Escolar Documentos
Profissional Documentos
Cultura Documentos
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Children’s
Moon Festival
Letter from the Editor
ý th c
PRODUCTION & ADVERTISING
B O THIÊN NGÔ Ý Th c Coordinator
bao.t.ngo@norcaluvsa.org
PH NG T Publisher
phuong.tu@norcaluvsa.org
EDITORIAL
H NH LÊ Managing Editor
hanh.le@norcaluvsa.org
HUY TR N Designer
huy.tran@norcaluvsa.org
CONTRIBUTORS
Beef, Caroline Lê, Thi Nguy n, Thu Th Xuân Nguy n,
Katherine T. Ph m, Revantou, Soy
Sincerely,
B o Thiên Ngô
2
Table of Contents
ARTICLES FRIDAÝ@5 C V NG T NG LAI II: GREASE
16
recognizes one of the most important youth-oriented holidays of PHOTOGRAPHY: QU NH HÀ
the Vietnamese-American community. A look at a gallery by a student fine art photographer at
3
Tips for Applying to Colleges
WRITTEN BY
Thu Th Xuân Nguy n, Stanford University
4
and commitment is impressive. If you are working, vania
make sure to mention that in your application. Hav- Start getting to know teachers, 5. Duke University (NC)
ing a job speaks of your ability to be responsible principals, counselor, community 5. Massachusetts Institute
and may explain why you could not be involved in Of Technology
more clubs and activities.
service supervisors, etc. 5. Stanford University (CA)
When it is time to request recommendation letters
8. California Institute of
2
for college applications, you have people to ask.
Get organized! Make a 4-year Technology
5
9. Columbia University
plan if you have not yet done so. When applying to colleges, apply (NY)
Write down what classes you want to take, when 9. Dartmouth College (NH)
you want to start studying for the SAT I or ACT and
to a diverse number of schools,
SAT II. Write down when you want to start re- including public, private, highly Ranking determined by evaluating graduation
retention rate, average freshman retention rate,
peer assessment, faculty resources, student
searching schools, when you should begin to write competitive, moderately competi- selectivity, financial resources, graduation rate
applications, and when you want to ask for recom- performance, and alumni giving.
mendation letters. Write down community service tive, and non-competitive schools.
events including what you did, when you did it and The point is to keep your options open. Applying Public Schools
for how long, so that when the time comes to write only to your reach schools is risky because you 1. University of California-
the personal statement or state your activities, you might not get into them and be left with no choice Berkeley
will make sure you don’t forget to tell the colleges but to wait until next year. Applying to only schools 2. University of Michigan-
all the important things you have been doing that you know you will get into may cause regrets Ann Arbor
because you will never know if you could have got- 3. University of Virginia
3
ten into a more competitive school.
Start studying for SATs or ACT Ranking determined by evaluating graduation
retention rate, average freshman retention rate,
6
peer assessment, faculty resources, student
as soon as possible. When applying to colleges, do selectivity, financial resources, graduation rate
performance, and alumni giving.
The more time you give yourself to improve your
score the better. Sophomore year is a great time to not worry about the cost of the
start getting ready for the SAT I or ACT. Take the tuition and board.
SAT I or ACT and SAT II junior year. California Fill out the Free Application to Receive Federal
State Universities (CSUs) require the SAT I or the Student Aid (FAFSA) and CSS Profile. For more
ACT for students with GPAs under 3.0 and recom- information and eligibility requirements please visit
mend the tests for students with GPAs over 3.0. The the website, http://fafsa.ed.gov.
University of California (UCs) schools require stu-
4
In addition to the FAFSA, many students also fill California State University1 and
out the CSS Profile to receive nonfederal student
aid from private schools. Contact the private UC Subject Requirements2
schools you are interested in for their priority filling a. 2 years of History/Social Science
Best Values date. For more information about the Profile, please b. 4 years of college preparatory English
1. California Institute of visit the College Board website, http://profileonline. c. 3 years of Math, 4 years recommended (Algebra
Technology collegeboard.com/index.jsp. Students who have 1, Geometry, Algebra II, higher math)
2. Princeton University (NJ) been accepted to schools will usually receive a d. 2 years of Laboratory Science3 (1 physical 1 bio-
3. Harvard University copy of their financial aid award from those schools logical for CSUs; in 2 of 3 disciplines: physics,
4. Yale University (CT) before they have to decide whether or not to attend. biology, chemistry for UCs)
5. Massachusetts Institute Although private schools are usually more expen- e. 2 years of same language-other than English4
of Technology sive than public schools, your financial aid package f. 1 year of Visual and Performing Arts
6. Stanford University (CA) might be better at a private school that is heavily g. 1 year of College Preparatory Elective
7. Columbia University funded than at a public school.
(NY)
7
8. Duke University (NC) (Footnotes)
9. Dartmouth College (NH) Put time and effort into writing 1
CSU Mentor. 14 July 2004. http://www.csumentor.
10. University of Pennsyl- your personal statement. edu/planning/high_school/subjects.asp.
vania Competitive schools receive many applications. A
2
EAOP. 14 July 2004. http://www.eaop.ucr.edu/re-
Ranking determined by evaluating the school’s well-written personal statement can set you apart quirements.html.
academic ranking and the total cost of at-
from others with similar GPA and test scores. After
3
UCs recommend 3 years.
tendance for students who receive the average
level of financial aid. writing your statement, let people read your essay
4
UCs recommend 3 years.
Source: U.S. News and World Report. 21 August and provide comments. Write several drafts of
2004. http://www.usnews.com/usnews/home.
your personal statement. When I was working on [!]
htm.
my personal statement, a friend recommended 100
Successful College Application Essays by Harvard
Independent (compiler). It was a good book and
helped me get a sense of the variety of creative
ways to express my values, beliefs, and views in
my personal statement.
5
No Child Left Behind Act
WRITTEN BY
Jessie Duong (jessie.h.duong@vapri.org), Sarah Fields (sarah.m.fields@vapri.org)
Saturday, 07 August 2004
Introduction
The No Child Left Behind Act of 2001 (NCLBA) is
actually the reauthorization of the Elementary and
Secondary Education Act (ESEA) from 1964, and it
was last reauthorized in 1994. This reauthorization
has become a central point of the country’s educa-
tion policy, and tries to emphasize improving the
education of disadvantaged students. There are five
different elements to NCLB; annual testing, aca-
demic progress, report cards for states and schools,
teachers’ qualifications, and a reading first grant.
1. Annual Testing
The NCLBA says that states must start testing
grades 3 – 8 every year in math and reading by
the 2005-2006 school year, and by 2007-08 they
must also administer tests at least once in elemen-
tary, middle, and high school. In addition to the
state test a sample of 4th and 8th graders from
each state must partake in National Assessment of
Antendees of the Health and Educational Progress testing in math and read-
Education forum listen to On October 10, 2004, Sarah Fields and Jes- ing every other year in order to provide a point of
Sarah and Jessie present sie Duong presented their research findings on comparison between the states. While these tests
their research findings. the “No Child Left Behind Act” at a health and provide a tremendous amount of information some
education forum at Willow Glen Books, San Jose, have argued that the importance placed on these
CA, hosted by Human Agenda. Jessie admitted to test forces teachers to teach to the test and focus
the fact that this was her first time speaking to a less on other parts of education, such as the arts
group of adults. Sarah shared her viewpoints on or other subjects not tested. Supporters of testing
the lack of affordable health care coverage from a state that there needs to be some way of being able
personal perspective. Sarah and Jessie also shared to hold schools accountable for giving children an
their views on the current state of the education adequate education. And the only way to ensure
system from their personal viewpoints, and how that accountability is to have periodic testing.
the No Child Left Behind Act might affect it.
Their research paper is reproduced as follows.
2. Academic Progress
States must bring all students up to a capable level
by the 2013-14 school year each school has to
meet state “adequate yearly progress” targets to
show that they are progressing toward this goal.
6
This progress is based on a formula described in 3. Report Card
the Act (http://www.ed.gov/policy/elsec/leg/esea02/ Since the 2002-03 school year states have
index.html). This is done not only for the popu- been required to supply annual report cards
lation of students as a whole; it is also done for showing student achievement data that is bro-
certain demographic subgroups. Should a school ken down by subgroup information in each
that is receiving federal Title I (http://www.pwcs. district. Additionally, each district must sup-
edu/curriculum/title1/webdoc9.htm) funding fail ply a similar report on each school.
to meet the target for two years in a row technical
assistance must be provided for it and student must
be offered a choice of public schools to attend. 4. Teachers’ Qualifications
Individual students who fail to make acceptable By the end of 2005-06 every teacher in core content
progress for three years in a row must be offered areas working in public schools must be “highly
extra services, such as private tutoring. If a school qualified.” This means that teachers must be certi-
continues to fail, even with technical help, outside fied and demonstrate proficiency in their subjects.
corrective measures would be taken, including Since 2002 all new teachers that are hired with Title
the possibility of authoritative changes. Support- I money must meet certain standards that desig-
ers argue that this provides options to parents of nate them “highly qualified.” While insuring that
children in schools not doing well or if they are not teachers know the subjects they teach it has been
performing at the expected level because children argued that these requirements do not guarantee an
from disadvantaged backgrounds will be eligible to effective teacher. In other words some have said
qualify for free supplemental services, i.e. tutor- that just because they know their subject doesn’t
ing, remedial education, extra classes, summer mean they will be effective in teaching it to others.
school, after school programs, etc, and parents will
have the option of removing their children from 5. Reading First
poorly performing schools. The Act also requires Lastly, NCLBA creates a new creative-grant pro-
the states and school districts to provide parents gram called Reading First. It is being funded at 1.02
with a detailed and easy to read report telling which billion dollars for 2004. It is meant to help states
schools are succeeding and why. These reports and school districts set up “scientific, research
show parents the qualifications of teachers, and based” programs to help kids in grades K – 3 learn
the ethnicities, gender, income, English language to read. The program gives priority to schools in ar-
proficiency, and migrant status of children in the eas with a high poverty rate. There is also a similar
school their child is attending, allowing parents to program for poor communities that focuses on pre-
make informed decisions about schools and school paring 3 -5 year olds to read. Critics of the current
districts. In addition to information about schools, incarnation of the Act say the main problem with
parents also get to know their child’s strengths this and perhaps the entire bill is that it is not being
and weaknesses, which will allow them to better funded. Districts and states are not receiving the
decide how to help their children develop where funds they need to comply with the Act. However,
they are weak and build on their strengths. How- federal officials point to an increase in Title I spend-
ever, some critics have pointed out that parents are ing and new money for testing to show evidence to
not shown how much their children learned during the contrary. They also claim that States have not
the school year because the child’s knowledge is been taking full advantage of funding. In addition
not measured against their previous assessments, to this others say that the accountability measures
but it is measured against the average knowledge themselves will ensure more effective use of funds.
of children across the county, state, and nation.
7
Also upsetting to critics in regards to fund- What You Can Do
ing and funding requirements is the fact that Although the No Child Left Behind Act has been
secondary public schools are required to pro- signed into law already, Vietnamese Americans
vide military recruiters access to the facili- can still play a role with this legislation. Every
ties, and the contact information of every stu- year Congress must reauthorize the funding to
dent, or they face cutoff of all federal aid. the NCLBA. If you wish to see that the provi-
sions of this Act receive more money, we en-
Effect on the Vietnamese courage you to write or email your member of
Congress and your two U.S. Senators. Every
Community letter received by a Congressional office is esti-
Education is important to all races, as all parents mated to reflect the views of 10,000 people. You
want their children to have the best possible chance can make a difference by raising your voice. [!]
to succeed in life. The Asian American com-
munity is no different. As of 2002, Asian Pacific Sources:
Americans overall fair as well as non-Hispanic 1. Rebora, Anthony. Education Week; No Child
whites in graduating high school (87% to 89% Left Behind http://www.edweek.com/context/
topics/issuespage.cfm?id=59 (7/28/04)
respectively). However, APA men and women 2. Department of Education http://www.ed.gov/
fair better than their non-Hispanic white coun- policy/elsec/leg/esea02/index.html
terparts in terms of attaining bachelor’s degrees 3. Mannherz, Joyce. What is Title I? http://www.pwcs.
or higher (50.9% of APA men vs. 31.7% of edu/curriculum/title1/webdoc9.htm (5/12/1997)
4. Goodman, David. “No Child Unrecruited”.
non-Hispanic white men; 43.8% of APA women http://www.motherjones.com/news/
vs. 27.3% of non-Hispanic white women). outfront/2002/11/ma_153_01.html (7/5/04)
According to the 2000 census numbers, Viet- 5. Heath, Suzanne. “Parent’s Guide to No Child
namese Americans do not fair as well as the rest Left Behind”. http://www.wrightslaw.com/info/
nclb.parent.guide.heath.htm (6/14/04)
of the APA community with 62% graduating high 6. Yero, Judith L. “Presuppositions of No Child Left Behind”.
school and 19.5% receiving a bachelor’s degree http://www.teachersmind.com/PresuppNCLB.htm (7/5/04)
or higher. More alarming is the rate of Vietnam- 7. U.S. Department of Education. “The Facts About...
ese Americans who go to high school but do Getting Students Help” http://www.ed.gov/print/
nclb/choice/help/gettingkids.html (6/14/04)
not finish (19.9%). Also, 18.2% of Vietnamese 8. U.S. Department of Education. “Introduction:
Americans do not make it to the ninth grade. No Child Left Behind” http://www.ed.gov/print/
The No Child Left Behind Act is designed to nclb/overview/intro/index.html (6/14/04)
help all people give their children access to qual- 9. U.S. Census Bureau. The Asian and Pacific Islander
Population in the United States: March 2002 http://www.
ity education. If Vietnamese Americans learn of census.gov/prod/2003pubs/p20-540.pdf (8/7/2004)
the provisions in this Act that can improve their 10. Vietnamese Studies Internet Resource Center.
schools and their child’s success rate, then they Vietnamese Census Data- Socioeconomic
can shrink the rate of children who do not finish http://www.vstudies.org/ (8/7/2004)
high school and raise the percentage of Vietnam- Vietnamese-American Public Research Institute (VAPRI)
ese children who receive bachelor’s degrees and Vi n Nghiên C u C ng Ð ng Ngu i M g c Vi t
higher. To find out more about the NCLBA and P.O. Box 720734
how it can help you improve your child’s educa- San Jose, CA 95172-0734
http://www.vapri.org
tion we ask you to click on the following links.
For more information on a specific state please
go to: http://www.ed.gov/about/contacts/state/in-
dex.html or http://nclb2.ecs.org/Projects_Centers/
index.aspx?issueid=gen&IssueName=General
8
Children’s Moon Festival
9
Left: Supervisor Pete
McHugh enjoys a moment
with a child.
WHEREAS, the Children’s Moon Festival WHEREAS, the Children’s Moon Festival is one
has much in common with North American of the most popular Vietnamese Festivals, that
“Thanksgiving” as it was initially a harvest festival was first celebrated in San Jose in 1992, and this
celebrated on the fifteenth day of the eighth year will be hosted by the Viet-American Cultural
month of the lunar calendar, when the moon, that Foundation at Caesar Chavez Park on September
represents fullness and prosperity of life, appears 25, 2004.
larger than any other time of the year; and
NOW, THEREFORE BE IT RESOLVED, that the
WHEREAS, the Children’s Moon Festival will Board of Supervisors of the County of Santa Clara
celebrate family and children with all-day activities does hereby commend the
such as flower and photography exhibitions,
drawing and coloring contests, talent and CHILDREN’S MOON FESTIVAL
multicultural shows, games, food booths, and the
traditional Lantern Parade; and PASSED AND ADOPTED, this Fourteenth Day of
September, Two Thousand and Four by unanimous vote.
[!]
10
UVA Scholarship Awards Outstanding Students
WRITTEN BY
H nh Lê, Independence High School
Saturday, August 28, 2004 — Clapping rang through- Grand prize: Stanford Tr n Recipients
out the room, bursting with excitement as parents, An incoming senior at Wilcox High School, Stan-
friends, and families proudly beaming towards the Laura Đoàn, Cassey H ,
ford has achieved an impressive number of honors
stage as though they had won a prestigious award. Anna Lê, An Thiên Lê, Yên
and awards, in addition to his 3.95 GPA and 1510
Indeed, they are here to celebrate and recognize the Hoàng Nguy n, Phi Nguy n,
SAT score. They include among other things, three
thirteen recipients of the UVA scholarship award Qu nh Anh Nguy n, B o
first places award in the Silicon Valley Science and
put on by a nonprofit organization call United Châu Tr n, Brian Tr n, Di m
Technology Championship, members of the Study
Vietnamese American to recognize the all around Tr n, Stanford Tr n, Danh
of Exceptional Talent, having scored over 700 on
excellence of the students; don’t you wonder how Trang, Ph ng T .
the SAT before age 13, and named Athlete of the
they manage to pull it off being a teenager? Spring Issue. He enjoys going to school to become
Despite the workload of a student life, these an educated person. In the afternoons, he is in the
amazing students have exceed beyond school to be pool year-round as a member of the swim team,
involve and take part in the community, dedicat- which has taught him to judge his accomplishments
ing their talent and time to help the people in the only against his previous achievements. Stanford
society. How is it possible you may ask and what enjoys most weekends volunteering at Ulistac Natu-
motivates them? Well as Brian Tr n, a senior at ral Area, where volunteers labor to restore the 40-
Fremont High, puts it, “Preserving Vietnamese acre site back to its pre-European state; or pursuing
culture and martial arts are my two independent his photography passion. [!]
passions in life…I always make time for these two
things because as they say, you always find time for
the things you love.” Perhaps this is the reason why
Laura oàn raises money for charity, and it’s prob-
ably the same reason why B o Châu Tr n volun-
teers her time or Stanford Tr n participating in the
science fair, and the list goes on with these marvel-
ous students involved in constructive activities that
benefits the community.
Students also engage in cultural activities to
learn about their parents, their culture. As Ph ng
T expressed, “I seek to learn about the Vietnamese
culture and traditions because even though I was
born in America, I am a Vietnamese American.”
These students have done it through the love of
the culture, the love of the community, the love of
the family, and the love of human kind. These are
just a few examples of students like you and me
who have done great things and made a difference
in the community.
President of UVA, Nhat Ngo, presents the 13 scholarship recipients each with a certifi-
cate and a $1000 check.
11
An adventure in
love, identity,
and rice rockets..
c V ng T ng Lai II
c V ng T ng Lai II
presented by the
United Vietnamese Student Associations of Northern California U
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VIE I SINH
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Sunnyvale, California 94087 (408) 828-4206 • http://www.norcalUVSA.org S O MI
FN NB NIA
ORT C CALIFOR NIA
HERN CALIFOR
Friday @ Five
What Is Fridaý@5?
All week long there’s encroach-
ing deadlines, lengthy meetings,
Soymint Productions
long commute in traffic, half-assed
papers, painful quizzes, and boring Help! Doctor! Please come
Oh! I’ll be there in 10 to 20
quickly! My ten-year-old son
lectures. Then it hits: Friday. 5PM. has just swallowed a pen!
minutes!
14
Your Teddy Bear
I think that I would like to be
The teddy bear that you hold
I’d sit upon your bed at night
On the blankets that you fold
Your Teddy Bear & I know I’ll always be near you
Image of You And cuddle close in your hands
Written by Lazie Oh yes, I’d love to be so lucky
That indeed would be so grand
Image of You
Why might I ask you of this
Why be your precious teddy bear
‘Cause then I know where you are
And I would also be there
I’ll paint my love in shades of blue
I’d get so many warm hugs Paint my soul to be with you
You’d hold on to me so tight I’ll sketch your lips in shaded tones
I’d lay beside you close by Draw your mouth to match my own
Each and every single night I’ll draw your arms around my waist
And then all doubt I shall erase
I’d be with you when you’re down I’ll paint the rain that softly lands
When you’re feeling sad and blue On the crescents of your hands
Your arms would wrap around me I’ll trace a hand to wipe your tears
And I’d always be a part of you A calming look to quell your fears
Profile Pictures A silhouette of dark and light
by Beef I’d catch the teardrops as they fall While we hold each other tight
San José State University Rolling slowly down your lovely face I’ll paint a sun to warm your heart
I’d be tucked close to your heart Swearing that we’ll never part
In such a warm and loving place I’ll paint the stars in the evening sky
Draw their light into your eyes
I’d also share in your delights I’ll draw a striking touch of grace
And hear your sweetest laughter That shows the gentleness of your face
I’d keep my place upon your bed I’ll trace your hands to hold in mine
For now, and forever after A touching kiss to mark the time
I’ll draw the years all passing by
I know I’d always be your friend So much to learn, so much to try
And all your secrets I’ll hold I’ll paint the truth, show how I feel
Cause I would be the only one Try to make you completely real
That you would have ever told I’ll use a brush so light and fine
To draw you close and make you mine
Yes, I’ll be your little teddy bear And with this ring our lives will start
When you’re little, til you’re grown In swearing that we’ll never part
Then I know I’ll be ever close to you I offer love you cannot buy
‘Cause I’ll always have a home Devoted love until we die
15
Art Building, Black Gallery. September 21, 2004. Photo by Caroline Lê.
16
Lily’s Lane
WRITTEN BY
Thi Nguy n, San Jose Staté University
To send questions to Friends Forever Explain to them that you and this particular teacher
I’ve just started my first year in college and am do not click. Tell them you don’t mind working this
Lily’s Lane, e-mail
already missing my high school friends who went to hard if you got credit for an Honors class. Briefly
ythuc@norcaluvsa.org
different colleges. Though I’m making new friends talk to them about requesting to be moved to a dif-
here, I was wondering what are good ways to keep ferent class. You may even want to set up a meet-
in close contact with your old high school friends? ing between you, your parents and your guidance
counselor. Encourage your classmates to do the
Most high school friends end up going their sepa- same. If the school is getting a lot of complaints in
rate ways however if you really want to remain regards to this one teacher and his class, they might
friends with them, all you half to do is try. If all of look into it. I advise you to do this ONLY if your
you make an attempt to stay friends, I’m sure it’s parents are willingly to stick up for you and not
a possibility. You can send emails to the group at back down. If they just give up easily, I suggest you
least once a week to keep everyone posted with not do anything. Teachers can be mean and if they
your life. Try and set up a dates to go spend a day knew you complained about them, they might take
together. Perhaps it can be for one of your birthdays it out on you. Think about this and discuss this with
or just something you guys used to do. Set a date your parents thoroughly before taking action.
and stick to it. To share each other’s new lives, take
turns going to each other’s school, introduce them To Be More Than Friends
to your college friends, and show them around cam- I have a friend that I’ve hung out with for years
pus. Make them a part of your new life and share now and I’ve started to develope a crush on him.
in theirs. This is the time to find out which ones are He’s dating someone but lately they’ve been hav-
friends for life and which ones are just high school ing a lot of problems and he’s been asking for my
friends. For those that are just high school friends, advice. I want to just tell him to leave her for me.
don’t forget the times you’ve shared and treasure Is there any way to subtly do it?
those memories. For those that are friends for life,
hold on to those because they are very rare. Don’t Honestly, he was your friend first and that should
forget to enjoy your experiences in college and the be your priority. Put aside your feelings and think
chance to meet new people. Good luck. about his. You need to give him a chance to work
out his relationship before he can even think about
Troublesome Teachers dating you. Think about it this way, would you want
I’m a junior in high school and have been having a someone else to do that to you? Yes, granted they
hard time with one of my teachers. He gives us a lot are having trouble but do you want to be the one
of homework every night and it’s not a Honors or that breaks them up? You’ll never know if he left
AP class. I work hard in my Honors and AP classes, her because he couldn’t work out his problems or if
is there anyone I can talk to about him? he just took the easy way out and left her for you.
Do you want a boyfriend like that? At the first sign
First, talk to your parents. Do not start off with “he of trouble he runs?
gives us too much work” or “everyone else in the
class doesn’t like him either.” Your parents will just
think you’re lazy and trying to get out of that class.
17
Credits
All in all, I’m just REALLY GLAD, I’ve give a special thanks to my cast and
found such a HAPPY GREASE FAMILY crew members. We have laughed, cried,
that can’t be more REAL and LIVELY. I even had our strongest tensions against
love you guys!! one another, but never along the way
did we give up. As our problems arise,
David Nguyen, President of RedFire- we were able to resolve it because we
cracker Foundation, and his mom: Thanks all had one common goal, and from that
for letting the GREASE family borrow common goal we’ve made ourselves into
such a nice and beautiful place to practice a family, The Grease Family. From the
our dances and scenes. hope of knowing what we want to do for
our own kind, we’ve built the power to
Ben Menor, Director of the Northside surpass any obstacles that met us along
Community Center: I would like to thank the way. There aren’t enough words that
Ben for helping us shape up our actors/ can be said to show you my appreciation
actresses for “GREASE” and thank you because without you guys there would be
for letting us borrow such a beautiful no production.
place to practice GREASE on Sundays.
We would also like to thank you for Mt. Eden High School’s Traditional
teaching us how to swing and dance. We Dance
all had an awesome time with the seniors Quyen Ly, Oanh Hoang, Tien dang,
and yourself. YMCA and let’s YMCA on. Rebecca Nguyen, Lily Nguyen, Tran
Nguyen, Thu Tran: Thanks for being
Anh Binh of Digital Image N’ Print: apart of our GREASE Family. Thank you
Thank you so much for printing the nice for driving all the way up to San Jose to
posters and tickets for us. You generosity practice and driving so far to participate
has helped us out so much. I would like in this production. Your dances are awe-
to send my warmest appreciation towards some and keep up the good work.
the good things you have done for us and
the children. The support you have given Milpitas High School’s Traditional
us and the hands that you have lent means Dance
so much. Thank you! Ann Luong, Cindy Nguyen, Connie Tu,
Diana Nguyen, Jennie Nguyen, Hong
The Parents: I would like to give my Dang, Uyen Le, and Thuy Nguyen:
warmest appreciation to the parents and Thanks for being apart of Grease. Thanks
family of the casts. I want to thank all of for such an awesome and wonderful
you for taking the time out of your busy dance. Thanks for practicing so hard
schedule to take us to practice. every week, giving up your Fridays to
practice for hours, and going so far so
The Grease Family and the perform.
Name: Bao Ngo, Publications Coordinator
Grease Casts Members School: Art Institute of California, San
Francisco
Thuy Mai, Thuy Nguyen, Brian Tran, Year: College 2nd Year
My-Linh Tran, Anthony, Katherine
Pham, James, Kieu Tu, Cindy Nguyen,
Ann Luong, Jessica, Mark, Alvin Limbo, Name: Hanh Le, Backstage Coordinator
Andy Vo, and Huy Vu: I would like to School: Independence High School, San Jose
Year: 12th Grade
G
Marty
Name: Katherine Pham
School: Oak Grove High School, San Jose
Frenchy
Year: 10th Grade
Hobbies/Miscellaneous: I like long walks on the
beack, hanging out with my friends, traveling,
meeting new people and doing community service.
Basically, anything that would bring a smile to those
who surround me because it makes me happy.
Jan
Name: Thuy Mai
School: Silver Creek High School, San Jose
Year: 11th Grade
Hobbies/Miscellaneous: dancing, playing the
piano
Rizzo
Name: Kieu Tu
School: Silver Creek High School, San Jose
Year: 10th Grade
Hobbies/Miscellaneous: Loves to talk on the
phone, dance, go to movies, and just hanging
out with friends.
Cha-Cha
F
Leo
Name: Anthony Buttler
School: Independence High School, San
Jose
Year: 12th Grade
Hobbies/Miscellaneous: Singing,
Dancing, Writing, reading, drama
Kenickie
Name: James
School: Fremont High School, Sunnyvale
Name: Andy Vo
Eugene
School: Oak Grove High School, San Jose
Year: 12th Grade
Hobbies/Miscellaneous: Hanging out
with friends, computers, games, movies,
trying new things
Putsy
Name: Mark
School: Fremont High School, Sunnyvale
E
Danny Cast
Name: Brian Tran
Sandy
School: Fremont High School, Sunnyvale
Year: 11th Grade
Hobbies/Miscellaneous: VSA, UVSA, Martial Arts
Michelle
Cecilia
Doody
Name: Huy Vu
School: Independence High School, San Jose
Year: 12th Grade
Hobbies/Miscellaneous: computer games and acting
Name: Jessica
School: Silver Creek High School, San Jose
Year: 10th Grade
Hobbies/Miscellaneous: Dancing
D
Synopsis
Danny and Sandy spent an incredible summer to- At the slumber party, more sign of segregation
gether. However, they did not get to see each other was depicted when Rizzo started a campaign to
in his/her own environment. They depart on the last make fun of Sandy’s traditional and reserved way.
day of summer because Sandy has to go back to her Sandy found out and left the party into an empty
parents in Vietnam. They say their “tearful” good- street where her true character is revealed through
bye at a beach and believed that they will never see a song.
each other again. Danny apologized to Sandy and they made up.
First day of school, Danny’s true character—a Danny invites Sandy to a dance. They went and
second generation Vietnamese-American, macho, had a great time at the beginning. Then Danny was
“bad boy”, and Americanized—is finally revealed asked by Cha-Cha to dance with her. He agreed and
through his mannerism with his group of friends. once again disappointed and hurt Sandy.
Sandy returns to the picture as an innocent, re- Danny was volunteered to enter a race by his
served, new student at Little Saigon High (her group of friends. He won. The couple realized that
parents allowed her to visit America a little longer). they each have to compromise to each other. Danny
She doesn’t know what to do or where to go. They began to take cultural classes and dance classes.
each got into a group of friends and started to talk Sandy gets a make over. They meet each other at a
about their summer. Sandy talked about Danny and fair and realized their “hot burning love.”
vice versa. Rizzo—quasi-antagonist—was amongst
the group of girls; she realized that the person that
Sandy was talking about is Danny. To try to assimi-
late herself more to her surrounding, Sandy decided
to join the cheerleading team.
A few days later, Sandy went to a football pep
rally with the cheer leading team. She realized that
her dancing style—traditional—was not that of
the other cheerleaders. Rizzo introduced Sandy to
Danny. The couple was ecstatic once they saw each
other. However, Danny was is his group of Ameri-
canized friends; he started to act “cool and macho.”
Sandy was angry and hurt because Danny was not
the same person that she got to know during the
summer. Sandy was invited to a slumber party after
the pep rally.
C
Introduction
Welcome to Program
GREASE! National Anthem
Vietnamese Anthem
Introduction to c V ng T ng Lai II: GREASE
Welcome to the by Ph ng T , President of UVSA Northern California
acting, dancing, and Slideshow on Children’s Sex Trafficking
singing world of Speech
“GREASE.” Unlike by David Nguy n, President of RedFirecracker Foundation
many cultural shows
that we had in the ACT I
past, “GREASE” is
not just a nostalgic Scene 1
look at a simpler Scene 2 Beach of Broken Hearts
decade, but is an Scene 3
energetic and excit- Scene 4 A Day At Little Saigon High
ing musical play. Scene 5
A musical play that Scene 6
will include sing- Summer Nights, performed by cast
ing, dancing, and acting performed by talented high Scene 7
school students from across the Bay Area. From
one generation to the next, we tend to struggle with ACT II
different cultural identities. “GREASE” is a musical
play that will touch light upon the cultural identi- Scene 8 Pep Rally
ties, music, language, friends, love and so much Traditional Hat Dance, performed by Milpitas H.S. Dancers
more. Danny’s true character is a second generation Scene 9
Vietnamese-American, macho, “bad boy.” Danny Scene 10 Kenickie’s Garage
assimilated in the American culture while Sandy is GREASE Lightning, performed by cast
an innocent, traditional and reserved new student at Scene 11
Little Saigon High. Danny finally revealed himself Scene 12 Slumber Party
through his mannerism with his group of friends Ch ng Xa, performed by Thu Tr n and Mt. Eden H.S. Hat
while Sandy was sincere with her feelings. Danny Dancers
and Sandy have two different cultural identities and Hopelessly Devoted to You, performed by Thúy Nguy n
their own differences. The adventure of identity, Scene 13
love, and rice rockets… WELCOMES YOU ALL!!! Scene 14 Au UVSA Café
Scene 15 Cha-Cha Steals the Spotlight
Ph ng T Sock Hop Dance, performed by cast
President of UVSA Northern California Scene 16
Scene 17 Doody’s Dilemma
Scene 18 The Cultural Switch-A-Roo
You’re the One That I Want, performed by cast
Scene 19 Finale
We Go Together, performed by cast
B
c v ng t ng lai: