Caitlyn Anderson possess a shared understanding: balancing artistic dedication with academics and social life requires discipline, resilience, and of course, a strong support system.

“Art is kind of my break,” says Monica Hutteman, who has participated in theater, orchestra, and AP Art. “After regular school and studying, I’m like, ‘Oh, I’m tired, I’m going to make art.’” Like Hutteman, many students find that their creative outlets not only fuel passion, but also provide a mental space to recharge from rigorous academic schedules.

Eli Coblenz echoes this sentiment, stating, “If I had a really busy day, I’ll go to the art room during lunch and work on my projects because it’s a good way to relax and calm down.”

However, pursuing art in high school is rarely without sacrifice.

Jordan Cipriani focuses on costume design and behind-the-scenes theater work. She notes that time is one of the biggest challenges.

“You won’t see me anywhere other than the [Fine Arts building],” she says “I dropped tennis… to focus on shows because it’s a huge time commitment.”

Similarly, Caitlyn Anderson describes missing social events or trips due to rehearsal schedules, highlighting a recurring theme: commitment to art often requires prioritizing passion over other aspects of student life.

Yet the rewards are equally as significant; artistic pursuits foster critical life skills.

Hutteman emphasizes that deadlines in art projects teach planning and perseverance, while Cipriani reflects that theater has helped her develop public speaking skills. Coblenz adds that engaging with the audience and cast in theater creates a sense of community and strengthens interpersonal skills—lessons that extend far beyond the stage.

Supportive school environments also play a key role in nurturing young artists. “[The school] gives me an outlet to do theater and lead an A Capella group,” Coblenz says.

Anderson agrees, highlighting teachers who listen to students’ needs and provide opportunities to grow.

Spotlights. Photo Courtesy of Canva.

Even so, students note room for improvement: Cipriani suggests expanding gallery space beyond the Fine Arts building to showcase student work more widely, while Hutteman calls for increased funding for arts programs.

For seniors, these experiences also shape future plans, reflecting the diverse ways that high school arts participation can influence life beyond the classroom. Hutteman hopes to pursue art professionally, while Anderson plans to continue theater in community settings alongside a teaching career. Cipriani dreams of working in costume design professionally.

Despite the challenges, students offer clear advice for underclassmen hoping to stay committed.

“If you really love it, you’ll find time and space to do it,” Coblenz says.

“Figure out what you’re willing to do and what you’re willing to give up, and then just go for it,” Anderson adds.

Cipriani includes a reminder about resilience during stressful moments, suggesting that “during tech week, [when] it feels like everything’s going wrong all at once… you really just have to relax… and don’t give up. It goes by really fast, so savor the moments.”

Ultimately, these insights paint a picture of high school art as a balancing act—a space where passion meets discipline, and creativity intersects with life skills. Students who immerse themselves in theater, visual arts, music, and more, often emerge not just as skilled artists, but as resilient, adaptable, and self-aware individuals.

For students looking to explore their creativity, the spring musical, Sweet Charity, offers opportunities both on stage and behind the scenes. It’s a chance to try something new, collaborate with others, and be part of an uplifting community.

Special thanks to Monica Hutteman, Jordan Cipriani, Caitlyn Anderson, and Eli Coblenz for providing their time, efforts, and thoughts!

09

FEATURES

STUDENTS ADAPT TO A NEW HIGH SCHOOL

BY ADAM DESTEFANI

Entering high school from the familiar world of middle school can be a daunting task, but it can be even more challenging when transferring from an entirely different school.

Upper School PD community at break. Photo courtesy of Amelia Barber.

I interviewed numerous students who had this reality in order to learn more about their experiences coming to Providence Day. The vast majority agreed that it was slightly intimidating to come to a new school, but the most common fear was the social challenge.

When interviewing freshman Chris Hall about adjusting to a school, he said, “It was a little hard to make friends in the first few days, but after putting myself out there, it was pretty easy.”

Many other students attest to the fact that meeting new people was easier than previously thought. Even though some people are scared of interacting with new people, it isn’t that difficult when they start looking for individuals with similar interests and hobbies.

One student even said he was most excited to meet new people after transferring here. He said that PD is a great opportunity to connect with people he wouldn’t have otherwise met.

In fact, every single person interviewed said that they were really looking forward to having the opportunity to meet new people.

Other than just making new connections, people also said they were very excited for all of the opportunities that they would have at PD. “I’m excited for the many opportunities that PD offers, such as the GSD,” remarked Lochlan Mackay.

The GSD, or Global Studies Diploma, a large part of the Global Studies Department, is just one of the many opportunities students said they were excited to participate in. Other individuals claimed that they were excited to attend Homecoming and take more rigorous classes.

Despite fears of attending a new school, new students have the impression that future opportunities outweigh any struggles of high school, and are excited to continue their academic journey here at Providence Day.

SPORTS

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Distance-based track event. Photo courtesy of Canva.

COLE HOCKER HAS PROVEN HIS LEGITIMACY, AND HE’S NOT GOING ANYWHERE

BY ATLAS LONG For many track and field fans, the memory of the 2024 Paris Olympic 1500m final lays burned in memory. While the entire middle distance world feuded over the rivalry between the then current Olympic and World Champions, many viable competitors, including Hocker, were left undetected in their threats of medaling.

When the inside lane inevitably opened up in the last 100m, Hocker, known for his incredible speed at the end of races, pulled into first at the line to run a new Olympic Record, Area Record, and three second personal best of 3:27.65. Hocker’s performance played a key role in designating that race as one of the greatest in track and field history; however, this victory came as a surprise to many and maybe even Hocker himself.

Prior to that race, he had never even broken 3:30 in the 1500m. While it wasn’t out of the question that Hocker could medal, especially after winning silver at that year’s World Indoor Championships, accusations that his victory was a fluke began to arise. This wasn’t helped by how his season finished, as he failed to win another race throughout.

Prior to that race, he had never even broken 3:30 in the 1500m. While it wasn’t out of the question that Hocker could medal, especially after winning silver at that year’s World Indoor Championships, accusations that his victory was a fluke began to arise. This wasn’t helped by how his season finished, as he failed to win another race throughout.

By the arrival of the 2025 USA National Championships, many, including myself, began tentatively writing Hocker off as a likely medal threat in the 1500m, as he simply wasn’t performing how we thought an Olympic Champion should be. Even understanding how hard Hocker tends to peak for championship races, his continued failure to replicate the tactical strategy that won him past Olympic races as well as his repeated losses to those he bested in the Olympic final, almost no one was convinced he could win the 1500m again.

Had it not been for his eventual 5k victory, what probably would’ve been the final straw for many is his disqualification in the 1500m semi-final at the World Championships, after allegedly "[jostling]" German athlete Robert Farken in the last 50m of the race to qualify for the final. This incident mostly occurred as a result of the same tactical incoherence perpetrated by Hocker throughout the earlier season. This disqualification was detrimental to say the least, as it voided Hocker’s chance to prove his legitimacy as champion and was ultimately brought about by the weaknesses that elicited doubt in the first place.

Miraculously, however, Hocker, after going dark aside from his 5k semi-final appearance, would return six days later to win the World 5k final in what is being touted as the fastest final surge in the history of the sub-thirteen minute 5k. Throughout the last lap, Hocker moved from 12th to 1st in a split of 52 seconds with a final 100m under 12.5 seconds, somehow making the fastest kickers in the world look slow by comparison.

Immediately after this performance, many returned to the belief that Hocker is in fact meant to be a champion. In the simplest form, his speed has proved to be a downright unfair advantage in tactical races; however, more importantly, the resilience demonstrated by such a rapid return from devastation to clutching a World Championship victory proves that at the end of the line, Hocker knows how to win when it matters most.

Starting lane on a running track. Photo courtesy of Canva.

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DIWALI: IT’S HISTORY AND HOW PD CELEBRATES

BY SAHANA SHAH

Diwali is known as the Festival of Light. Photo courtesy of Canva.

As the days shortened and the temperature cooled, the season of Diwali approached. All over the world, people prepared to celebrate the joyful occasion. .But for all the talk about the widely known Hindu holiday, what exactly is Diwali?

Diwali is a five day event celebrated through oil lamps, colorful rangoli, dancing, and sweets that commemorates the victory of good versus evil. The story of the holiday originates from the Hindu tale of Prince Rama’s triumph of good over evil.

Prince Rama was sent to the forest in exile by his father after one of his many wives wanted her son to be king. Without any complaint, Rama ventured to the forest, during which The Demon King, Ravana, kidnapped Rama’s wife, Sita.

Prince Rama and his brother Lakshman fought and defeated King Ravana, with the help of The Monkey God Hanuman, and returned home happily with Sita. To welcome them home, citizens of Rama’s village, Ayodhya, lit their path with rangolis, or tea lights, to illuminate their path and to symbolize the triumph of good over evil. Diwali also honors the Goddess Laksmi, the deity of wealth and prosperity, who is believed to visit clean and properly lit homes.

Diwali is celebrated differently all over the world, but cleaning and decorating homes are among the most popular of many traditions. They do not just honor Lakshmi, but also welcome a brand new start.

Floors are typically decorated with rangoli, which are detailed patterns made of colorful rice, powders, and flowers. Families light candles and diyas, purchase and wear new clothes, and exchange sweets. Fireworks are commonly used in celebrations because they are believed to chase away evil spirits and spark joy.

On the main night of Diwali, the third of five days, many families perform a Laksmi Puja, which is a prayer to invite wealth and positivity into the year ahead. Each of the five days has its own significance; on Dhanteras, for example, homes are cleaned and new items are bought, and on Bhai Dooj, families celebrate the special bond between siblings.

Providence Day School celebrates every holiday in a special way. Regarding Diwali, both the AAPI (Asian American and Pacific Islander) and AMEMSA (Arab, Middle Eastern, Muslim, and South Asian) affinity groups are celebrating Diwali on campus. AMEMSA celebrated Diwali across both the Lower School and Upper School communities. For Lower School, they presented on the significance of the holiday, followed by a student-led dance performance. For Upper School, they also choreographed a student and faculty dance that was performed on October 8.

Additionally, a Parents’ Association event was held on October 22nd, which will include food, music, and dance. Members of AAPI participated in the PA event as well, assisting with both the arts station and henna station. When asked about the importance of celebrating and acknowledging Diwali at PD, Maya Khimji, a leader of AMEMSA, shared that “[she] wants to spread an appreciation for culture to all students through events and activities.” Anya Shah, a leader of AAPI, said that celebrating Diwali on campus “makes [her feel] included and proud, and it brings everyone together to celebrate a meaningful holiday.”

Diwali is a time to reflect and have fun; by honoring the celebration here at PDS, students are not only sharing their traditions, but they are also creating a safe space to learn about holidays and traditions celebrated worldwide.

PD students and friends at the Parent’s Association Diwali Event. Photo courtesy of Providence Day School.

ARTS

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Providence Day’s fall production of The Crucible. Photo courtesy of Mike Mccarn.

“THE CRUCIBLE” AND THE DANGEROUS WILDFIRE OF RUMORS

BY ESHA GADDAM The Crucible by Arthur Miller, includes themes concerned with spreading lies and speculation from almost baseless rumors, all surrounding the mass hysteria of the Salem Witch Trials.

But, what if these themes are still shown in the modern world today? Providence Day Theater addressed this question in their retelling of the screenplay from November 24 to 26.

Taking place in Salem, Massachusetts the story began with a group of girls being accused of witchcraft. One girl, Abigail Williams, along with others, falsely spread the accusations to get around having punishments. This one lie led to trials, arrests, and executions of hundreds of innocent people. Those who rebelled against these actions were also subject to the same torture. The male lead, a farmer named John Proctor, made it his mission to get justice for his wife Elizabeth when she is seen as guilty. To his demise, the judge ends up being corrupt and unwilling to accept his testimony.

This same spreading of misinformation and lies can be seen throughout social media. It started with small white lies about which skin care products were a better bang for your buck or which TV show you should watch. However, it has increased to higher stakes as of recently. Bullying, racism, and misinformation on health and wellness products are all common themes found across social media platforms like TikTok, Instagram, YouTube, Facebook, and Twitter.

The process by which misinformation spreads like wildfire across social media seems simple, yet has a lasting impact. Content with false information can spread rapidly with the strategic use of hashtags to promote engagement. These videos have a higher number of views, therefore being visible to more platform users. This creates a large segment of social media that becomes contaminated with information that isn’t actually true. Users often believe this type of content, mistaking it for something truly authentic.

The Crucible teaches us about the rapid multiplication of rumors and shared misinformation, and we can apply its lessons today. Through technology being the main form of communication nowadays, it is key to start improving society’s takeaways about these issues.

Even something as simple as using the prefix “anti” in the hashtags can promote more engagement justifiably; making the distinction between opinion and fact allows for better media literacy. Learning about The Crucible can further understand how common misinformation is and through social media platforms it shows just how fast it can spread.

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AP ART STUDENTS VISIT THE WORK OF STEPHANIE SHIH

BY CASSIE HILGER

Photo courtesy of Canva.

Art can be subjective, depending on the subject matter. This has clearly been present in different forms of art for centuries. As a result, audiences unfamiliar with how artistic portrayal has flowed and changed over time can feel disconnected to a piece, or do not fully understand what its purpose and meaning is.

Recently, on September 18th, the AP Art History and AP Art students took a trip to the SOCO art gallery to visit an exhibit presented by Stephanie H. Shih, a United States Fellowship award winner and ceramic artist who represents cultural diversity within national communities. The ability to meet and interact with the artist deeply changed their perception about the art and the true meaning of the composition. According to Virginia Seymour's article, “How to Look at Art and Understand What You See,” there are skills to determine the creator's intention of the art. In particular, there are identifications of the formal elements of a work and the composition.

However, the interpretation of art may not always be in alignment with the creator; every artist and viewer has a different interpretation. As said by Lee Down’s article “An Artist within: Understanding Art is a process,” the process of creation depends on several factors like style and medium. The artist in which was presented at the SOCO gallery, Stephanie Shih, greatly aligns with this philosophy. From the personal experience of meeting the artist, the AP Art students learned the way the art was created in depth, how it has impacted the Shih’s life, and the purpose for such art. These personal contributions and understanding of the artist's intentions helped them broaden their idea of the importance of creating art, and having a deep connection with the work. Stephanie Shih's portrayal of her art impacted how they viewed the pieces and gave them more insight into why it was created and how impactful the message truly is.

Art gallery. Photo courtesy of Canva.

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Photo courtesy of Canva.

Observing her ceramic paintings of modern and contemporary works of household objects and food, the students learned that these pieces recount and associate with historical events and cultural significance. Throughout her works, Shih highlights that these “disparate objects,” as said in her Berggruen biography, can share a narrative and a reflection of culture.

The intention of this art changed students’ idea of the true story behind such common objects, as it made them look through an artist’s perceptual lens of creativity. In turn, the students took on that pair of lenses and learned to adapt to different forms of artistic analysis, creating an environment for comprehension and interpretation of an artist’s true intentions of the art may be.

They soon began to understand the process of creating and selling art as well, based on an artist’s train of thought. As the art is sold, Shih, for example, is able to donate $800,000 dollars to immigrant communities through her connections. The true goal of cultivating and selling such art not only let the students into a new perspective of the artist's true dedication to the community, but it also helped them be cognizant of the world around them. The ability to meet an artist not only helps one understand the true process in which the art was created, it additionally provides the provoking insight that can characterize the meaning behind it. Throughout the AP Art students’ acquaintance with Shih, they opened their minds to accept a delicate balance between art and its ability to create new beginnings. Art is subjective, no matter what the subject is, and gaining insight from the artist can change an interpretation not only of the art itself, but of the world.

EDITORS

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MEET THE EDITORS Allana Wren is a junior at Providence Day, who joined the newspaper club in ninth grade. She loves writing, in both journalistically and creatively writing. Allana started off writing in the Student Life section of the paper, and edited for Opinion.

Allana enjoys seeing all the different passions students have. Aside from the being a newspaper editor, she is one of the student leaders for PD’s Global Studies Diploma and Charger Guides programs. She also loves to dance outside of school.

Maddy Padmanabhan is a junior at Providence Day, former editor of The Charger’s Arts section, and the current Editor-in-Chief. This is her third year working with The Charger. Outside of the newspaper, Maddy writes for the STEM Journal, helps coach martial arts, serves as captain on her Mock Trial team, and is engaged in service in and outside of school, namely as the communications director of Baby Bundles at PD. She has a passion for working with others and loves helping people improve their skills and development; this year, her goal as editor-in-chief is to make sure writers can feel skilled and confident in their craft.

Cooper Kahn is a senior and is a Co-Editor-in-Chief for The Charger. This is his first year as an EIC, and third and final year with The Charger. In addition to his work with the newspaper, Cooper is involved in Cross Country and Track, Men’s Acapella, and works as a Lifeguard during the summer. Cooper’s hope in his final year with The Charger is to share articles that highlight the hard working Providence Day School community and increase the presence of The Charger throughout the entire PD community.

Charlotte Doucleff is a junior at Providence Day School. This is her second year working with The Charger, and her first as an editor for the Arts section. Outside of The Charger, Charlotte is the French Club president, Baby Bundles co-leader and an eleventh-grade representative for the GSD board. She also enjoys playing the violin and playing volleyball. She looks forward to sharing the achievements and stories of students in the arts with the larger PD community.

Drennan Shall is a sophomore at Providence Day School and serves as the Editor of Features for The Charger. This is his second year on the newspaper staff, having written for the Features section with articles published in six issues. He is passionate about amplifying student voices and highlighting the remarkable individuals within the Providence Day community. Outside of journalism, Drennan is a competitive Paralympic swimmer, as well as a dedicated son, brother, and friend to all. He is also actively involved in several school organizations and clubs, including the Honor Council, Charger Guides, and Seacrest Studios.

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Harjan Singh is a sophomore at Providence Day and serves as an editor for The Charger’s Trending section. Beyond journalism, he is deeply involved in the arts, athletics, and science. Harjan has participated in numerous musical theater productions and competes in both cross country and track & field. A passionate musician, he plays five different instruments, his favorite being the piano, and performs with the Upper School Chorus. In addition to his love for music, Harjan is dedicated to sustainability and astrophysics. As a leader of the Upper School Sustainability Club, he collaborates with students across grade levels to help educate and inspire them to address global environmental challenges. His fascination with astrophysics began at an early age and continues to grow through his participation in various astronomical programs and events. Above all, Harjan is thrilled to contribute as an editor for The Charger’s Trending section this year.

KatieMae Sweeney is a junior at Providence Day who joined the newspaper in tenth grade. This year, she is serving as the Trending editor and loves keeping up with the latest stories and ideas shaping student life. Outside of the newspaper, KatieMae is a leader in Model UN, a member of the National Art Honor Society, Speech and Debate, and the Global Studies program. In her free time, she enjoys painting and hiking.

Maysan Segueni is a sophomore at Providence Day and the editor for The Charger’s Opinion section. This is her second year working for The Charger, and she started off as a writer in the Trending section. Outside of the newspaper, Maysan is a part of the GSD leadership team, AMEMSA, and Model UN. She also enjoys martial arts, musical theater, and all kinds of writing (especially fiction and poetry). She loves being a part of The Charger because she enjoys getting to work with other student writers, and her goal for the year is to inspire more students to refine their craft while also highlighting our campus.

Zach Kahn is a senior at Providence Day School, and as the editor for the Sports Section, it is his first year editing for The Charger. Outside of the newspaper, Zach led the school’s Criminal Justice Club and has participated in a few theatre productions. He is excited about inspiring passion to write and journal about the latest in sports, both in and outside of PD. Mr. Marcus Smith is the Head of the Upper School English Department, and is the faculty advisor for The Charger.