Topic - Educators (441)

Decoding the universe: Mikky Davey brings math to life for young artists (Stories 628185)

marycaroline.whims@interlochen.org — Wed, 28 May 2025 23:50:21 +0000

Decoding the universe: Mikky Davey brings math to life for young artists (Stories 628185) marycaroline.w… Wed, 05/28/2025 - 19:50 Decoding the universe: Mikky Davey brings math to life for young artistsFrom 3D printers to building custom AIs for her students, Davey is constantly innovating in the Arts Academy classroom. An early love of math has developed into her lifelong passion—and a unique gift for making math understandable and fun for artistic students. May 28, 2025

Instructor of Mathematics Michelle “Mikky” Davey has always had a unique way of looking at the world. It might have started with her nomadic childhood spent in the woods of Michigan’s Upper Peninsula. It might have been the time she spent educating her siblings, or her early sense of math’s beauty in all its patterns and logical structure. However she came to possess it, Davey brings a spirit of adventure, innovation, and creativity to her work with students at Interlochen Arts Academy.

From teaching her siblings to teaching as a career

Step into Davey’s classroom, and you’ll find it buzzing with electric energy and anticipation. It’s no wonder—the woman who leads it is extremely passionate about what she does. At Arts Academy, Davey runs a 3D printing club, teaches classes in logic and programming, and helps her students explore computer science through video game design projects. In her spare time, she attends tech conferences and other professional development opportunities (she recently returned from one put on by Learning and the Brain).

Davey’s deep love of math goes back to her childhood. Homeschooled for most of her life, she grew up exploring the forest and teaching various subjects to her siblings out of textbooks purchased at Sam’s Club. She didn’t see the inside of a school until freshman year, when the colors and patterns of her teacher’s Algebra I presentations dazzled her mind and captured her attention.

“At that point, I decided I wanted whatever this was,” she remembers. “I wanted to be part of it, understand it, and show it to people.”

In college she marveled even further when she watched a calculus classmate use equations to build the shape of a vase. Davey soon chose to major in secondary mathematics education. She didn’t just want to learn more about math—she wanted to share it with others.

“ I fell in love with the structure and beauty of mathematical thinking and how it can make chaos feel ordered. Teaching was just a way for me to offer what I understood to other people.”

Davey graduated from Ferris State University just as Interlochen Arts Academy was in the process of looking for a new math teacher. When she set foot on campus for an interview, she was immediately sold.

“I arrived and immediately realized this was where I was supposed to be,” she reflects. “ I think some of it was the tall pines that reminded me of my childhood in the U.P. campgrounds. It felt like home.”

Teaching math to artists

Since starting her job beneath the stately pines in 2016, Davey has continued to propel change in the classroom: she was the first to teach programming lessons at Interlochen, and she helped lead the charge in securing several 3D printers for academic use. Her class, Advanced Math: Logic and Programming, allows her to explore new ideas right alongside her students. She co-teaches the class with instructors from MIT and Stanford, who Zoom in for most meetings.

“ We take our students through learning how to program, programming logic, and some basic Python. Then we introduce them to artificial intelligence as math prediction models, teaching them how to make a linear regression or a line. That helps us unlock the very basis of AI,” she says.

Davey tailors her teaching to meet the needs of artistically-inclined students, many of whom are seeking careers in creative fields.

“A lot of my students are initially unsure whether programming is something they can do,” she comments. “But once they get into it and see the structure and the logic of it, and realize that it’s within their wheelhouse, they go crazy for it.”

She says students at an arts school tend to be perfectionistic, always focused on achieving the correct outcome. The minute they step into her classroom, that mindset has to go.

“When we solve problems, we are solving puzzles,” she explains. “We're trying to understand the world around us and how it can communicate to us, because math is the language of our universe.”

Davey frequently relies on visual means to make math come to life for her students. She has her students create their own scrapbook-style “textbooks” for class, which can be as colorful as they are informative. She also uses 3D printers to create shapes that students can see and feel.

“We do several 3D printing projects when we’re learning about geometry and visualization. The printers provide a physical way for students to play with the models they see in their minds.”

These visual and kinetic tools have proved to be incredibly effective. Over time, she’s watched many of her most hesitant students become hungry to learn more about the intersections between math and technology.

“Advanced Math is a one semester course, but by the end of it, they've learned skills and made artistic connections that go way beyond what I could teach them on my own. It's always impressive.”

When we solve problems, we are solving puzzles. We're trying to understand the world around us and how it can communicate to us, because math is the language of our universe.

Mikky Davey

Innovation takes the wheel

As Davey invests in each of her students, she’s constantly looking for ways to improve their learning experience. Right now, she’s building a custom AI for classroom use. The finished program will align with Davey’s personal teaching philosophy and be able to provide students with guidance based on their personalized learning plans.

She also stays abreast of educational research. Her latest explorations, based on work done by the HeartMath Institute, suggest that students learn best when their nervous systems are relaxed.

“Your brain’s amygdala is controlled by the rhythms and resonance of your heartbeat, which means if you are not in a stable, predictable rhythm in the classroom, you can't learn,” she notes. “I teach my students to calm down and breathe through things that are complicated and confusing.”

No matter what she’s doing to enhance her students’ experience, Davey stays motivated by the bright young minds in her classes.

“The students themselves are my main motivator,” she says. “They care so much about learning, about themselves, and about the world. They're so willing and interested. Any time spent with them is always rewarding.”

For Davey, the discipline of learning math is so much more than quadratic equations and trigonometry. It’s a chance to explore the limits that define our world and everyday lives.

“As students are developing and finding out who they are as individuals, I want to offer them a way to structure ideas, make sense of what’s happening around them, and even understand how their own brains work,” says Davey. “It’s my joy and privilege to share the language of mathematics with my students, and I look forward to continuing to do that for as long as I can.”

Students at Interlochen Arts Academy enjoy world-renowned artistic training from gifted professionals alongside college-preparatory academics. Learn more about Interlochen Arts Academy.

Meet Megan Baxter: The Pushcart Prize-winning author shares a peek into her online writing courses (Stories 628140)

marycaroline.whims@interlochen.org — Fri, 16 May 2025 15:30:56 +0000

Meet Megan Baxter: The Pushcart Prize-winning author shares a peek into her online writing courses (Stories 628140) marycaroline.w… Fri, 05/16/2025 - 11:30 Meet Megan Baxter: The Pushcart Prize-winning author shares a peek into her online writing coursesFrom planning first drafts to finding an agent, Baxter supports her students every step of the way. May 16, 2025

For almost every creative writer, the big dream is the same: get published. There’s nothing like the feeling of seeing your essay printed inside your favorite magazine, or holding a proof copy of your book in your hands. If you share this dream—if you want the world to read your work—there’s no surer path to success than learning from someone who’s already done it.

Meet Megan Baxter (IAC 02, IAA 02-04), an Interlochen Online instructor and the ideal mentor for creative writers looking to build a broad readership. She teaches from experience: Baxter has published three books of creative nonfiction; garnered a worldwide readership through submitting her work to publications like The Threepenny Review and Creative Nonfiction Magazine; and even won a Pushcart Prize. She offers a glimpse into what happens inside her online courses, reveals some of the awards her students have won, and even shares a favorite writing exercise.

When did you first become passionate about writing?

I wanted to be a writer by the fourth grade. I loved to read and I had devoured so many books by that age. I thought that there could be nothing cooler than being a writer and giving other people the kinds of experiences I’d had with my favorite books. My middle school English teacher, who was a mentor to me, encouraged me to submit my application to Interlochen Arts Camp. I didn’t want to go at first—I was an obstinate, won’t-try-anything-new kind of teenager. But I got in and after one day of being on the campus, I knew I couldn’t go back to public high school. So I applied to the Academy while I was at Camp and studied creative writing here for two years.

You’ve been very active in the literary world, publishing several books and earning multiple awards. How does your experience translate into helping your students reach similar goals?

I believe that part of our obligation as creative writers is to share our work with other people, whether that is directly connecting with someone and sharing our manuscript or through self-publishing. But the most common path to having other eyes on our work is through the submission process, and I encourage all of my students to participate in that. Submissions and writing competitions are opportunities for writers to have their work read by a bigger audience, which is what we all want. When you win something or get your work into a journal, it always opens more doors for you in the writing world.

How do you create an authentic writing workshop experience within an online class?

As writers, much of our work is text-based, so that translates quite easily into an online setting. I treat my weekly Zoom workshops as a space where we can connect with each other on an individual level, like we're all sitting around a table. I facilitate regular Q&A’s and discussions during these sessions. Then, for the last two weeks of the class, the students get to share their work with one another. My students always really enjoy this part of the class because they get to see what everyone else is doing and hear direct feedback that helps them through the revision process and into the next draft.

How do you encourage writers to create work that truly connects with readers?

The best tool I have as a teacher is to show my students great example texts from contemporary or traditional masters of creative writing. I show my students how the masters use literary tools and what makes them effective. It’s like being a visual artist and going into a museum—if you're learning about painting techniques, you need to see how different masters and time periods have approached the landscape or the human figure. Over time, you find your own voice and style, and individuate yourself from the masterworks to create something unique. I give my students a lot of space to experiment and I encourage them to take risks and try new things.

Have any of your students achieved success in the literary world after working with you?

I've had students win national competitions for young writers, including YoungArts, the Scholastic program, the Adroit Poetry Prize and mentorship programs, and the Davidson Fellowship. One of my students won the Oxford Flash Fiction New Voice Prize as a 15-year-old competing against writers of all ages from around the world. I've also had students who, based on the power of their writing portfolios as well as their academic performance, have earned full ride scholarships to Oxford or to Princeton. I help students who are writing for the elementary school age bracket get their work into publications like Stone Soup and Cricket. With my adult students, I spend quite a bit of time coaching them through the pitch process and teaching them how to get agents. And several students from my memoir writing classes are very close to publishing their books.

What’s one of your favorite writing exercises to give students?

I’ve found that the simplest exercises often end up producing the most impactful creative sessions. For example, to explore the idea of setting, I’ll ask students to list a description of every sense they experience in a particular place. What do you smell or taste or feel? What do you hear? What do you see? It helps students appreciate the idea of setting as more than just a stage, but as a reality they can bring to life.

I also teach my students how to do pre-writing and brainstorming, which helps tremendously with that feeling of trepidation we all have about the blank page. You can use a variety of organizational tools to help you feel a little bit more put together when you get to that first draft. You can start with a timeline, a plot outline, or even a character development sheet that you can reference as you move forward. My students find that to be incredibly helpful.

How do you stay connected to your students after the class is over?

Almost half of my students and I maintain some kind of connection after the course has ended. Sometimes I keep in touch as things progress in their work, or they connect with me through Interlochen Online’s private lessons. That way, I can individually coach them as they work through longer drafts. Some of my students have worked with me for up to four years, and I’ve watched them grow so much over that time period.

But, whether or not they sign up for one-on-one lessons with me, it’s my joy as an instructor to be a mentor to my students even when the class is over. Some of my students have gone on to find success at Arts Academy—like Seal Kirtley, who won the Virginia B. Ball Creative Writing Competition and earned a full ride scholarship to the school. And writing letters of recommendation or helping a student navigate the college application process is always rewarding to me.

Interlochen Online is a year-round source of expert online arts education, offering opportunities for children, teens, and adults to develop and nurture their artistic abilities. Whether through four-week courses, certificate programs, or private lessons, you can experience Interlochen’s world-renowned training in an online environment that fosters creativity, confidence, and collaboration. Learn more about Interlochen Online.

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Way beyond a translating app: Arts Academy Spanish instructor Brittany Adams helps her students make real-life connections (Stories 628107)

marycaroline.whims@interlochen.org — Fri, 09 May 2025 01:55:28 +0000

Way beyond a translating app: Arts Academy Spanish instructor Brittany Adams helps her students make real-life connections (Stories 628107) marycaroline.w… Thu, 05/08/2025 - 21:55 Way beyond a translating app: Arts Academy Spanish instructor Brittany Adams helps her students make real-life connectionsHer high school passion took her from college studies in Seville to a stint in the Peace Corps and ongoing work with migrant families. Today, Adams encourages her students to develop empathy and understanding for the millions of Spanish speakers worldwide.

Brittany Adams stands in front of Machu Picchu in Peru.

May 8, 2025

For Arts Academy Spanish instructor Brittany Adams, keeping the Spanish language inside of the textbook was never an option.

Four years of high school Spanish was plenty of time to ignite her passion for the language—and the people who speak it. After becoming close friends with several exchange students, Adams realized that she wanted to dedicate even more of her time to connecting with native Spanish speakers. So, she started working with a local migrant education program, helping preschool-age students ride the buses from migrant camps to school. Adams’ deep love for Hispanic culture—whether found in Central America, the United States, Europe, or even further beyond—continues to this day, and is now impacting the next generation of Spanish learners. Her life experiences have become a catalyst for connection, unlocking opportunities for her students to see beyond grammar and vocabulary to the communities who call this language their own.

Brittany Adams sits with Ecuadorean schoolchildren and their teacher during Adams' time in the Peace Corps.

Ecuador: Vaccinations, kung fu, and communities that care

“Language is a tool we use to communicate,” Adams reflects. “It’s not just us speaking words into the air. It’s a chance for us to get to know people on a deeper level.”

Throughout her career, Adams has demonstrated her own desire to connect with others in all kinds of ways. Her post-college destination was the Peace Corps in Ecuador, where she spent two and half years working in public health. Surrounded by soaring mountains and sweltering jungles, Adams traveled to rural locations to provide services like blood draws, vaccines, and basic sutures. She taught English, helped put on an AIDS conference, started a group to help abused women, and translated for military personnel. She also invested time in an unusual hobby.

“I've always been into sports in the United States, and it’s become a great outlet for me. I started working out at a martial arts gym in Ecuador and became a kung fu instructor while I was there,” she says.

Wherever she went, Adams paid attention to the inspiring resilience of Latin American communities. She was profoundly affected by the way people came together to help friends and family in need.

“I’d see it all the time where, for example, someone in the community needed a water system, and everyone would go and dig a trench to the nearest water source for that one person. The entire community works together and it’s a powerful thing.”

Getting to know Ecuadoreans further strengthened Adams’ commitment to connection through the power of language.

“With a translating app, you're not going to be able to get to know somebody on that level,” she says.

Connecting students to Hispanic culture, building a classroom community

In her work at Interlochen Arts Academy, Adams does her best to ensure her students form connections with native Spanish speakers—whether or not they get the chance to travel as widely as she did. Recent guests to the classroom have included Beatriz Moreno, a close friend of hers who grew up as a migrant worker, as well as Adolfo Mendez, owner of T.C. Latino Grocery and several area restaurants.

“Adolfo is a good friend of mine, and he sets up a restaurant and grocery store right in my classroom. Students can come and talk with him as they buy tacos, tamales, and grocery items.”

Adams also works hard to integrate cultural understanding with her students’ artistic interests. Music students in her classes have had the chance to perform at the Virgin de Guadalupe ceremonies at a local church. Adams spends a whole unit exploring art by Latin American or Spanish artists, encouraging students to incorporate their chosen artist’s methods into their own work.

In recent years, Adams has led select seniors in her class on a special adventure in Costa Rica. While at the Tirimbina Biological Retreat, students experience life in a primarily Spanish-speaking country and explore the science of conservation in the heart of the jungle. The trip, funded by the generosity of Interlochen alumna Roberta Gordon, is just another example of how the Spanish programs at Arts Academy connect students to real-life experiences.

As a teacher, Adams strives to build a supportive community right within the classroom and make sure her students know that their work is seen and appreciated. This starts with showing up at her students’ artistic performances to cheer them on.

“I love watching them in their element as they perform and do what they do best,” she says. “I tell them how awesome their work is and do my best to build those connections.”

For Adams, the entire process of teaching Spanish is about building bridges—between cultures, communities, and individuals. As her students master verb conjugations and vocabulary, they're also learning something far more valuable: how language can transform strangers into friends and open doors to new experiences.

"Whether my students are connecting with native Spanish speakers or even just talking with me after I attend one of their shows, I often see their perspectives shift quite a bit," Adams says. "They start to realize that they belong here. They realize that coming to Spanish class really isn’t about passing a test. It’s about helping them find their place within a beautiful and diverse world.”

Students at Interlochen Arts Academy enjoy world-renowned artistic training from gifted professionals alongside college-preparatory academics. Learn more about Interlochen Arts Academy.

Interlochen’s own Courtney Kaiser-Sandler advances to quarterfinals for GRAMMY Music Educator Award (News Articles 628105)

marycaroline.whims@interlochen.org — Thu, 08 May 2025 18:55:35 +0000

Interlochen’s own Courtney Kaiser-Sandler advances to quarterfinals for GRAMMY Music Educator Award (News Articles 628105) marycaroline.w… Thu, 05/08/2025 - 14:55 Interlochen’s own Courtney Kaiser-Sandler advances to quarterfinals for GRAMMY Music Educator AwardKaiser-Sandler, who serves as Associate Director of Contemporary Music and Collaborative Projects as well as Director of Singer-Songwriter at Interlochen Center for the Arts, was recognized for her profound impact in music education. May 8, 2025

Interlochen Center for the Arts has long been a global destination for artists, including both the countless individuals who learn there and the stellar educators who comprise its faculty. This April, a gifted educator in Interlochen’s Singer-Songwriter program who has served as a mentor figure to many was recognized at a national level.

Courtney Kaiser-Sandler, Associate Director of Contemporary Music and Collaborative Projects and Director of Singer-Songwriter, entered the quarterfinal round for the prestigious Music Educator Award, awarded by the Recording Academy and the GRAMMY Museum. The Music Educator Award was established in 2014 to recognize current educators (kindergarten through college, public and private schools) who have made a significant and lasting contribution to the field of music education and who demonstrate a commitment to the broader cause of maintaining music education in the schools.

Kaiser-Sandler has exemplified this commitment to music education throughout her career, drawing from extensive experience as a songwriter, vocalist, and musician to become a beloved mentor to countless students and the founder of the singer-songwriter program at Interlochen Arts Academy. As a musician, Kaiser-Sandler is known for her work with high-profile artists from John Mellencamp to Sufjan Stevens, and her original songs have been heard on film and television including major films like The Firm and Liberal Arts. She has worked in the music industry as a booking agent, promoter, and in tour management for the likes of Bon Jovi as well as artists in development. As an educator, Kaiser-Sandler has touched the lives of talented students like Claud, Lauren Jones of Trousdale, and Rett Madison. With over 20 years in education, she has built music curriculum for various schools like the Blue School founded by the Blue Man Group. Along with intensive instruction in technique and industry know-how, Kaiser-Sandler is known for sharing her signature reflections on mindfulness and self-esteem with the next generation of musicians.

“So many music educators are giving the gift of music on a daily basis during school and after school,” Kaiser-Sandler reflects. ”It is needed now for young people more than ever; music is the very fabric that connects us and everyone is capable of making it. I’m honored and humbled to be recognized, and I look forward to learning about and celebrating the work of others making dreams happen through music education for young people across the United States!”

Students at Interlochen Arts Academy enjoy world-renowned artistic training from gifted professionals alongside college-preparatory academics. Learn more about Interlochen Arts Academy.

A world of collaboration: Film & New Media instructor Lesley Tye invites her students to embrace cross-departmental work (Stories 627650)

marycaroline.whims@interlochen.org — Thu, 10 Apr 2025 19:57:49 +0000

A world of collaboration: Film & New Media instructor Lesley Tye invites her students to embrace cross-departmental work (Stories 627650) marycaroline.w… Thu, 04/10/2025 - 15:57 A world of collaboration: Film & New Media instructor Lesley Tye invites her students to embrace cross-departmental workA gifted writer and director who earned her chops in L.A.’s film and television scene, Tye welcomes diverse perspectives and encourages her students to think for themselves. April 10, 2025

Not every high school student gets the precious opportunity to pursue their ambitions, but at Interlochen Arts Academy, there’s room for unmatched growth and creative combinations. In the Film & New Media department, for example, it’s common to see a young filmmaker working on a music video for a singer-songwriter student who just finished contributing an original song to the film student’s short. These kinds of working relationships are widespread at the school, where Film & New Media instructor Lesley Tye—herself an experienced collaborator—does her utmost to encourage them.

As a teacher, Tye brings a little bit of everything to the table. She's a writer and director who has produced numerous original plays, she’s a flash fiction author, and she has done everything in the film and television industry from casting to costume design. This diversity of experience means that she understands the importance of collaboration across disciplines and making sure everyone's voice is heard. In her work at Arts Academy, she pushes her students to work together as they come up with groundbreaking ideas that only happen at Interlochen.

Finding new ways to collaborate

Although Tye’s screenwriting classes are mainly intended for Film & New Media and Creative Writing students, she also welcomes theatre majors, interdisciplinary arts, and even other majors to join in.

“ One of the things I love about my job is that I get to see so many different majors coming together,” she reflects. “I bring a very collaborative perspective to each class. I know what it’s like to be on set and work with a variety of people with different talents and skills. You have to understand what everyone brings to the table and how it all works together.”

According to Tye, the main form of collaboration at Interlochen is something that happens all the time—the sharing of feedback.

“Not only does the writer or filmmaker learn a lot, but everyone who contributes to that feedback also learns a lot about how to tell their own stories,” she says. “Then they can decide whose perspectives they want to incorporate into their work. It’s an important skill that they'll take with them into the professional world.”

Students also experience cross-disciplinary collaboration when they work with students from other departments.

“When my students build their crews for thesis films, they cast acting students, work with composition and singer-songwriter students for music production, have visual arts students work on production design elements, or even invite dancers to participate,” she says.

Collaboration is a huge part of life at Interlochen, and Film & New Media might be the department that does it most. It’s outside-the-box, it’s always happening, and it’s a rich opportunity for professional development.

“We've pretty much seen it all in terms of collaboration,” says Tye. “Students have opportunities here that they wouldn’t find anywhere else.”

Lesley Tye leads a Mashup Rock n' Roll Musical rehearsal for Madonnativity.

Celebrating the “wacky” with stories of acceptance'

Over the course of her career, Tye (IAA 90-93) has learned to appreciate input from people not only from different disciplines, but also from different backgrounds or life experiences. This kind of welcoming spirit is something she first developed and cultivated as a student making new friends at Arts Academy.

“I felt that in coming to Interlochen, I found my place among the weirdos,” she says. “I found people who are unafraid to be themselves and share a common love of art.”

That spirit is evident in Tye’s decision to found her own production company, Mashup Rock & Roll Musical. Throughout every production, Tye’s company works hard to create a welcoming atmosphere for anyone who might be in the audience.

“We tell stories about unique and wacky individuals who don't always feel like they have a place in the normal world,” says Tye. “We celebrate them as they accept themselves and other people accept them, too.”

When she mentors her students, Tye applies a similar approach. She doesn’t emphasize the pursuit of fame or positive critical attention. Instead, every frame, every line of dialogue, every choice to collaborate is an opportunity for her students to express the truths of who they are—a skill that will serve them well regardless of where their lives might lead.

I tell my students that when you're thinking about art, stories, and films, there are no right or wrong answers. Students like to ask me, ‘Should my character do this or that?’ And I always tell them that it comes down to this: What do you want to say? What do you want your viewers to take away from this?

Lesley Tye

“ I want all of my students to be their true, authentic selves. I want them to express through their art the things that matter to them. I want them to also see the value in all these different perspectives coming together from around the world, and how that will enrich them and their lives even more.”

One hallmark of her teaching style is that she’ll rarely try to push student projects in a specific direction.

“I tell my students that when you're thinking about art, stories, and films, there are no right or wrong answers. Students like to ask me, ‘Should my character do this or that?’ And I always tell them that it comes down to this: What do you want to say? What do you want your viewers to take away from this?”

At the end of the day, it’s all about the beauty of individual expression.

“I don’t want them making art just to please everybody else. I want my students to know their own individual voices, know what they want to say to the world, and take full ownership of who they are.”

Tye is a living example of that kind of self-ownership, and she’s making a profound impact on every student who receives her mentorship.

Students in Interlochen Arts Academy’s Film & New Media Division enjoy world-renowned artistic training from gifted professionals alongside college-preparatory academics. Learn more about Film & New Media at Interlochen Arts Academy.

Interlochen Arts Camp announces 2025 Valade Concertmasters and Fellows (News Articles 627649)

marycaroline.whims@interlochen.org — Thu, 10 Apr 2025 19:30:18 +0000

Interlochen Arts Camp announces 2025 Valade Concertmasters and Fellows (News Articles 627649) marycaroline.w… Thu, 04/10/2025 - 15:30 Interlochen Arts Camp announces 2025 Valade Concertmasters and FellowsOver 25 leading classical musicians will provide mentorship to young artists during the 98th season of Interlochen Arts Camp. April 10, 2025

Interlochen Arts Camp has announced the 2025 Valade Concertmasters and Fellows, a lineup of world-class musicians who will mentor young artists as part of the 98th season of the renowned summer arts program.

“Each year, we welcome professional musicians from around the world to share their wisdom with our students,” said Interlochen Director of Music Eric Stomberg. “Whether rehearsing alongside young musicians or coaching them directly in solo or chamber music, they provide artistry and insights that inspire our students.”

Valade Concertmasters are chosen from America’s most prestigious orchestras. They come to Interlochen to serve as mentors and role models for violinists in the World Youth Symphony Orchestra, the Interlochen Philharmonic, and other student ensembles. Concertmasters participate in rehearsals and draw from decades of orchestral leadership experience to guide the next generation of violin players and concertmasters.

The Valade Fellows are an elite group of teaching artists from around the world who provide mentorship to Interlochen woodwind, brass, percussion, and string students. Like the Valade Concertmasters, the Valade Fellows attend rehearsals, lead sectionals, and offer instrument-specific perspectives on a variety of musical and professional topics.

The Valade Master Teacher Endowment was made possible through the generosity of Arts Camp alumna Margaret Valade and her husband, Gary Valade, a life trustee of Interlochen Center for the Arts. A vital source of funding for recruiting and retaining sought-after faculty, the endowment has supported the Valade Fellows since 2005 and the Valade Concertmasters since 2015.

Interlochen Arts Camp is the nation’s premier multidisciplinary summer arts program, where emerging artists aged 8 to 18 are guided by internationally renowned artists—studying music, theatre, dance, visual arts, creative writing, and film in a glorious, natural setting with like-minded peers.

Interlochen Arts Camp 2025 is still accepting applications; availability is limited and prospective students are encouraged to apply as soon as possible.

Concertmasters

Margaret Batjer
Los Angeles Chamber Orchestra

Martin Chalifour
Los Angeles Philharmonic

Jeff Thayer
San Diego Symphony

Jun Iwasaki
Kansas City Symphony

Dennis Kim
Pacific Symphony

Fellows

Sharon Sparrow
Assistant Principal Flute, Detroit Symphony Orchestra

Matthew Roitstein
Principal Flute, St. Louis Symphony

Linda Strommen
Professor of Oboe, Indiana University

Dwight Parry
Principal Oboe, Cincinnati Symphony Orchestra

Gabriel Campos Zamora
Principal Clarinet, Minnesota Orchestra

Ted Soluri
Principal Bassoon, Dallas Symphony Orchestra

Tim McAllister
Professor of Saxophone, University of Michigan

Bruce Henniss
Associate Professor of Horn, Ohio State University

Brad GemeinHardt
Principal Horn, Metropolitan Opera Orchestra

John Aley
Professor of Trumpet, University of Wisconsin (retired)

Caleb Hudson
Associate Professor of Trumpet, Butler School of Music, University of Texas at Austin

Marco Gomez
Bass Trombone Faculty 2023-2024, Royal Danish Orchestra (IAA 2015)

Ben Green
Trombone, Bern Symphony Orchestra

Philip Sinder
Professor of Tuba and Euphonium, Michigan State University

Matt Lyon
Assistant Professor of Tuba and Euphonium, Ball State University

Christian Colberg
Principal Viola, Cincinnati Symphony Orchestra

Eric Nowlin
Principal Viola, Detroit Symphony Orchestra

Natalie Helm
Principal Cello, Sarasota Orchestra

Kurt Muroki
Professor of Double Bass, Indiana University

Lawrence P. Hurst
Professor of Strings, Indiana University (retired)

Arts Academy Flute Instructor Nancy Stagnitta joins Paul Simon for North American tour (News Articles 627607)

marycaroline.whims@interlochen.org — Mon, 24 Mar 2025 17:30:40 +0000

Arts Academy Flute Instructor Nancy Stagnitta joins Paul Simon for North American tour (News Articles 627607) marycaroline.w… Mon, 03/24/2025 - 13:30 Arts Academy Flute Instructor Nancy Stagnitta joins Paul Simon for North American tourStagnitta will perform with a group of nine accomplished musicians, many of whom are Simon’s longtime bandmates. March 24, 2025

Renowned flutist and Arts Academy Instructor of Flute Nancy Stagnitta will be joining legendary musician Paul Simon for an extensive 55-concert tour across the United States and Canada this spring and summer. The tour runs from April 4 to Aug. 3, 2025, featuring Simon alongside an ensemble of accomplished musicians.

"I'm thrilled to join Paul Simon and his extraordinary ensemble of nine musicians for this tour. Rehearsals have begun, and I'm feeling so inspired, grateful, and excited to be a part of what I know will be a memorable experience for Paul's fans," Stagnitta shared.

Stagnitta will showcase her versatility on this tour, performing on flute, alto flute, piccolo, and a collection of world flutes crafted from wood, cane, and bamboo. She will also contribute background vocals to the performances.

Paul Simon has earned 16 GRAMMY Awards and 34 nominations throughout his career, including a Recording Academy Lifetime Achievement Award he shared with Art Garfunkel. He rose to prominence in the 1960s as half of Simon & Garfunkel and earned public acclaim for "The Sound of Silence" (1965), "Mrs. Robinson" (1968), and more. His solo ventures included the 1986 album Graceland, which included beloved tracks such as "Diamonds on the Soles of Her Shoes” and "You Can Call Me Al". Simon continues to charm audiences with familiar favorites and selections from his most recent album, Seven Psalms.

His touring ensemble includes an impressive lineup of GRAMMY Award-winning artists, including several who have been Simon’s bandmates for many years. Featured musicians on the A Quiet Celebration tour include legendary drummer Steve Gadd (known for his work with Steely Dan and Chick Corea), cellist Eugene Friesen (Paul Winter Consort), saxophonist Andy Snitzer (Rolling Stones, Chris Botti), pianist Mick Rossi (Philip Glass Ensemble), and percussionist Jamey Haddad (Sting, Snarky Puppy).

Stagnitta will take a leave of absence from her teaching position for the second half of the spring semester to participate in this opportunity, returning to her full-time teaching responsibilities in fall 2025. In her absence, Arts Academy flute students will work with Academy alum Anthony Trionfo, who is a critically acclaimed flutist, educator, and Young Concert Artists winner.

Space for discovery: Greenacres Project producer Claire Collins draws on journalistic background in working with Arts Academy students (Stories 627605)

marycaroline.whims@interlochen.org — Sat, 22 Mar 2025 03:22:25 +0000

Space for discovery: Greenacres Project producer Claire Collins draws on journalistic background in working with Arts Academy students (Stories 627605) marycaroline.w… Fri, 03/21/2025 - 23:22 Space for discovery: Greenacres Project producer Claire Collins draws on journalistic background in working with Arts Academy studentsA five-year stint at the Los Angeles Times and experiences interviewing people from society’s outskirts have made Collins a compassionate, detail-oriented filmmaker. March 21, 2025

Born in Hong Kong and raised in Jordan, filmmaker Claire Hannah Collins has brought curiosity and warmth to their work documenting former inmate firefighters, homeless individuals in Hollywood, and more. Now, they’re sharing their experiences and insights with students at Interlochen Arts Academy as producer of the Greenacres Project. Here, they note highlights from their filmmaking journey and open up about some of the major shifts in perspective they’ve experienced along the way.

Overcoming otherness

Collins grew up in the Middle East as the child of American parents. Surrounded by Jordanian culture, they developed a deep appreciation for storytelling, as well as a unique outlook on culture. Many Arabs they met in Jordan had perceptions of American culture based on film and television, and many Americans they met while in the U.S. were similarly limited by what they were seeing of the Middle East on T.V. Struck by the differences in perspective, Collins felt drawn to stories that embraced commonality and promoted understanding of cultural differences.

“From a really young age, I had an urge to be a part of telling stories of authentic representation, stories that could help us connect with people who are different from us rather than perpetuating the sense of otherness that I was seeing so often.”

Collins was exposed to extremes of both poverty and wealth, and quickly realized that injustice might be at play.

“When you're a kid, wealth inequality can have a really visceral impact on you. You're young enough to quickly recognize unfairness when you see it.”

In time, their interest in exploring stories of justice and injustice led to a journalism major at University of North Carolina Chapel Hill. At UNC, Collins produced a short documentary in the wake of the police killing of Keith Lamont Scott. Created in less than 48 hours, the short caught the attention of staff at the Washington Post, who published it. The film’s quality and timeliness helped earn Collins a spot on the video team at the Los Angeles Times after graduation.

It's possible to form deep, meaningful relationships and friendships with people who come from very different backgrounds from you.

Claire Hannah Collins

Collins (right) behind the scenes of Hollywood's Finest with Mckenzie Trahan. Photo credit Christina House.

Learning from diverse communities

Collins enjoyed considerable freedom at the L.A. Times to pitch their own stories and work on projects that interested them. Time and time again, Collins was drawn to the outskirts of society, taking a close look at the people most directly impacted by broken systems and most often ignored by mainstream narratives.

“I learned to question the idea of value—how people find meaning in their lives apart from wealth,” Collins commented.

Collins thinks especially of their work on Hollywood’s Finest, a film they created about Mckenzie Trahan, a woman experiencing homelessness in Los Angeles. Trahan had lived on the streets of Hollywood on and off since she was 13. At 22, she was nearly seven months pregnant and living in a tent above the 101 Freeway. The film, which deals with themes of addiction and incarceration, takes its title from its protagonist’s distinctive scalp tattoo.

“I felt so lucky to work on this film because of the women I was meeting,” says Collins. “Mckenzie’s community and her family are wonderful, vibrant people. Mckenzie herself is an artist and singer-songwriter. It's important to me when I'm exploring issues of injustice that I'm not just focusing on tragedy and sadness, because I find that approach to be dehumanizing and oversimplifying. People who are going through incredible hardships are still living extraordinary, beautiful lives that are worth celebrating.”

Collins spent 5 years at the L.A. Times, emerging with an Emmy award for The Buffalos, a short documentary about formerly incarcerated firefighters. For Collins, each film created was a new opportunity to learn from the experiences of others and build connections.

“It's possible to form deep, meaningful relationships and friendships with people who come from very different backgrounds from you,” Collins reflects.

The most impactful learning happens when you give students space to make their own discoveries.

Claire Hannah Collins

Teaching young filmmakers how to listen

These days, Collins can be found hard at work alongside Interlochen Arts Academy Film & New Media students on the Greenacres Project, a documentary on regenerative agriculture. The film will feature interviews with farmers and scientists as well as data from agricultural research conducted by Greenacres Foundation and its partners.

Collins expresses excitement for this purpose-driven project, and sees it as a vital opportunity to share their skills with students. Instead of giving students all the answers or telling them there’s only one way to do things, Collins wants to give them room to grow.

“The most impactful learning happens when you give students space to make their own discoveries,” they say.

Asked what they hope students glean from working with them, Collins offers a clear response: the ability to listen with intention. Given how much time Collins has spent interviewing documentary subjects, this particular emphasis should come as no surprise.

“I want my students to come away from my classes with a sense of graciousness,” Collins says. “I hope they find a deep belief in the value of their own voices and, at the same time, an openness to finding value in all the voices around them.”

“I think the most important thing is to walk away being as good of a listener as you are a speaker,” they add.

The unlikely wordsmith: Academy guest author Jacques J. Rancourt turns his experience of dyslexia into literary gold (Stories 627377)

marycaroline.whims@interlochen.org — Fri, 17 Jan 2025 18:40:21 +0000

The unlikely wordsmith: Academy guest author Jacques J. Rancourt turns his experience of dyslexia into literary gold (Stories 627377) marycaroline.w… Fri, 01/17/2025 - 13:40 The unlikely wordsmith: Academy guest author Jacques J. Rancourt turns his experience of dyslexia into literary goldRancourt, who will work with creative writing students in mid-January, shares how a strict Catholic upbringing and a learning disability set him up for success as a poet. January 17, 2025

Jacques J. Rancourt will be the first to tell you that he was “the least likely candidate” to become a poet. With two published collections and a chapbook to his name, plus credits in top journals like POETRY Magazine, that statement might seem a little surprising. But Rancourt has wrestled plenty of demons in his lifetime, from an overly-strict religious upbringing to a learning disability that severely impacted his reading skills. Now the winner of numerous fellowships and awards, this poet has chosen to galvanize his early struggles into literary gold—finding inspiration and material to fuel a career that’s impacting the next generation of young writers. This January, Rancourt will share his insights and expertise with creative writing students at Interlochen Arts Academy.

The logic of sound: how dyslexia became a gift

Although Rancourt always wanted to be a writer, he wasn’t a strong reader until he was 12. His struggles with reading didn’t stop him from developing a deep love for stories, though. Rancourt’s grandmother enjoyed reading aloud, and she frequently shared her book collection with her grandson.

“She had a little library in her home and she read to me the Odyssey, Beowulf, and all the classics. She read beautifully. I still hear her cadence when I read,” Rancourt says.

Rancourt calls these experiences his “germination as a poet”, even though he didn’t begin to actualize his potential until more than a decade had passed. As a creative writing/English double major with a fiction emphasis in college, he was required to take a poetry seminar.

“ It wasn't something I was drawn to immediately. I think I got a B in that class,” he says. “But the next year, when I took an advanced poetry workshop, I felt really connected with it.”

Rancourt began writing his own poetry. To his surprise, he found that the disability that had so long hindered him was turning into a gift, allowing him to see possibilities that were invisible to others.

“To this day, I often misread things on the page at first glance and things get jumbled in front of me,” he says. “Oftentimes that misread will produce something much more interesting to me. It might be something I can play with sonically, like the start of a poem or a way to edit a line that creates more mystery or intrigue within it.”

A simple misread, like the nonsense phrase “mouth color paint”, might end up being a complete line in a new poem. Rancourt loves the off-kilter feel of phrases like these and enjoys finding ways to incorporate them into his work.

“The way I first interpret books and sentences often comes out very strange or off. And that offness is often intriguing to me,” he says.

The Virgin in drag

It’s not just the sonic experimentation that sets Rancourt’s work apart, though. He’s also been bold in his choice of subject matter. His first collection, Novena, recasts the Virgin Mary as a drag queen—a very deliberate choice, given Rancourt’s religious upbringing and sexual orientation.

“ My mother was a very devout Catholic in the old-school way,” he remembers. “Every night, she would roll up the carpet and we would pray all 15 decades of the rosary on the hardwood floor to connect us with the pain of Jesus.”

Those formative years, painful as they sometimes were, influenced him to consider joining the priesthood. But everything changed once Rancourt hit college, came out as queer, and realized he was pursuing a very different life than the one he’d originally imagined.

“When I began Novena, part of the project was trying to reconcile these two very different parts of my life: the life I had and the life I live now,” he says. “I wasn’t attempting to reconcile them intellectually, because I think they are at odds with one another in obvious ways, but I wanted to honor the emotional journey that I took.”

Novena’s central poem, which shares the book’s title, reimagines well-known Catholic rites in ways that offer reverence to the outcasts and misfits of society. Rancourt says his intent isn’t to mock or vilify traditional religion, but rather to offer new perspectives that lead to healing.

“My hope is that when people are reading that collection, they don’t see it as making fun of religious iconography but instead trying to create a new kind of advocate, one that would help guide my former self into my present self,” he muses. “It’s a love letter of sorts to my 15-year-old self.”

To teach in a place where the arts are prioritized is incredibly exciting. I was so energized by my last visit and I'm looking forward to experiencing that energy again.

Jacques J. Rancourt

Advice for young writers

Rancourt’s other work has taken on charged themes in LGBTQ+ history. His chapbook In the Time of PrEP takes its name from a medicine used to prevent HIV, and his most recent collection, Brocken Spectre, deals with stories of the American AIDS epidemic. Throughout his years of writing and seeking publication, he’s relied on support from close friends he met during his MFA studies—friends like Brittany Cavallaro, who now teaches at Interlochen.

Rancourt, who has taught students from eighth grade to the college level, is excited to share his insights with Arts Academy creative writing majors.

“I love coming to Interlochen, where students from around the world have gathered together to pursue their love for the arts and especially the written word,” he enthuses. “To teach in a place where the arts are prioritized is incredibly exciting. I was so energized by my last visit and I'm looking forward to experiencing that energy again.”

His top advice to young writers is drawn from tools that helped him along the way.

“I would say to do as much copying, imitating, and stealing as you need to find your own voice. Don't publish those pieces, obviously. But a big part of my practice was copying out poems by hand, especially long poems, and then eventually inserting my own narrative into their syntax and rhythms—keeping the sentence structures, but putting my own story in there.”

Rancourt’s own writing is rich in concrete detail and doesn’t shy away from evoking strong emotions. He’s turned the pain of his past into a wealth of inspiration. As a working poet himself, he’s uniquely equipped to offer his students guidance as they learn how to do it, too.

“Ultimately, you just want to discover what makes the hairs in the back of your neck stand up when you read,” he reflects. “You want to articulate why that happens and find out how you can do that in your own poetry. How can you have that kind of powerful effect on someone else?”

At Interlochen Arts Academy, creative writing students receive instruction from gifted instructors and nationally-known guest authors like Jacques J. Rancourt. Learn more about creative writing at Interlochen Arts Academy.

What are the benefits of attending a performing arts high school? (Stories 555020)

Elena Altmiller — Tue, 28 Mar 2023 16:00:12 +0000

What are the benefits of attending a performing arts high school? (Stories 555020) Elena Altmiller Tue, 03/28/2023 - 12:00 What are the benefits of attending a performing arts high school?Interlochen Arts Academy's admission staff, faculty, and students share the top six reasons performing arts high schools prepare students for college and beyond. October 1, 2024

High schools for the performing arts provide students with tools and skill sets that will carry them through college and beyond, including learning to manage multiple projects, advocating for access to more opportunities, developing independence, and taking on active roles in society. These skills can be transformative to a student's future. Here are a few of the benefits of attending a performing arts high school like Interlochen Arts Academy.

Balancing academics with a major area of study

At a performing arts high school, students select an artistic "major" such as music, dance, or theatre and spend much of their time honing their skills in their chosen discipline. However, students must also complete their high school graduation requirements in academic subjects such as social studies, English, mathematics, and science. This unique balance of arts and academics prepares students well for the challenge of juggling artistic training with other responsibilities–which is especially useful for those planning to attend a liberal arts college.

Academic teachers at performing arts high schools often connect their subject with students' artistic work and challenge them to think deeper and more critically. Students will also learn skills to manage their time so they can achieve academic goals as well as artistic ones.

Accessing opportunities

Performing arts schools offer opportunities that students may not find elsewhere, such as tours, guest artist visits, mock auditions, and advanced classes in their chosen artistic discipline. These schools often partner with other arts organizations, enabling students to learn from professional artists and perform for wider audiences. Frequent performances at school and beyond give students valuable experience in performing.

"Recently, we went to play a concert for the inaugural season of the newly constructed David Geffen Hall with the New York Philharmonic. I'm one of the only high schoolers who can say they've had this type of experience," says Ari Han, a violin student at Interlochen. "Being able to meet and collaborate with the celebrated composers that wrote our program was so amazing and the week we spent in New York gave me some incredible memories I made with my friends and many others."

Exceeding college-level and professional standards

Students who attend performing arts schools are often better prepared for auditions at top institutions. On average, 9 out of 10 Interlochen students place in their top-three college or conservatory choices, and are awarded scholarships totaling five times the national average.

Through their experiences, performing arts students improve their work ethic and develop a strong level of professionalism.

"We work closely with our students both academically and artistically based on their individual trajectory," says Chad Gapinski, director of academic and college counseling at Interlochen Arts Academy. "We also collaborate with arts faculty to ensure a unified approach with our students' post-secondary plans. Having access to academic and college counselors focused on the arts helps set students up for success beyond high school."

Collaborating with peers

Collaboration between art forms is crucial for artistic development, as it helps students consider other perspectives, discover other artistic disciplines, and grow as performers. Collaborative experiences elevate students' work and prepare them for dynamic careers.

"Being here, the idea and concept of community is so important that we're always seeking ways to expand our art and work with other people," says Han. "Producers will have different musicians on their track, film students will have theatre students act for their films, the musicians can accompany the dancers, and so on and so forth. Being surrounded by your peers every day just opens up the possibility of collaboration at any time and the facilities and tools we have at our disposal just encourages our work with each other even more."

Transitioning to independent living

Performing arts boarding schools provide students a smoother transition to a college life more so than traditional or public schools. They will still have the new experience of being away from home and living without parents and family; however, boarding schools offer a level of supervision and social-emotional learning opportunities that colleges do not. In this safe environment, students learn both the freedoms and the responsibilities that come with independence.

"A boarding school experience–regardless if it's for the performing arts–is an excellent way for high school students to prepare for life away from home," says Interlochen Arts Academy Vice Provost Megan Walton. "We teach students how to manage their schedules; how to balance artistic, residential, and social responsibilities; and how to make choices that will set them up for success—like getting to bed at a decent hour."

Developing citizen artistry

Inspiring students to use their artistic skills to contribute to society is a key aspect of any performing arts curriculum. Young artists will come to understand their cultural impact—whether they want to enact social change or get involved in performing arts education in their community. By practicing citizen artistry, students will build self-confidence while enriching the lives of others.

"Community is a core value of any citizen artist," says Interlochen Arts Academy Provost Camille Colatosti. "We ask our students to take an active role in building a healthy community here, laying the foundation for a lifetime of rewarding and purposeful engagement."

Topic - Educators (441)

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Interlochen’s own Courtney Kaiser-Sandler advances to quarterfinals for GRAMMY Music Educator Award (News Articles 628105)

A world of collaboration: Film & New Media instructor Lesley Tye invites her students to embrace cross-departmental work (Stories 627650)

Interlochen Arts Camp announces 2025 Valade Concertmasters and Fellows (News Articles 627649)

Arts Academy Flute Instructor Nancy Stagnitta joins Paul Simon for North American tour (News Articles 627607)

Space for discovery: Greenacres Project producer Claire Collins draws on journalistic background in working with Arts Academy students (Stories 627605)

The unlikely wordsmith: Academy guest author Jacques J. Rancourt turns his experience of dyslexia into literary gold (Stories 627377)

What are the benefits of attending a performing arts high school? (Stories 555020)

Balancing academics with a major area of study

Accessing opportunities

Exceeding college-level and professional standards

Collaborating with peers

Transitioning to independent living

Developing citizen artistry

Dive deeper into Interlochen Arts Academy with a free digital viewbook