On May 23, the Princeton High School Orchestra embarked on their 2024 European tour led by PHS Orchestra conductor Robert Loughran. They landed in Milan, Italy after a long flight, and traveled to Venice over the next few days. There, they performed in a music festival at Riva del Garda.

After the music festival, they ventured into Verbier, Switzerland, where they played in two concerts for primary school students. The orchestra finished the tour in Paris, France, where they performed at Lycée International Saint-Germain-en-Laye school and Église de la Madeleine.

Loughran’s goal for the tour was to reach a variety of audiences with the contrasting repertoire the orchestra prepared, bringing together audiences from different cultures and backgrounds.

“[We played] a lot of pieces ... close to twenty ... I [was] definitely most excited about the movie theme songs,” said flutist Emily Leng ’27.

Other soloists in the orchestra, along with two vocalists, Reva Doshi ’24 and Nicole Lee ’26, played significant roles in uniting individuals through music.

“[We featured] some soloists, like Audrey Kang [’24], and Sunjun Jo [’24],” said Loughran. “[They also did a piece together] called ‘Schindler’s List’ from John Williams.”

To successfully execute the iconic melody from the film, the orchestra had to focus on conveying the beauty of the sorrowful sound.

Another soloist featured in the repertoire is oboist Amanda Sun ’24, who performed the main melody in “Gabriel’s Oboe.”

“It’s from a movie called ‘The Mission’,” said Sun. “It’s very lyrical and I [liked] the orchestra’s parts as well.”

This lyrical style [contrasted] with the music from “Schindler’s List,” reflecting the orchestra’s variety of compositions.

The orchestra’s trip to Europe was not only a musical experience, but also a memorable opportunity for the musicians to bond, meet new people all over the world, and explore various cultures.

“The cuisine ... between all those three different regions [was extraordinary],” said Loughran. “[As well as being] able to maximize the potential of trying new things and savoring new tastes.”

The European tour was a chance for members to venture into newfound attractions and places, exploring various cultures.

“[I was] just super excited to be in Europe because [I had] never been [to] Europe,” said Leng. “[We saw] Moulin Blanc [in Switzerland].”

In addition, the orchestra had the opportunity to explore multiple historical sites, such as the West Bank of Paris where Ernest Hemingway lived, and a French chateau.

“It was so interesting to explore places with such rich cultures and histories,” said violinist Meghna Myneni ’25. “The trip really opened my eyes to different ways of life.”

PHS Orchestra brings unity through music in European tour

   Around 63,000 B.C., Neanderthals began exploring the technique of wall art. The shapes of bison and other animals were inscribed deep onto the stone walls in the Cave of Altamira, Spain; these inscriptions are often regarded as some of the most famous Paleolithic art pieces in existence. One purpose of these depictions was to bring a sense of understanding and appreciation to nature and the environment. 
Several cultures in Asia similarly embraced nature through art. China’s Shan Shui paintings, mainly depicting mountains, were drawn against a wall of fabrics. They eventually became a means for educated men to seek consolation from nature and to escape the chaos of the world. India regarded plants and trees as sacred beings to be protected. Along the walls of buildings, tribal Gond paintings depicted the Indians’ respect for the flora and fauna, which ruled the Earth before humans. 
The 1900s introduced street art and murals. Murals could not only express the complexity of a vast range of themes in a simple way, but they could also be used to speak out regarding the current environmental crisis. Although wall art throughout the centuries has vastly changed in meaning and expression, it has gravitated to environmental art since the 1960s. Differing from depictions of nature, environmental art’s purpose is to raise awareness of climate change and appeal to an audience unfamiliar with the crisis that the Earth is facing.
Environmental damage often feels abstract, meaning most individuals feel detached from its consequences. However, artists bridge this gap by creating powerful pieces to evoke emotions in viewers, sparking introspection and forming a deep sense of connection to the Earth. 
 Artists directly pose uncomfortable questions to viewers by creating pieces that showcase the beauty of nature, juxtaposed with the negative impact of human activities. They challenge the viewers to confront the consequences of environmental damage and consider the long-term effects of their choices. 
	For example, an anonymous graffiti artist and environmental activist in the United Kingdom, known as Banksy, uses his talents to advocate for the environment. He paints graffiti on ruins and areas filled with trash which contrasts with the environmental images and messages in his art, to criticize the consequences of disregarding the environment. 
One of Banksy’s murals depicts a boy holding a can of paint. The message “I remember when all this was trees,” seemingly painted by the boy, is pasted onto the wall beside him. The message, referring to the surroundings of the mural, is extremely powerful because it contrasts with the decrepit and run-down buildings. 
	Examples of environmental artwork can also be found right here in Princeton. One example is the Nature's Nation: American Art and Environment exhibit, from 2019 at the Princeton University Art Museum. Featuring more than 120 paintings, sculptures, drawings, photographs, and videos, the exhibit expresses an ecocritical view of American art from the past three centuries. It displays the development of the country, including how industrial development has destroyed the land and its natural environment. 
The exhibit begins with an idealistic walkthrough of the pristine landscape before the arrival of humans, then turns to much darker works displaying the destruction of the environment. For example, one work titled “Crucified Land,” by Alexandre Hogue, showcases the eroded terrain that was sacrificed for agricultural practices. Another work by Edward Burtynsky, “Oil Spill #10,” simultaneously presents the majestic biosphere, as well as its degradation caused by the extraction of oil from the earth. 
In addition, environmental art can also be found inside Princeton High School. More specifically, the most prominent spaces coated in environmental murals are the science halls. In the 170s, 180s, 270s, and 280s hallways, paintings of animals and one huge tree flourish on the wall as a clear representation of student’s appreciation for wildlife. Furthermore, students recently hung up a life-size diagram of different animals, including a whale, in the 280s hall. Not only does this art brighten up PHS’s appearance, but it also provides other students with a quick refresher on their knowledge of environmental diversity, which is accessible to them by simply glancing up at the wall.
Every year, the murals at PHS seem to just keep growing, a true testament of students’ freedom of expression. Not only do these murals allow every art student to make an eternal mark on PHS, but they also showcase how the environment is highly appreciated in the community.


Impactful environmental activism through visual art

The PHS Research Team, who were announced NJ State Winners in January, have advanced to the next stage of the Samsung Solve for Tomorrow Competition. They now represent New Jersey as one of the ten national finalists, competing for the chance to win $100,000 worth of Samsung products for PHS.
“I mean, [qualifying for nationals] is a really good feeling. We worked really hard. And I think if you track our growth since September, it’s been amazing,” said Hayah Mian ’25, the lead psychologist of the team.
Between winning states and qualifying for nationals, the team has expanded the capabilities of their first prototype, a stuffed armadillo called Che’w that can teach the endangered Guatemalan language of Mam. At nationals, the team will be presenting at Samsung’s headquarters in Washington D.C. on April 29. 
“Our focus back then was just trying to make a prototype work, and I feel like now it’s trying to get the presentation [for nationals] together by working on the script and the video,” said Sofia Son ’25, one of the programmers on the team. “We [also] want to improve on the current prototype we’re going to present with.”
One of these improvements is the development of movement through motors. With the motors, the robot will be able to hug and wave, allowing for more animal-like movements and a more friendly appearance so that a user does not feel stressed or anxious when interacting with the robot. On the programming side, the team has focused on gathering enough language data so that the robot can maintain complex communications with users and vary its answers with AI and machine learning.
“At the moment, the robot is not intelligent. It doesn’t use machine learning or AI because we don’t have enough data,” said Debdeep Sen ’26, another programmer on the team. “Eventually we’ll have neural networks for the language once we have enough data, so it’ll actually understand what you’re saying.”
 In order to get this data, the team has partnered with indigenous Mam-speaking communities in Cajola, Guatemala; Oakland, California; and Morristown, New Jersey, as well as university professors from the University of Kansas and Princeton University.
As the team works on improving the functionality of the robots, they are also increasing the sustainability of their designs, which is one of the main goals of the project. Previously, they had created a stuffed armadillo, Chico, which was scrapped due to issues surrounding the ethics of the manufacturing process and sustainability of their material sourcing. Now, they are collaborating with Fluffmonger, a company that designs environmentally friendly plushies, which are then assembled in local Mam-speaking communities, including in Guatemala.
“We wanted to move towards a locally and more ethically soproduced solution ... and [Fluffmonger] just [sends] us these blueprints for making stuffed animals, and then we stitch [them together],” Son said.
The team uses cloth made from recycled materials and clothes that are hand-sewn by local communities. Post-competition, the team hopes to transform their project into an ethical and sustainable business.
“The plan is for [the project] to become a business model after the competition. Our goal is to teach younger research students and middle schoolers how to build the robots because we want to be able to teach our students digital literacy along with the different languages ... A lot of us in the project are juniors, so [after] next year we leave. We want to keep [the project] going at PHS,” Mian said. 

PHS research team moves on to nationals

In a Board of Education meeting on March 15, the board announced its decision to extend Dr. Kathleen Foster’s employment as interim superintendent to June 30, 2025. 
However, because Foster is retired, she can only be employed by PPS, Princeton Public Schools, for a limited period of time as per New Jersey state law. Therefore, before the decision can be implemented, the district must receive permission from the New Jersey Department of Education in order to allow Foster’s extension of contract.
Regardless, despite Foster’s relatively recent appointment as interim superintendent since November of last year, she has seemingly brought her past experience as both a teacher and administrator in order to fulfill her role as superintendent. 
“[Foster] has really spent many years [in the educational field]. She led [the Robbinsville school] district with a lot of healing power when they went through traumatic events,” said Princeton High School principal Ceclia Birge. “Now post-pandemic, our district and the whole world has experienced so much trauma, and I really don’t think we could’ve found a better leader than she is.”  		In addition, Foster’s approaches and viewpoints as an educator also help her work with the Board of Education when making decisions.
“Foster has the student first approach ... [Foster and the Board] are all aligned and that’s what’s important,” said Dafna Kendal, President of the Board of Education. “She’s decisive when making decisions but she always considers all viewpoints ... I think that’s an excellent quality for a leader to have.”
Even when basing her decisions on the benefits of the students and the district in general, Dr. Foster keeps everyone who constitutes the greater Princeton community in mind. 
“I think a strength of any leader is the ability to listen and learn ... I learned beside many other people. And certainly, I also really want to make sure that we engage the full community of stakeholders ... listening to staff members, listening to administrators, listening to community members, and most importantly, listening to students,” Foster said. 
However, even with  Foster’s experience, she still faces challenges with her job.
“One of the most difficult pieces is looking at making sure that we keep on track with our strategic planning goals and the long term planning ... There are things that get in the way ... and we have to make sure that whatever decision we’re making [is] for the best interest of our students,” Foster said. 
Despite the challenges, Foster loves what she does and is excited to continue her work until the end of next year.
“I’m thrilled to be [a superintendent]. I love this community,” said Foster. “I love the internal community [of] administrators, the Board of Education, staff, and parents who all care so much about our students. And so I’m really excited ... to be [to be employed for] the next year.”

PPS Superintendent Kathleen Foster to stay an additional year

   For the second time in Princeton High School band history, the Studio Band traveled to London, where they performed and recorded five pieces written by jazz composer Randy Brecker at Abbey Road Studios from December 7 to December 16.
   In preparation for their upcoming trip, Studio Band members worked with the band directors, David Pollack and Joseph Bongiovi, to rehearse pieces and plan the details of the trip. They had to coordinate with airlines for flights, find hotels to stay at, contact tour companies, and collect fees.
   It was especially difficult to prepare in time for this trip due to multiple factors. Not only was the music difficult, the Studio Band members also had very little time to prepare. 
   “We had other concerts and performances to do before we really got to dig into this music. In October, we had a Concert Band concert and then we also [performed at] homecoming. So we had a bunch of other [performances]. We really only spent about a month and a half preparing for this.” Bongiovi said. 
    
    The Studio Band has performed internationally and participated in many competitions. However, the band directors decided to go to London a second time because of the city’s history. Additionally, they were also able to record again at Abbey Road Studios, where popular bands like the Beatles were recorded. They also got the chance to record and play alongside Randy Brecker and his wife, Ada Rovatti. Brecker has won six Grammys over the years, and his wife plays the tenor saxophone. The Studio Band was especially excited to be recording their music. 
   Furthermore, the trip was an excellent opportunity to explore England’s culture and history.
  
   David Pollack explained that trips out of Princeton High School are such an important part of band members’ musical career. They give students many opportunities that they would not otherwise have just performing in the United States. 
    “It was a great opportunity to record [at Abbey Road Studios]. I think it's incredibly important, not only to just explore new locations… and see different cultures, … but also [because] it's important to be able to… take your music that you do every day [at Princeton High School] somewhere else so that other people can experience the music and be a part of it,”  Pollack said. 
   This trip was not only an incredible opportunity to travel and explore, but also an introduction to the world of music that many Studio Band musicians will cherish for the rest of their lives. 
   “This is a real life experience. This is something they'll have to document their entire lives…and they'll always be able to stream it at some point and tell their children and grandchildren ‘This is what I did when I was in high school.’” Bongiovi said.

The Tower

Yunsheng Xu's Work

The Tower