Author: May S Ruiz

Octavia Butler Exhibition at The Huntington Library

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Originally published on 20 April 2017 in the Pasadena Independent, Arccdia Weekly, and Monrovia Weekly

Octavia E. Butler was the first science fiction writer to receive the prestigious MacArthur Foundation ‘genius’ grant and the first African American woman to win recognition writing in a genre dominated by male authors. For all her literary fame and awards, however, hers is not a household name.      

But this is about to change if Natalie Russell, were to have her way. As curator of ‘Octavia E. Butler: Telling My Stories’ which opened on April 8 and goes on until August 7, 2017 at The Huntington Library, Art Collections, and Botanical Gardens, Russell was charged with organizing this exhibition. On view in the West Hall of the Library in chronological order, the retrospective includes approximately 100 items that reveal the author’s early years and influences, highlighting specific themes that repeatedly commanded her attention.    

States Russell, “I hope it introduces Butler to people who may not know her, who may not be familiar with her works; for those who have not read science fiction before but were intrigued about what she has to offer which are a little different from what they thought they were going to be reading. I hope that people who are fans of hers get to know the writer behind these works a  little deeper – that through the process they get to know the inner person.”

Butler was born in Pasadena on June 22, 1947 to a maid and a shoeshine man. Her father died when she was very young and she was raised primarily by her mother. A painfully shy, introverted child, she spent her time reading at the Pasadena Public Library where she discovered science fiction.   

At age twelve Butler saw a film called ‘Devil Girl from Mars’ and was convinced she could write something better. She later enrolled in every creative writing course at Pasadena City College to her mother’s disappointment, who wanted her to have a more reliable job as a secretary. 

In the early 1970s, at a workshop for minority writers, Butler met science fiction author Harlan Ellison, who introduced her to the Clarion Science Fiction Workshop.  There, among other like-minded writers, she learned to hone her craft and even sold her first story.

Butler’s conviction that she was going to be a successful writer grew stronger after the Clarion workshop. She did not want to find work that would distract from her ultimate goal so she took odd jobs to support herself. 

Success proved elusive for a while, until 1975 when Butler sold her first novel, ‘Patternmaster’ to Doubleday, which quickly followed with ‘Mind of My Mind’ and ‘Survivors’. This trio came to be known as her ‘Patternist’ series, which depicts the evolution of humanity into three distinct genetic groups. There is a review in the exhibition that lauds ‘Patternmaster’ for its especially well-constructed plot and progressive heroine, who is ‘a refreshing change of pace from the old days’.       

On display in the exhibition are motivational notes Butler would write to pick herself up during bouts of self-doubt – ‘I am a Bestselling Writer. I write Bestselling Books ….  Every day in every way I am researching and writing my Award winning Bestselling Books and short stories …. Every one of my books reaches and remains for two or more months at the top of the bestseller lists …. So Be it! See To It!’

Butler’s readership continued to grow and with the publication of ‘Kindred’ in 1979 she was able to make a living on her writing alone. In 1984 she won her first Hugo Award for the short story ‘Speech Sounds’. Her novelette ‘Bloodchild’ won a Hugo, a Nebula, the Locus, as well as an award for best novelette from Science Fiction Chronicle, in 1985.                  

That Butler was a female writer of color informs many of her works. Russell concurs, “I think being a woman and African American gave her this unique voice. Butler said she never saw herself in any of the stories she read. So she decided to write herself into these books so she could see a woman character in a setting that reflected the diverse world she lived in”.  

Beyond race, Butler explored themes between genders and worked to develop strong female characters who resolved problems differently. Russell adds, “Her audience varied – young, old, people of color – anyone who’s interested in science fiction; her themes also covered a diverse range – disease; pharmaceuticals; fears about the environment, drought, and alien contact – the differences that divide us and how we overcome these to become better people and get together as human beings.”

 “In 2008 Butler’s papers arrived at The Huntington in two four-drawer file cabinets and 35 large cartons,” states Russell. “She kept nearly everything – from her very first short stories, written at age 12, to book contracts and programs from speaking engagements. The body of materials includes 8,000 individual items and more than 80 boxes of additional items: extensive drafts, notes, and research materials for more than a dozen novels, numerous short stories and essays, as well as correspondence.”

Photo courtesy of The Huntington

According to Russell more than 40 scholars were asking to get access to the Butler collection by the time she was done processing and cataloguing all the items. In the past two years, it has been used nearly 1,300 times – or roughly 15 times each week, making it one of the most actively researched archives at The Huntington.

“I was not familiar with her beforehand; it’s a shame because she’s so amazing,” confesses Russell. “But I hope that everybody can have the same experience I had while I sorted through all the materials she left behind – that it’s okay to start fresh. Be prepared to be amazed and entertained, to experience something new, and thought-provoking. She was a very shy, private person, but she has a big presence on the page; she has so much to say. Some of those inner thoughts and the struggles she underwent to become the person that she was is a story we can all be inspired by.”      

“When I look back at the things I sifted through in the collection, I think of the highlights, themes, and things that were important to Butler and how to share her with the world. That’s what I hope I have done with this exhibit,” concludes Russell.

After having lived in Seattle for several years, Butler had planned on returning to Pasadena. She died suddenly in 2006 before she realized that wish, but her literary archive has come home to reside permanently in The Huntington. Here scholars can come to examine the life and work of this extraordinary woman.        

She lived but 58 years but her legacy will endure far longer than her existence on earth.  Generations of future writers, and people from all walks of life, will find inspiration from Octavia E. Butler – a woman ahead of her time.        

Greg Kaplan Teaches Effective College Application Strategies

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Originally published on 13 April 2017 in the Pasadena Independent, Arcadia Weekly, and Monrovia Weekly

Right about now, high school seniors across the United States are getting their acceptance (or dreaded rejection) letters from the universities to which they applied. 

As many of these students have found out, getting into one’s their dream college has gotten increasingly difficult. The admissions process has become a cause of much angst among stressed-out twelfth graders and their equally weary parents. But with careful planning and well-thought out approach, you and your child will come out of it with your sanity intact.

Greg Kaplan, an admissions strategist, has written a book called ‘Earning Admission: Real Strategies for Getting Into Highly Selective Colleges’ to give tips to parents as they, in turn, guide their children through this daunting process. It is an excellent resource for students to stand out in a sea of equally academically strong applicants.  

Working as an independent counselor in Southern California for the past year and a half (and informally while he was in law school at UC Irvine), Kaplan has helped over 85 students and their families. But his strategy doesn’t cover merely getting into college. When he meets with students he begins the conversation by asking where they want to be in ten years.

“It allows them to understand that college is where it fits in – it’s not the end-all be all, but a means to achieving something greater than just a degree,” Kaplan explains. “I want them to see that there’s a life beyond college or beyond a name.”

Kaplan meets with his students in L.A. and Orange County in person at least once week. He supplements that with conversations via phone or Skype; emails with families when planning activities during the course of high school; and uses Google Docs to help them with essays.

The most important guidance he offers is assembling a really compelling application using a strong theme, picking what classes to take, figuring when and how to prepare for the ACT or SAT, planning extra-curricular activities. During the application process he works hand-in-hand with his students in creating a personal statement that demonstrates perspective, maturity, and shows personality and assets.

It greatly helps students to work with Kaplan beginning in ninth because they’re growing up through the process. It’s good for them to know what they’re working for and to orient all the hard work that comes in high school to the college application process and beyond. They have a more persuasive application if it’s planned.             

Kaplan, himself, had been through this not too long ago which makes him a relatable counselor, and his book more effective as he recounts examples from personal experience. His language is relatable and counsel realistic.

“I draw a lot of experience from attending a very competitive high school in Southern California, similar to Arcadia and San Marino,” states Kaplan. “My book and workshop are most relevant to students in these high-achieving areas where people feel the most loss. They’re competing with peers who have outstanding GPAs and perfect test scores so they want to know how to separate themselves from all the excellent students.”

“After I gained admission to the University of Pennsylvania back in 2005, people started asking me what I did to get accepted to multiple Ivy League universities,” Kaplan continues. “From there I gave a lot of advice and it turned into an informal, casual business where I helped mostly family friends and children of colleagues at a private equity firm where I worked while I was going to law school.”

Image of the University of Pennsylvania taken online

“My in-depth research culminated in me writing ‘Earning Admission’ because I wanted to provide families a blueprint and the material to make informed decisions. I didn’t like seeing  students who are stressed out and engaged in a million different activities, taking six to eight AP classes in sophomore and junior year. That’s not necessarily the winning formula to achieve the goals that we want our children to go for when it comes to higher education. This book is my response to all the anxiety I see. It is my desire to give back to the community for the opportunity to come from a great public school in California, which I wanted to share with people,” Kaplan expounds. 

‘Earning Admission’ is divided into three parts, the first of which discusses the high school transcript and the ACT or SAT scores – the two most important components of your children’s application. These objective elements will give a university admissions officer the reason to read the rest of the submission.   

The second part of Kaplan’s book delves into the subjective pieces of the college application.  He divides this into eight chapters: application theme; personal statement; extracurricular activities; responses to the application form questions; letters of recommendation; and admissions interview. Throughout these chapters, he offers guidelines on how to use all the elements in marketing your child as a compelling applicant.

The last part touches on the application strategy – where and when to apply; scholarships and financial aid; and getting admitted from the waitlist.

A very useful appendix shows the college admissions timeline, which has tables on what activities your child should be involved in starting from the summer before ninth grade. The high school timeline is divided by months and covers tests your children should be taking; researching and finding test prep courses; planning their summer internships, community service, school and college course enrolment, and international experience.

Image of Stanford University taken online

Kaplan engages his readers as he talks about his experience applying to college. While he went to a terrific public school, he also was in a large class and the counselor didn’t have too much time to spend creating a specific plan to market each student. His counselor told him to go to a community college.

“I was at the top of my class, got good SAT test scores, was very involved in the community, and had extra-curricular activities that showcased my leadership abilities. That was definitely not the best support from my guidance counselor,” Kaplan quips.

A funny anecdote Kaplan includes towards the end of his book is about visiting colleges on the east coast with his mom. As he relates it, he and his mom were in Philadelphia and were hoping to see the University of Pennsylvania. But they couldn’t find it on their map and decided to go to the mall instead; he essentially blew off his future alma mater. 

Kaplan also shares with his readers some of the things he did and later regretted: he applied to so many schools that, in hindsight, he shouldn’t have since he had no intention of matriculating even if he were accepted; he also needlessly went on more than one college tour for which his parents paid thousands of dollars – money which would have been better spent on test prep courses. 

An important message Kaplan wishes to impart is that life teaches lessons and it’s up to students to make the most of them, “I didn’t want to go to Penn when I was accepted. I couldn’t even find Penn when I tried to visit it. However, at Penn I learned first-hand that anything was possible if I set my mind to it. My college experience, at a college I almost did not apply to, shaped the person I am today.”  

“Your child’s college experience will also shape her into the person she is destined to be. Whether it is at Penn or Penn State, your child will learn that anything is possible for her if she has the will and vision to achieve it. Even if your child does not have the outcome she envisions with the college application process, she will succeed in college and beyond,” Kaplan concludes.                  

Kaplan will be holding two free book talk and workshops in the San Gabriel Valley on Saturday, April 15 at 11:30 am at the San Marino Public Library, and Saturday, May 20, at 2:00 pm at the San Gabriel Public Library.  

Parents and students who are interested in getting college counseling from Kaplan can contact him at greg@earningadmission.com; or his cell phone (858) 204-6553. His website is www.earningadmission.com. The first meeting when they create the admission plan is free.

Kevel Education Uses Different Approach to Math Tutoring

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Photo by Annie Spratt for Unsplash

Originally published on 30 March 2017 in the Pasadena Independent, Arcadia Weekly, and Monrovia Weekly

For students of all ages, one of the most challenging subjects to learn is math. And with most schools’ increased focus on STEM (Science, Technology, Engineering, Math), it’s crucial to provide these kids with the tools to help them understand and learn math. 

In the San Gabriel Valley, there are several companies offering STEM tutoring. A recent addition is Kevel Education which was founded by Gao Jun, Kevin Yu, and Lydia Zu quite by happenstance. Says Yu, “It all started with California Table Tennis Club, which Gao and I established four years ago offering weekend and after-school sports program for young kids in the area. Students would bring their homework to the club, and from time to time we saw them struggling. So we began helping them.”

“Then Gao and I met Lydia two years ago and we found out she graduated from UC Berkeley with a math degree,” Yu continues. “Seven months ago, the three of us thought that since we were already teaching table tennis and we had this base of students taking it who also want to excel in academics, we might as well extend our offering to include math instruction. These kids can learn both table tennis and math in one place, making it convenient for parents. So four months ago, we launched Kevel Education.”  

The three founders’ own experience with math involved memorization of formulas, which isn’t exactly fun so they took a different tutoring method. Yu explains, “Most Asians learn by rote;  it’s fast but there’s no long-term retention. When forced to memorize so many formulas, kids, even adults, will hate math. But we believe learning math can be fun. Instead of just teaching children the formula to solve problems we show them the reasoning behind the principle. I noticed that this is how Lydia tutors my daughter, Kinslee, who’s in 6th  grade.”

“Kinslee knows the formula and she can memorize it; but 10 or 15 years from now she wouldn’t remember it,” Zu elucidates. “I use logical reasoning to explain the formula and show her why some math problems are solved in a certain fashion. That way, she makes sense of the problem first then can figure out how to go about deciphering it.”

“We offer much-needed support to what their teachers provide in a 45-minute class,” Zu expounds. “Learning math is a step-by-step process. When students are weak in certain steps they will fall behind. Our tutoring service has developed an assessment test for students so we can see their weakness and work on it. Our tutoring format inspires interest, develops problem solving abilities, and uses creative ways to approach a challenge – life skills that will help them succeed later.”

Zu adds, “I used to teach elementary-school kids while I was still at Berkeley and I found that there’s a gender stereotype in early childhood – people generally think girls aren’t very good in math. Yet my professor in upper division math told us that every student can succeed in it. Now I know how you teach it makes all the difference in the world.”    

Kevel Education has three credentialed teachers – one Caltech graduate, another who holds a Master’s degree from the University of Arizona, and Zu. They concentrate on helping students  in sixth through twelfth grade because they’ve observed it’s when kids get into more advanced math, like geometry, that they struggle. A fledgling company, they currently use their office at the Rosemead location of the California Table Tennis Club to tutor students. They also offer on–demand, private tutoring in coffee shops, libraries or public parks in Pasadena, Arcadia, and nearby cities.

Yu says, “Kevel Education is still a start-up so we’re taking it slow. We’re not trying to get more students than we can realistically help at the moment. We’re building a strong reputation and getting more exposure through social media. We also have an ongoing partnership with a local karate club owner who distributes our flyers, and we have an email campaign with local schools in the San Gabriel Valley.”

However, they have plans to open a second location and hire more tutors sometime this year in the Diamond Bar/Walnut area to service the eastern San Gabriel Valley. In that new place, they will have a few table tennis tables and a much larger space for tutoring. 

According to research there will be more than one million unfilled  STEM jobs in 2020. Now, more than ever, teachers have to find ways to make these courses stimulating and exciting to successfully graduate students to fill those vacancies.    

So confident are these three entrepreneurs their method will attract more students that future plans include opening five more tutoring locations in five years. To them, it simply adds up.

French Language Immersion Program at the Pasadena Unified School District

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Photo by Terry Miller | Beacon Media News

Originally published on 23 March 2017 in the Pasadena Independent, Arcadia Weekly, and Monrovia Weekly

Beginning this Fall, some kindergarteners and first graders in the Pasadena Unified School District (PUSD) parleront francais when the district adds a third dialect in its Dual Language Immersion Program (DLIP).    

According to Hilda Ramirez Horvath, PUSD’s Coordinator for Communications and Community Engagement, “A group of parents approached the district asking about the possibility of starting a French language immersion program based on the success of the Mandarin and Spanish programs the district created about eight years ago.”

“The district superintendent met with them, a series of meetings between staff and parents followed, and an online survey was created to gauge interest,” continues Horvath. “The Board of Education approved opening a DLIP in French a few weeks ago and plans are ongoing to welcome its first Kindergarten and first grade classes for the 2017-2018 school year.”

States Dr. Brian McDonald, PUSD superintendent, “The ability to speak more than one language can enhance brain function, academic performance, and business acumen. As a school system committed to responding to the needs and interests of Pasadena area families, we are expanding opportunities for multilingual education that prepare our students to compete on a global scale.”          

Director of Language Assessment & Development Dept. for Pasadena, Hassan Doryani, is one of the people coordinating this effort of assessment, budgeting and hiring. He says, “After presenting to the board for final approval, and meetings with the community outlining the first steps, we are now moving forward to get ready to unveil this program. We have identified the need to hire three teachers  – one French speaker to teach Kindergarten, another French teacher for first grade, and the third instructor to teach the English component. We’re currently accepting applications for these positions and will start the screening process shortly. ”

“We launched our DLIP with Spanish and Mandarin starting with kindergarten in 2008. This class is now in eighth grade and students will be continuing through high school,” Doryani adds.  “It’s one of the programs with an actual secondary component and we’re using this same model for French.We’ve had a lot of success and the community likes the program so we’d like to replicate the same structure with French.”

PUSD is looking to have a total of 40 students – 20 in kindergarten and 20 in first grade – enrolled this Fall in the French DLIP at the Altadena Elementary School. Doryani says further, “As in our Mandarin and Spanish program, we would like the same class population with half of them dominant in English and the other half in the partner language. We do this by testing the incoming students in their French capabilities to have a better idea of students that have native abilities and those that don’t.”   

  

Helen Chan Hill, Director of Curriculum, is responsible for developing the curriculum for the program. She explains, “When deciding what set of courses we use in a language immersion program we consider: 1) fit for the learning outcomes of the subject; and 2) language of instruction/instructional percentage in each language. For example, balanced literacy is a priority districtwide, so we are currently in search of leveled books and assessment system for informal reading inventory in French since the models call for 90 percent instruction at K, and 80 percent in first grade. This is in exact alignment with our English mainstream priorities, but modified for the language of instruction.  We use this template for all programs.” 

The school provides all instructional materials to ensure that all students have equitable access to core supplies.

“Since we are still in the research and selection phase, we do not know the specifics of what will be available for students and parents in terms of resources,” reveals Hill. “However, the majority of our programs have digital components that families can access outside of school, and we also look for resources that are beyond the selected curriculum. We attempt to publish resources on our website so they can be easily found – we reference resources from ACTFL (American Council on Teaching Foreign Languages) whose domains of language acquisition we use for benchmark progress. We also share guiding principles for Dual Language and other such resources that can help a family understand the instructional program and expectations.”

Hill expands, “We expect students, as in all our programs districtwide, to attend fully and engage with the learning. While we are still establishing learning outcomes, we would anticipate students to function at low to mid-novice levels (based on ACTFL’s proficiency levels) by the end of kindergarten year, and mid- to high novice levels by the end of first grade. From parents we would expect streams of communication with their student at home. Whether parents speak or write French or not is not a consideration in our expectations – we simply want them to encourage their student to be involved via communication with the teacher or school.”

“We feel that PUSD offers a robust model of instruction for all its DLIPs, and are placing similar expectations on French,” says Hill. “We have a keen understanding of the teacher skill set required, and have worked hard to establish consistent templates in our current programs that help launch a new one. Additionally, with our emphasis on 21st century learning, the PUSD embraces not only the innovation that comes along with this, but the cultural competency and global citizenship that is much needed in this increasingly connected world of ours.”

America is raising a generation of future job seekers who will not be limited by geographical boundaries. Polyglots will have a definite advantage – PUSD students will be better equipped to occupy their place in a highly competitive global economy.                                           

                             

Apache News at Arcadia High School Sets Journalistic Standards

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Originally published on 16 March 2017 in the Pasadena Independent, Arcadia Weekly, and Monrovia Weekly

Monday through Friday, from 11:03 am to 12:02 pm, finds 20 of Arcadia High School’s (AHS) brightest broadcast journalists and technicians producing the week’s 15-minute Apache News (APN) show. 

This Advanced Video Production class runs its weekly meetings pretty much how television stations conduct theirs. Ryan Foran, Public Information Officer for the Arcadia Unified School District, who was a broadcast news reporter in the past, has high praises for this class.  

Foran says, “If you walk into KABC anytime today during their production meeting, it would look exactly like this – the news team will be talking about ideas, reporters will be pitching stories to the news director. When these kids go to college this is what they’ll see.”

“It’s a popular course and is difficult to get into,” according to Frank Nunez, who teaches the class. “Once the posting goes up, students have to attend an informational meeting to learn about the course prerequisites. There’s an application process, which includes an interview, and two teacher letters of recommendation are required. They have to have finished beginning and intermediate courses to be eligible for this capstone course, which they can take in junior and senior year. It is UC-credited and is one of the few Pathways in AHS.”        

It takes at least ten hours to create Apache News, which AHS airs every Friday during fourth period. Everyone in Nunez’s class contributes in some capacity and each is graded based on attendance, participation, and content. It’s a very time-consuming and intense course as seniors Andre Salcido, Simone Chu, and Will Atkinson can attest to.

Salcido, who writes documentaries and edits political news for APN, says, “There’s a required   daily class attendance – fourth period – and we also have to be enrolled in the after-school class that meets twice a week. We cover Saturday sports events on top of that, so we’re putting in a minimum of ten hours per week.” 

“But everyone likes this class because of the resources available to us; we know it prepares us for college,” Salcido adds. “The experiences I’ve gained have put me further along than the average student going into this field. While I had initially thought of taking film studies, I developed an interest in documentaries and last year I completed a multi-part project about the California drought. It was something which had never been done before – my documentary group used HD cameras and travelled to the Central Valley for weeks interviewing people, gathering case studies from area residents. It became a finalist in the Arcadia Film Festival and we were even invited to the Water Symposium ‘Save the Water’ where we showed our film and spoke about our experience.”

“This year I’m working solo on a documentary about mental health and have been talking with students with mental illness. At one point we got an invitation to interview the Director of Health Services for California. So there we were on a plane and I thought ‘I couldn’t believe the school is paying for us to fly to Sacramento for this class – we are in one of the best courses in the country!,” enthuses Salcido.        

Meanwhile, Chu, APN’s Breaking News and Political News expert charged with studio scriptwriting and editing, is an accomplished journalist herself.  She is currently editor of AHS’s newspaper and is a student columnist for the L.A. Times’s ‘High School Insider’. 

One of Chu’s recent segments for APN took her all the way to Oroville to cover the dam and ensuing spillway damage during the heavy rains in the state. She says, “I called up people in the area and I dialed into a press conference with the town”.

As political specialist, Chu was busy during the 2016 presidential elections. She discloses, “Before the elections I was running around the campus getting student opinions. We also held a mock election and compared our results with the rest of the nation. More recently, when Sean Spicer (White House press secretary and communications director for President Trump) banned certain media outlets from attending a press briefing, I was able to get a comment from New York Times Washington bureau reporter, Eric Lichtblau, for a story I was writing.”               

Handling two of the most exciting news assignments will keep Chu on her toes and in the thick of things. “Journalism has been my aspiration since elementary school,” she claims. “That’s why I pursued newspaper writing and when I had the chance to try out for APN, I took it. It’s intense but it’s a fun kind of intense. And the best part is that everyone is passionate about what they do; it’s quite refreshing to be working alongside people who give their best to put on a show very week.”

Atkinson is APN’s sports producer, tech manager and gag creator. While he is mostly behind the camera, he has reported for a few stories, is APN’s sports announcer and soccer commentator.  He creates the intro gags for the show and even acts in them.    

  

“I was recruited for this class and couldn’t be happier for agreeing to do it; this program taught me to work well with others,” Atkinson pronounces.  “We put in countless hours not because we’re getting paid but because we love doing it. And it has its flattering moments as I discovered when we were shooting the middle school play ‘A Monster Ate my Homework’. I was setting up the systems when a bunch of 8th graders asked, ‘Are you Will from APN?’ My tech director, Justin, told me they had been talking about my great hair for a while.” So much for preferring to being anonymous and a behind-the-scenes guy.    

According to Nunez, Atkinson is responsible for creating a relationship between APN and AHS’s sports teams and coaches. One of the reasons APN has been more visible lately is its expanded sports coverage and live streaming that started this year. It is a point of pride for Dr. Brent Forsee, AHS principal.

“I was with a bunch of friends one day watching an AHS game on my phone when they said ‘Hey, let’s watch that; how do you get that on TV?’. So we hooked it up and we all watched the livestream on TV. They were very impressed with the camera work and the play-by-play. It was all done very professionally,” tells Forsee.  

Ryan credits this degree of professionalism to Nunez, who has an extensive background in film technology and TV production. Before teaching Advanced Video Production at AHS full time this year, he had been travelling for ESPN’s sports broadcasts, flying the SkyCam for football games on cable television. He has won three Emmy Awards for his work. 

“It’s Mr. Nunez’s real-world experiences in livestreaming you see now on Fox Sports that’s allowing our students to get the high level of training in putting on a live sports event – using multi-camera sets on shoots,” Ryan declares.

While Nunez taught in college, he didn’t really set out to teach full time. He reveals, “I come from a live sports background; it’s something that I really enjoy. I was on the fence about taking this job because I didn’t know if this was quite the right time – I expected a much longer career in film and video. Bill Citrin, the previous teacher, roped me into teaching part time and it evolved into a full-time job. But it’s nice to get the chance to bring in that element of sports production, which I really miss, into this environment. I love the high energy games we go to.”      

“There’s quite an old history to this program. I was at an alumni event and had a conversation with the previous instructor, who told me that this began in 1986 as a sort of industrial tech class,” Nunez relates. “They built the very first camera they used for it – a toilet paper roll was utilized for the lens. Then it took off in 1997-1998 with Bill Citrin, who expanded the course to what it is today.”

An AHS alumnus himself, Nunez attended from 1998 to 2002 and was in Citrin’s class. He states, “I can say first-hand that I took this course and then when I went to UC Santa Cruz I didn’t touch a camera for two years until I started a news broadcast in college. I pretty much created that show based on this program and it’s still running there today. I got so much more experience here than in film school. I was so prepared; I had a leg up once I got to project management – shooting a film, pre-production work, etc. – all of which I had done here on a weekly basis.”

Nunez has big plans for the course, including creating a new weekly show, adding more sports themes, increasing content. He says, “We don’t call it a class; we’re professionals. I have very high expectations and I keep raising the bar lest we become complacent. We won’t rest on our laurels.” They have, in fact, begun work on a late-night comedy-style bonus show, the first episode of which they hope to air in early April.

When Forsee pronounces, “I’ve been extremely impressed with these students’ commitment to journalism. I could put us against professionals in the industry as far as what they’re practicing and learning,” it is a testament to the school’s confidence in the integrity of Apache News and the team that produces it.                                 

No Boundaries in Art and Talent at PUSD

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Originally published on 9 March 2017 in the Pasadena Independent, Arcadia Weekly, and Monrovia Weekly

There is no shortage of artistic talent among Pasadena students as the upcoming 12th annual ‘No Boundaries’ will once again prove.

Scheduled to open on Friday, March 10, which coincides with ArtNight Pasadena, and running through March19, at The Shops on Lake Avenue, this art exhibition provides a platform for young artists in the Pasadena Unified School District (PUSD) to showcase their two- and three-dimensional art. Presented free to the public, gallery hours are Monday to Friday, from 3 to 6 pm; Saturday and Sunday from 1 to 4 pm. 

The exhibition is also a host site during ArtNight Pasadena on Friday, March 10. ‘No Boundaries 12’ is housed in a commercial space on 345 S. Lake Avenue lent for the occasion by Merlone Geier Partners as a giveback to the community. It will be a shuttle stop during the citywide free evening of art, music, and entertainment when Pasadena’s most prominent arts and cultural institutions open their doors.

ArtNight Pasadena, sponsored by the City of Pasadena Arts & Culture Commission and the Division of Cultural Affairs, is an ongoing partnership between the city and local cultural institutions. Twice each year, many of the city’s non-profit arts and cultural establishments open on a Friday night to provide a variety of art, culture, and music to the public free of charge.           

According to Jennifer Olson, District Arts Education Coordinator for PUSD, the first ‘No Boundaries’ was started by a former Pasadena high school teacher, Alex Schultz, and the former PUSD District Arts Coordinator, Marshall Ayers. It has always been a group effort involving Arts teachers, community arts partners, parents, and volunteers.

Olson relates, “The first year it was just middle and high school student work and it was all put up in one night in the wind tunnel at Art Center. The next year the District Arts Office decided to include every school, and the structure was set that informs how we still do it today. There is an arts representative designated at each school who selects between 12 and 32 artwork per school, depending on the size of the school and whether it is an elementary, middle or high school.”

All 26 PUSD schools submit their highest quality work which are organized visually (2D, 3D, video), rather than thematically. The exhibit is a monumental undertaking given the number of students and schools involved. 

“It is a gargantuan effort!,” Olson agrees wholeheartedly. “We started accepting delivery of artwork February 2, and the exhibition doesn’t open until March 10. So there are several weeks of registrar work – entering all the student information and statements – mounting all the artworks, and then of course building out the space, curating the art pieces, hanging the show, marketing, and event planning.” 

Continues Olson, “For many years we have had a district arts team/community arts team, and this is a major endeavour undertaken by that group. We also work with the Pasadena Educational Foundation to help us find volunteers to help with all aspects.”

“‘No Boundaries’ is a true community effort,” proclaims Olson.“We work side-by-side with our community arts partners, teachers, and parents to make this exhibition happen. By that, I mean if you walk in on any given day during installation, these folks are the people painting the pedestals, nailing up the student statements, and installing the promotional posters.”

Rochelle Branch, manager of the Cultural Affairs Division of the Pasadena Planning and Development, created ‘Bridging Boundaries’ in 2007 as an offshoot of ‘No Boundaries’ to expand access and highlight the collaboration between the City of Pasadena, and PUSD’s Arts Education. She says, “‘Bridging Boundaries’ references the connection between the city and PUSD, but also the geographic location of what we call the Student Art Wall which is near City Hall bridge.”

“Arts Commissioners and a member of the community attend the installation of the PUSD’s ‘No Boundaries’ exhibition and select artworks based on high artistic quality and merit,” Branch explains. “They provide a small tag that says ‘Arts & Culture Commission selection awardee for Bridging Boundaries Exhibition’. Everyone who goes to ‘No Boundaries’ will see the selected art.”

“When ‘No Boundaries’ ends on March 19, the selected pieces are taken to a professional framer and mounted in two installments at ‘Bridging Boundaries’ exhibition hall outside City Hall Council Chambers,” adds Branch. “The city contracts with Pasadena-based artist, Denise Seider, to curate ‘No Boundaries’ and ‘Bridging Boundaries’. For about five months, each student group will have its artwork up for public viewing.”

“Students get back their artwork professionally framed and get city-wide acknowledgement of the quality of their piece. They get to come with their families and friends and see their creation outside of City Hall,” Branch concludes.
          

Olson shares that sentiment when she declares, “The greatest joy of this project is seeing students come in with their family members, bursting with pride when they find their artwork and they see that it is professionally displayed like a ‘real artist’”.

This joint collaboration – among the City, PUSD, and Pasadena’s arts and cultural organizations – celebrates, showcases, and shares students’ artistic talents with the entire community. But more than public recognition, these young talented students’ self-satisfaction in their accomplishments may be the greatest reward of all.             

Near-Peer Mentoring for College Applicants

/ May S Ruiz / Leave a comment

Originally published on 23 February 2017 in the Pasadena Independent, Arcadia Weekly, and Monrovia Weekly

A year ago, Emma Li was a 17-year-old high school senior at Arcadia High School, eagerly yet nervously waiting to hear from the colleges and universities to which she had applied. Today she is a freshman at Cornell University and a near-peer mentor to teenagers who are going through this same mind-numbingly complicated process called college applications.

Arcadia, where Li spent her childhood, is one of the San Gabriel Valley’s most sought after  districts because of its excellent schools. Indeed she was very fortunate to have attended Arcadia High School whose graduates are admitted to very selective universities – the class of 2016 had students who were accepted into every Ivy League university in the country. However, it also has a large enrollment. 

According Ryan Foran, Public Information Officer for the Arcadia Unified School District, there are 9.5 counselors at the high school. While every student from 9th through 12th grade is assigned a counselor, it is also a stretch for all 3,500 students to get face-to-face time with their counselor on a regular basis.  

Li says, “I actually started meeting with my counselor during freshman year because I needed assistance on applying to summer programs, which required a letter of recommendation to apply for. If I hadn’t wanted to attend these programs, I probably would have met with my counselor much later on. However, there are only two counselors assigned to each class and there were approximately 850 students in mine.”

“When we were seniors, we were assigned a counselor who would write the recommendations for our college applications, and that counselor might not have been the one designated to our class year,” Li adds. “I was lucky enough to have requested that my counselor for all four years write my counselor recommendation; I know that this wasn’t the case for many of my peers.”          

Still, Li felt it had been an impersonal experience for her. She explains, “There has to be an active effort on the students’ part to meet with their counselor or they will just get lost in the crowd. If I didn’t proactively seek it out, I wouldn’t get any time with the counselors. As it was, I didn’t see or speak with mine that often.”

“Most of my college application experience was on my own,” expounds Li. “My counselor gave me a few recommendations when I had my interview with her; she told me to look at some more schools. On a few occasions, my teachers suggested universities that might be a good fit; another helped narrow my choices after I received acceptance letters. Older students also helped with my essay.”

A first generation Asian-American whose parents are immigrants from China, Li didn’t get much guidance from them. She states, “My parents have only been here for two decades and didn’t have any experience in U.S. college application. So I was pretty much on my own. I did a lot of research and applied to 15 schools – five UCs and ten private universities – but I only visited a handful of them.”   

Li was accepted to UC Berkeley, Williams and Cornell. She didn’t visit Cornell but decided to matriculate there based on a friend’s recommendation. She says, “I think that being in college is  overwhelming for almost all of the people I met. Before coming here, I had expected to be intellectually challenged, to meet people who’ve done incredible things, to join clubs and organizations that would allow me to pursue the interests I had in high school or to explore new passions. In that respect, Cornell lived up to what I had anticipated, but at the same time, so could any other college that I had applied to. The way I see it, my expectations were about college itself than about this school in particular. I don’t think visiting Cornell would have altered what I hoped to experience, although I would have been able to picture myself walking to class or eating in the dining halls.”

Cornell University | Image taken from Cornell University’s website

From Cornell’s Facebook page, Li learned about a company called CollegeVine (CV), which helps families navigate the path to the best schools. She applied to one of the jobs and internships it was offering for Cornell students and was accepted.

Asked why she decided to become a CV mentor, Li answers, “It’s probably a mix of two reasons. Firstly, I was a tutor for many years and I enjoyed doing it; but there aren’t too many similar programs in college. Secondly, when I was in high school, a lot of the help I got with my essays came from older students who were attending the schools to which I was applying.”

“There are many college prep companies in Arcadia to help students through the process, but I find that they are primarily staffed with older people,” adds Li. “What’s really appealing for CollegeVine clients is that the counselors helping them are in their age group. In that sense,  CollegeVine is more effective because the consultants recently applied to college, know what it’s like and share a common experience of the pressure of applying.”

Li went through intensive training – on completing the common application, writing a compelling essay, interviewing techniques – to become a CV mentor. She got her first client, an international student, in September last year. 

Because the academic system in other countries isn’t the same as in the U.S., Li’s first job required her to do a lot of paperwork and research. She spent three hours a week working – one-and-a-half hours doing research and the other one-and-a-half hours video chatting with her client. She checked her student’s essay for grammatical errors and organized it, while ensuring it still had her client’s voice.   

“My client applied to seven U.S. schools and a few in her home country,” relates Li. “She concentrated on colleges with rolling admissions so she sent her first application early on and was accepted to her first choice school in mid-November. I was very excited for her! On top of that, she got a half-ride scholarship which her parents didn’t think they would qualify for.”

College counselors in private schools discourage their students from hiring independent consultants to help them through the application process. By necessity, though, those who are in large, public schools who can’t see their counselor regularly have to seek additional assistance.

As Li emphasizes, “I definitely think that getting outside help will make students more successful, just because they can have the personalized attention they don’t receive in school.  Independent counselors like me can better assess students’ strengths and weaknesses to find the best way to present them to college admissions officers.”

“It also benefits students to have someone who can recommend ways to handle less-than-ideal scenarios,” Li says further. “As a counselor, I provide an alternative point of view if they’re deferred, waitlisted, or rejected. Having gone through this process recently, I can honestly tell my clients not to make senior year more stressful than it already is. While it might be the culmination of everything they’ve worked for 12 years, it all comes together in the end.”

College application is a rite-of-passage for most teenagers in this country. And as Li could personally attest to, it is at once nerve-wracking and thrilling. Now, as a counselor, the most rewarding aspect of her job is being able to relive its best moments.                            

‘King Lear’ and ‘Man of La Mancha’ Share Similar Worlds at A Noise Within

/ May S Ruiz / Leave a comment

Originally published on 14 February 2017 in the Pasadena Independent, Arcadia Weekly, and Monrovia Weekly

Resuming its 25th Anniversary celebration, ‘Beyond our Wildest Dreams’, A Noise Within puts on a production of William Shakespeare’s King Lear which will run in repertory with Man of La Mancha later in the spring. Geoff Elliott and Julia Rodriguez-Elliott, co-producing and artistic directors of ANW, have conceived these two shows to be seen on the same day, allowing them to fully speak to each other. 

Both shows share the same leading man (Geoff Elliott), the same director (Julia Rodriguez-Elliott) and the same scenic elements, enabling a quick turnover between matinee and an evening performance so the two productions can play on the same stage.  

Of the opportunity to perform both Lear and Cervantes/Don Quixote, Elliott pronounces, “I feel I know Lear. He is stripped of everything, and must face his worst demons to find tenderness and uncompromising love in a very violent world. Lear spends so much of the play terrified of losing his mind. Anyone who goes through a similar self-investigation can’t help questioning his sanity as so much of the world that we live in seems insane.”

Continues Elliott, “In his way, Cervantes/Don Quixote is Lear’s doppelganger. As he assumes Quixote’s persona, Cervantes gains the courage and the strength needed to face the uncertain future of the Inquisition. He, along with his fellow prisoners and, ultimately, the audience are transformed.”  

 

King Lear | Image taken from A Noise Within’s website

Says Rodriguez-Elliott, “In Lear, this personal journey of a family dealing with an ailing patriarch has global implications. The breakdown of a nation runs concurrent with Lear’s mental decline. At the beginning of the play, we see a man at the zenith of his power, a modern day dictator who is feared and has never heard the word NO. The world we enter is a violent, callous one. At the end, we see a man transformed.”

The world of La Mancha is as violent and callous as it is ripe and crying out for transformation. “Though many often associate Man of La Mancha with elaborate set pieces and fanciful costumes, its earliest stagings were sparse, encompassing the spirit of a rag-tag band of prisoners putting on a play with found objects,” explains Rodriguez-Elliott. “I wanted to return to those roots. Based on real-world prisoners, the conditions we’ve created for Cervantes and his fellow inmates are recognizable and terrifying.”

Audiences will likewise be transported to these worlds, in large part, because of the actors’ excellent portrayal of the characters they will inhabit for the next two hours. However, stage plays are a collaboration among many – actors and directors; as well as designers, which include costume, lighting, and set – and their success depends on how seamlessly these collaborators work together to create one magnificent piece.  

That Lear and La Mancha also share artistic team members – Fred Kinney (scenic), Angela Balogh Calin (costume), and Ken Booth (lighting) – makes for an exciting experience for the audience and for everyone involved in both productions as well.

Booth, ANW’s resident lighting designer, who has worked on over 40 productions for ANW since 1998 says, “I’m thrilled to be a part of it; this kind of challenge doesn’t happen a lot in small theatres. For Lear I am using a palette of warm and cold lighting, often in combination.  You don’t really see the source of light but it’s there being filtered through some unknown artificial source. Shifting the temperature of the lighting within a scene helps to punctuate or accent a moment. Highlighting one particular character helps create dramatic conflict within that character.”

“Lighting defines and redefines the performance space; it can influence the mood for the play and the audience. It enhances the atmosphere for the actors who are on stage to share their art and emotions with their audience,” Booth adds.

Man of La Mancha | Image taken from A Noise Within’s website

“Both Lear and La Mancha deal with a man with delusions of grandeur. The conflicts in both come not from without but from within the characters – their inner dilemmas of importance and immortality that affect them. To connect both stories, I will create lighting that seems omnipotent in certain scenes and confining for others. Beyond the giant set wall the plays share, you only see shafts of light that emanate from behind a window or door whenever it is opened. The wall is the horizon – there doesn’t seem to be an outside world – and for the most part the lighting of the wall is the same: a cool or bluish wash, beams of warm light seeping down; and a filtered break-up catching parts of it.”

Angela Balogh Calin, resident costume designer for ANW, has worked with Booth since 1998. She says she hasn’t done many shows when Booth didn’t light. “We go back a long time,” she declares. 

“Both Lear and La Mancha are going to have modern setting so costume-wise, I will give them a modern approach,” Calin discloses. “The clothes will be something the audience will be able to identify with; they will be easily recognizable. Lear will be eclectic, with 1950s flair.”

Lear and La Mancha will only be Fred Kinney’s second and third shows with ANW. An independent scenic designer, he was contracted for both shows last spring and immediately did his research. 

“I think Shakespeare’s work is better heard not read; so I watched a couple of film versions of Lear before I started conceptualizing the scenery,” Kinney reveals. “For La Mancha, I listened to the music and then watched the film. Then I came up with a concept that could work for both but different enough. They are unified in theme but the design will have enough variety to service the individual parts of the shows – the things that are unique to each production. I will have a base layer to which I can add elements to make the scenery distinctive to each.”

ANW provides a unique environment in which artists work together across decades. They are comfortable experimenting, trying new things; impressing as much as supporting each other show after show. These artistic relationships inform each of this repertory theatre company’s many exceptional productions for 25 years.

Booth expresses says it best when he says, “I want our audiences to remember what an otherworldly universe we created within our theatre for our interpretation of King Lear and, hopefully, they get a satisfying feeling of bittersweet closure. This is what I find exciting – the collaboration in putting on a production – to take a blank stage and create a beautiful picture that is like a painting come to life using the limited tools at our disposal.”

Pasadena Master Chorale Fosters Young Musical Talents

/ May S Ruiz / Leave a comment

Originally published on 17 January 2017 in the Pasadena Independent, Arcadia Weekly, and Monrovia Weekly

Jeffrey Bernstein, Artistic and Executive Director of the Pasadena Master Chorale (PMC), has always been into music and music-making. He started playing the piano when he was eight years old; when he was 13 he sang Beethoven’s Ninth Symphony in a choir. 

It isn’t surprising, therefore, that Bernstein’s interest in music grew through the years. He  relates, “Like many people, I came to choral music in school. For me it was in college, at Harvard. That’s a natural place to have terrific experiences of community. In a way I realized I wanted to give that experience to people who weren’t going to leave in four years. I wanted to see what it was like to deepen that sense of community and to be embedded in the broader Pasadena community.”

In 2009 Bernstein founded the Pasadena Master Chorale which he imbued with his own personal stamp to distinguish it from other choral groups. He explains, “For one, we’re auditioned and it’s a pretty rigorous process. We take, on average, less than half the people who audition for us. We also re-audition the group every year so singers have to demonstrate they’re continuing in keeping up. I believe the higher the quality of music-making, the greater the sense of community.”

Bernstein continues, “The other thing that sets us apart, and which I’m very proud of, is our pricing model. Our concerts are offered on a ‘listen first then give’ basis; we sell tickets for zero dollars. We want people to attend our concert then offer a gift to us as they are moved and able.  We started this concept two years ago and our attendance and revenue have since gone up.”                              

“There are obviously people who can’t give very much, and I’m very proud of the fact that our concerts are so accessible to everyone. And there are people who give very generously because they recognize the value of what we do,” Bernstein opines.

Knowing that children are exposed to singing in a choir at a young age – whether it’s through a church or at school – Bernstein established an education program to foster middle and high school students’ love of music.

Expounds Bernstein, “Since we started we have always been involved with young people singing with us. It’s at the heart of what we’re trying to do – to create opportunities for young people who love choir music to learn about it and perform it. The program has grown tremendously and we currently have three offerings.” 

Image of Pasadena Master Chorale taken from South Pasadena News

According to Bernstein, their program for student singers is open to all Pasadena middle schoolers with a teacher recommendation. They rehearse with PMC’s associate conductor, Lauren Buckley Schaer, and perform a couple of pieces at the beginning of two of their concerts – Handel’s ‘Messiah’ and the Brahms concert. 

With a teacher recommendation, high school students who want to get a deeper experience with choral music can join PMC as apprentice singers. Says Bernstein, “They rehearse with us every Monday night as full members and they sing all the pieces the PMC does, including the ‘Requiem’ which we sing in German. This is a much smaller group of students because it is a big demand on their time and requires more familiarity with choral singing.”

Bernstein adds, “This year, we are again holding a program we began last year called ‘Listening to the Future’. Through an application process, we select composers from local private and public schools. We team them up with a composer mentor who meets with them almost weekly starting in November through June. They write music for us and we perform their work. PMC’s final program of the year is entirely composed by high school students. June last year was the first time we put on this program and it was a huge success!”

“We had four composers last year; this year we have six and they’re already writing. During the spring they’ll come to our rehearsal every now and then to hear us sing their composition. It’s thrilling! It’s hard to tell who’s more excited – the students or the singers. It’s great to work with living composers, but to work with someone so young …. This is a rare opportunity for  young composers to have a group play their composition, sing it and take it seriously. It’s almost unheard of. That’s a program I’m very, very proud of,” Bernstein proclaims.                                                         

“I’m a big champion of young people and music-making,” Bernstein expands. “I want our organization to serve the youth at as many different levels of development as possible. For this young composers program, we’re looking for students who are willing to roll up their sleeves and do the work. They must have had music training – maybe sang in a choir or played in an orchestra or band – and have a teacher recommendation. But we’re not going to judge their potential as creative people; instead we’re here to foster their talent and let them run with it. 

Last year we came up with four completely diverse sets of music. It was beautiful!  We don’t change what composers create, we don’t want to get in the way. We want to encourage creativity and we sing what they write for us.”

Image taken from The Hollywood Times

‘Listening to the Future’ commences right after Labor Day, when PMC publicizes the program and accepts applications. At the end of October, PMC selects the composers who start working with mentors in November. Both mentor and student develop a schedule for what pieces need to be written and when. Each composer will write at least one arrangement of a folk song which should be finished by February and one original composition which they will write from February to April.

Bernstein says of this program, “Composing is a form of communication. Student composers are communicating with the singers and singers are communicating with the audience.  We emphasize that the score has to be neat and without errors. Composers have to take into consideration if the words are easy to read, if the harmony is understandable. 

It’s a very interesting process for these young students to experience. They spend months alone in a room in front of their computer or with a piece of staff paper writing their composition.  Their faces light up when they hear a roomful of 60 people transform that music off the page.  It’s utterly amazing when that happens!”

Pasadena Master Chorale holds five concerts a year. Its 2016-2017 season began on December 11 when the group sang Handel’s ‘Messiah’ at First Congregational Church in Pasadena. On January 15, PMC performed Beethoven’s Ninth Symphony at the Oratani Theatre in Downtown L.A.  Brahms Unbound follows on April 22 and 23 at the Altadena Community Church. On June 10 and 11, PMC will be back at the Altadena Community Church to sing two pieces: Heinrich Schutz’s ‘Musikalische Exequien’ and Gabriel Faure’s ‘Requiem’. The season ends on June 25 at the Neighborhood Unitarian Church in Pasadena with a ‘Listening to the Future’ concert.

Financial support for PMC comes from the L.A. County Arts Commission, Pasadena Community Foundation, Pasadena Showcase House for the Arts, the City of Pasadena, and through various fund raising efforts.                 

While PMC has come far since Bernstein founded it, there are more things he wants to accomplish. He wants to one day be able to purchase a building to house their education program, for students to come in five days a week after school, with a staff of people who can provide training – from individual voice lessons to music theory – and who will encourage students to have their own choral group with leadership.

“It’s limitless what you can do and realize what difference you can make in one kid’s life … not just with choral music, but for them to have a place to belong,” Bernstein states wistfully.         

Table Tennis Demonstration Energizes Morning Assembly

/ May S Ruiz / Leave a comment

Originally published on 26 January 2017 in the Pasadena Independent, Arcadia Weekly, and Monrovia Weekly

Morning assembly at Clairbourn School, a pre-kindergarten to eighth grade independent school in San Gabriel, was more animated than usual this Tuesday morning when students and parents arrived in the multi-purpose building (MPB). That’s because they were getting a special demonstration on table tennis after all the announcements are over.

Table tennis originated in Victorian England as a ‘parlor game’ when lawn tennis players moved the game indoors during the winter. It got the name ‘ping-pong’ at the end of the 1800s when the English firm J. Jacques and Son started manufacturing high-end equipment for the sport and trademarked the brand. It was later trademarked in the U.S. by board game company, Parker Brothers.

On April 24, 1927 the English Table Tennis Association was created with a membership of 19 leagues; it has since grown to its present 300 members, with approximately 75,000 registered players.  In the 1988 games in Seoul, South Korea, table tennis became an Olympic Games sport for the first time.   

While it had seen widespread popularity in the western world, it was China which took table tennis to new heights when Communist Chairman Mao Zedong declared it as the country’s national sport. Today, a reported 10 million Chinese play competitive ping-pong regularly and 300 million who play it occasionally. It won the gold in all four table tennis events at the 2016 Summer Olympics; it has taken home 28 of 32 gold medals since the game was introduced as an Olympic sport.     

Recognizing that Clairbourn has a large Asian population, Dr. Robert Nafie, headmaster, decided to acknowledge Chinese pride in their excellence in this sport and share it with the school community as well. Through Clairbourn parent, Harry Tsao, he found the California Table Tennis Club, an organization established four years ago by Gao Jun, a world champion who went to the Olympics five times in her career and currently an Olympic trainer. In its location at 2727 Stingle Avenue in Rosemead, it holds classes every Saturday and Sunday, as well as private lessons, for its 60-80 students aged five to 86 – some coming in for competitive training while others simply looking for a sport to enjoy.           

The team from the California Table Tennis Club – Gao Jun; coach Candy Tang; international table tennis player, Ryan Wu; club managers, Kevin Yu, and Lydia Zu – came on campus and set up their table for this morning’s assembly.  Jun, acting as facilitator, invited students to play against the coaches to show the different positions, strokes, and moves. 

There wasn’t a shortage of volunteers as several students raised their hands. First up was 5th  grader, Kelly Tsao, who demonstrated the ‘forehand’ when she played against Coach Ryan.  Eighth grader and Student Body president, Nick Polen, showed how the ‘backhand’ is played.

Clairbourn School’s Randall Hall | Photo take from Clairbourn School’s website

Sixth grader, Piper Kibbe, who followed, was clearly new to this game but Coach Gao took her hand to demonstrate how the paddle should be held to play table tennis properly. Kibbe quickly picked it up and had great fun using the ‘forehand’ and ‘backhand’ strokes. Second grader, Jason Qi, was a good sport and got the hang of it too.

To invigorate the game with faster strokes Jun called upon 4th grader, Madeline King, who lived up to the challenge with some fancy footwork and the more advanced ‘loop’ and ‘chop’ strokes.  She clearly isn’t a stranger to this game.

Mac Cole, 8th grader, wasn’t to be bested – he showed some very quick moves. But it was when 2nd grader, Atticus Williams, went up to the table that all the students fully erupted to life. With all the kids chanting “At-ti-cus! At-ti-cus! At-ti-cus!”, he demonstrated that while he wasn’t as adept at the game as the students who preceded him, he undoubtedly possessed an unmatched confidence at playing. Not to be outdone by his students, PE coach, Luke Ball, performed admirably.  

When the facilitator asked for a parent volunteer Li Feng came forward and showed everyone how graceful this game looks when played by someone who knows it well. She held her paddle in ‘penhold’ position, she had her eyes firmly peeled on the ball, she was fast and fluid, and she knew exactly when to crush her opponent.  

To end the demonstration, the table tennis coaches and Clairbourn’s Coach Luke played Doubles to everyone’s delight. A great time was had by all. With an obvious spring in their walk, parents left to go to work, run errands, or stretch at the gym. Students and teachers headed to their morning classes unmistakably energized.

Nafie has once more found another interesting experience for students that may not necessarily relate to their learning. But as he says, “I want to make sure the school is alive for the kids; that it’s not all drudgery.” Mission accomplished.