Pasadena Schools Embrace Remote Learning

26th December 202314th July 2023 / May S Ruiz / Leave a comment

Originally published on 16 April 2020 in the Pasadena Independent, Arcadia Weekly, and Monrovia Weekly

This image has an empty alt attribute; its file name is PUSD-1.jpg — Pasadena Unified School District Office | Photo by Terry Miller / Beacon Media News

In the midst of health concerns caused by the coronavirus outbreak, safe distancing has been implemented. Schools closed to ensure the safety of students and to help curb the spread of the disease. I set out to determine if there is a system in place to handle this sudden change and how equipped administrators, teachers, and students in Pasadena are to switch to remote learning.

Pasadena Unified School District’s (PUSD) Director of Curriculum, Instruction, and Professional Development, Helen Chan Hill, informs me by email that PUSD initiated its remote learning plan in earnest very shortly prior to the school closures on March 13.

Hill expounds, “We laid out a three-stage plan: Stage 1 would be general, standards-based content that would be made available online and in print, with enough material that students could engage in reinforcement of learning for 2-3 weeks – we were able to get these up and running by March 16. Stage 1 work was completed by a central team of Curriculum & EdTech specialists, with the intent to buy a few weeks of time for teachers to build out their own online classrooms in PowerSchool Learning.

“Stage 2 began officially on April 6, following PUSD’s Spring Break. At this stage, all online classrooms are active and students should be able to take in content and lessons that are custom created for them by their teachers.

“Stage 3 is our transition to interactive learning, with the use of meeting apps and tools that allow for livestreams and more bi-directional communication between the teacher/student/ content.”

“PUSD, fortunately, had three key systems in place for several years that has helped with our readiness,” Hill continues. “The first of these is a network of Instructional Coaches in every school. They are the crux of our professional development design and have been instrumental in providing clarity and training to teachers. While teachers were planning prior to April 6, our Instructional Coaches and Principals/APs have been attending custom tutorials on remote learning that they can use with their staff.

“We have a network of TechLeaders that are early adopters of technology integration in the classroom. These are teachers who are in the classroom, but receive monthly training on apps, tools and best practices for instruction with technology. They too have been key in supporting teachers in this time!”

This image has an empty alt attribute; its file name is school-417612_1920-1.jpg — The school hallway, once a beehive of activity, is eerily quiet | Courtesy Photo

Asked if there are any assessments in place to determine if students are learning, Hill replies, “We have analytics on each online classroom in PowerSchool Learning with respect to usage, but as for assessment, that has not yet been fully determined. In alignment with CDE’s updates, we will be suspending nearly all of our local assessments. However, we want to help teachers to check on student progress and understanding through other means still to be determined.

“Furthermore, we have created a resource page to support our teachers and parents. We also want to emphasize that the well-being of our students and families is the utmost priority – while we are dedicating much work to ensure students’ academic opportunities, we are likewise encouraging grace, patience, and understanding around all of it. We know that families’ (as well as teachers’) lives have been uprooted and we need to take care of each other before we make demands for schoolwork.”

I’ve read articles that highlighted the plight of some students who don’t have computers at home or laptops and, even when they do have them, don’t have WiFi and I ask Hill if this is a problem at PUSD.

“Because of our techequity initiative that began in 2018, our students are already one to one with chromebooks,” Hill responds. “Sixth to 12^th grade have already been taking them home, and K – 5 use them in the classroom. Therefore on March 13 when we dismissed, we asked elementary schools to dispatch the chrome books from the classroom for students to take home. We are still working on students with no Internet access – we have deployed all of our hotspots to the majority of those families in need, and are working with others on a solution.”

Speaking with me by email, Dr. Benita Scheckel, principal of Altadena Arts Magnet School, says, “Teachers had two weeks to finish creating their virtual classrooms; students began remote learning four weeks ago with general academic content loaded by our district onto PowerSchool Learning. Our school’s instructional coach, Ms. Hanh Le has really been doing the heavy lifting of training teachers to use all the available online apps to support student learning. The district is working closely with each campus’s administrative team and instructional coach to collect data on how teachers are managing their virtual classroom set up.

“I am trying to keep everything as normal as possible – I am continuing to send them my Sunday updates for staff. I am checking in on them every day formally via email and virtual staff meetings and then informally via text and phone calls.”

Dr. Scheckel adds, “I’m just so impressed by PUSD’s ability to move from in-person to virtual learning so quickly and seamlessly. I am also incredibly inspired by our teachers’ aptitude and willingness to jump right in and learn so many new things in such a short amount of time. My teachers and so many across the district are commenting on how sad they are to not be able to see their students in person every day.”

Ashley Butler teaches World History and AP World History to around 120 mostly sophomore students at John Muir High School Early College Magnet.

She says, “I have been communicating with students through email; surveys and all work is being posted and submitted by students on a Learning Management System called PowerSchool. Next week, after our spring break, I will conduct digital lessons and hold virtual office hours via Google Hangout Meet.

“I am working to create (and modify in real time, due to the situation) lessons and activities to best support student learning and support student needs in this uncertain time. I don’t have a model or a template that I follow, per se, but I am trying to provide instruction that supports my students in the most effective way possible.”

Adds Butler, “I can’t speak for all high school teachers in this case, but speaking for myself, I am learning to communicate with my students in different ways. I am used to in-class conferencing to support student learning. However, with remote learning, this one-on-one time has changed. Now, instead of supporting students individually during class hours, students are being supported at all times during the day.

“Student engagement really depends on the class. Virtual discussions can still take place on various learning management systems and other digital resources like flip grid or padlet. Student engagement can be achieved with different types of assessments, projects, research activities about which students are passionate, or assignments/activities that relate to their lives.

“It is hard to say if high school students are better able to adapt to remote learning, I think time will tell. However, many students have explained that they miss the in-person support their peers and their teachers provide. I think that all students, no matter their age, are able to adapt to remote learning when they have teachers who have integrated technology into their classroom regularly. I think one of the greatest challenges high school students are facing is that many have familial responsibilities outside of school work.”

Asked what has been the biggest hurdle for her, Butler remarks, “Not sure I have had to overcome anything yet; I feel like every day I am faced with a new challenge, but the challenges and new learning experiences are what make education such an enjoyable profession.

Students are adapting to learning from home | Courtesy Photo

Armenui Manasarian, who is one of PUSD’s TechLeaders, teaches at Sierra Madre Middle School. She describes how she conducts her virtual classes. “For about ten years now, I have been using the LMS (Learning Management System) called Powerschool Learning. I post my assignments and content on my class pages; I record myself giving the lessons on screencastify and post them on my page for my students to listen to it and view it. To establish as much connection as possible, I check in with them by conducting polls and using discussion boards on Powerschool. I have embed Nearpod lessons, Listewise lessons, videos, etc. Eventually, I will be using Google Meets to connect to the class for live instruction.”

Continues Manasarian, “I teach five periods – two classes of English, two classes of History, and one elective that is a tech class/Hawk News with a total of 167 students. My elective does the school news broadcast and we are trying to do this remotely and sending them out to the school as a means for all of us to connect.”

“Every Monday, I post an agenda for the week so students are clear about expectations and are able to manage their time; I film tutorial videos which I send to parents and students to help them along and as to what my expectations are. I create a Dropbox so that students know where to turn in the assignments. My students use various tools such as Kami (lets them type on PDF) so that they can do the work and turn it in. I am also emailing my students/parents. I am available on Google Hangouts whenever students and parents have questions or are confused about lessons.”

“I look for interesting topics to cover. Some discussions are lecture types with only me; some are interactive where they can respond to each other in the class; and there are times when they record their voice response or, using animation, they record a face response.

“Not being able to explain things in person is a struggle at times, especially since this happened so suddenly that we didn’t really have adequate time to prepare the kids. They all have various types of households with different schedules. Their parents might not be able to help as much or they might not have the best access to internet. I try to make things very clear and set norms, guidelines, and routines so that everyone can follow along. I give them a suggested schedule, but it is up to the family to enforce them.”

While this pandemic brought to light the limitations of remote learning, it also brought out the best in the PUSD. Manasarian notes, “I am proud of my district for the pace, teamwork, and efficiency with which they dealt with the situation. They set up learning materials for two weeks for teachers who needed time to learn, and to transition and plan all of this. They made sure all students had Chromebooks so that they can all access the content and curriculum. Everyone worked together to ensure this to be a success for both teachers and students. We really came together as district leaders and teachers in this time of crisis.”

If teachers are sometimes challenged engaging middle-schoolers, those who teach the youngest learners have their work cut out for them. Five-year-olds need hand-holding and getting solid educational foundation is crucial.

This image has an empty alt attribute; its file name is classroom-2093744_1920-1.jpg — A classroom devoid of students | Courtesy photo

Chelsea Eshnaur is a kindergarten teacher at Madison Elementary and has 19 students in her class. She expounds on how she delivers remote learning, “Using the PowerSchool, my students are able to log on to my page and see the assignments for the week; I am hoping in the upcoming weeks to try out a Google Hangout Meet. I don’t think I can use this to actually teach content because not everyone would be available at the same time to log on. In the past two weeks of online learning, I’ve only had about six students actually log on. But I’m hoping to just do a daily read aloud and just say ‘Hi’ to those who are available.

“As we have switched to this online platform for teaching, I have mostly just been creating my own method for pushing out content. Being in kindergarten has made it harder to adapt my content to a digital platform, but there are so many resources out there from other educators that have made it pretty seamless.

“I have created additional resources on my page that include ‘Enrichment’ and ‘Intervention Practice.’ The goal of the ‘Enrichment’ page is to provide resources that would engage the students outside of the core academics. For example: art, science, social studies, P.E., etc…. In the ‘Intervention Practice’ page, I have a plethora of resources for the students to work on in areas that they might be struggling in, outside of weekly content.”

“Because my students are so young, I cannot expect them to engage the content independently,” Eshnauer says further. “They need the help of someone at home to log on and work through everything with them (reading directions, etc…). I know that this model of school work has been an adjustment, not just for me and my students but for their families as well, many of whom are still working during the day.

“I’ve had a handful of parents reach out for clarification. I’ve sent out emails, phone blasts, and messages on Remind (messaging system), with very few responses. This is the most frustrating part because, like I said earlier, for the younger students, they need someone to help them access all of this. And when I have 4 out of 19 parents respond to any updates, it makes me think that the other 15 students aren’t getting anything.

How do you know if the children are actually taking in the lessons you’re posting online? I query. Eshnaur replies, “That’s a good question! Because I don’t have every student logging on daily, I cannot guarantee that all students are accessing the content. I include an online ‘quiz’ at the end of the week for each main content area (phonics, reading and math).”

While it’s still early days and there isn’t much data available, I nevertheless ask Eshnauer what has worked well and what hasn’t since remote learning has been put in place. She says, “So far I have found that I just need to be as available as possible. For parents that are accessing the content during the ‘school day,’ I’m trying to check emails and messages as often as possible in case of any questions. Also, be willing to troubleshoot everything! Online learning is new for all of us. So I’m constantly checking links and asking parents to let me know if they’re not working on their end, etc…

“What makes me nervous since going to online learning is just the lack of data that I will have. I know people might think, ‘it’s just kindergarten,’ but this part of the year is critical. I still have about half my class that are struggling to master the alphabet (ID and sound). This part of the year would have been more intensive as I worked with them to get them where they need to be. But so far, most of those students are not even logging on. And now they’re going to go to first grade at a disadvantage and the gap will just get wider and wider the more they progress through the grades.”

These are unprecedented times we live in. The world as we know it has been upended and most normal activities have practically ground to a halt. As disconcerting as our conditions are at the moment, however, life has to go on and so we persevere.

And as we have seen on television and read in the papers, during these extraordinarily dire times when our resources are diminished and our spirits are tested, we manage to make the best of our circumstances. Our collective will to fight the odds prevails and makes us soar above adversities.

Monrovia Schools Adopt Distance Learning

25th December 20238th July 2023 / May S Ruiz / Leave a comment

Originally published on 9 April 2020 in the Pasadena Independent, Arcadia Weekly and Monrovia Weekly

This image has an empty alt attribute; its file name is classroom-2093744_1920-954x682.jpg — A classroom devoid of students | Courtesy Photo

On March 13 this year, more than 12,000 public and private K-12 schools in California announced closures to keep children and teachers safe after the coronavirus outbreak. They sent students home for an extended spring break while school administrators and teachers scrambled to put together a curriculum and system for distance learning.

Except for a handful of high schools offering online courses, such as Stanford University’s Online High School which was established in 2006 for grades 7-12, virtual classes were a rarity. But that changed practically overnight.

To find out when schools in the western San Gabriel Valley started distance learning and how they are delivering it, I reach out by email to three public school districts and independent schools. What I discover is that local schools, fortunately, have the infrastructure in place to support virtual learning.

Furthermore, based on their responses to my questions, I uncover the amazing dedication and skill of administrators and teachers who, in very short order, found ways to teach and connect with students and parents. I am featuring them separately because I would like to do their work justice. And while each article will never be able to cover the depth and breadth of their efforts, it gives readers a good perspective of what’s going on.

Dr. Katherine Thorossian, superintendent of the Monrovia Unified School District (MUSD), says, “Most of our online classes began on Tuesday, March 17, 2020. The few that did not, began with packets. Our schools were fairly well prepared. Our teachers and administrators have been training on various virtual platforms, with special emphases in Google Classrooms and the Google Suite of tools, systemically for the past five years. Our schools distributed devices to those students who did not have a personal tablet at home. We conducted a survey to see where the needs were and have worked diligently to fill those needs.”

I inquire how the district is supporting teachers and students in this new way of schooling. Replies Dr. Thorossian, “Teachers are meeting weekly with their principals in Google Hangouts. Teachers are receiving ongoing professional development from Instructional Specialists who support them with the technology and the content areas. Each school has two to six teachers (depending upon their size) who have been highly trained in technology tasked with being a support to the teachers on the school site. Two technology hotlines have been created – one for teachers and one for students/parents.

“Teachers are contacting students who have not accessed the content to make sure there are no issues with technology and to make sure every student remains connected with their teachers. Additionally, counselors are not only providing office hours, but are reaching out to students with whom they had previously scheduled regular ‘check-ins.’ Counselors are also meeting virtually with existing groups for group counseling sessions.

“Instructional Specialists created two weekly newsletters: one to support teachers and another to support parents.

“While everyone is working at different times and locations in order to practice the safest of precautions, we are still ‘open.’ Teachers and administrators are still accessible and responding in a timely manner. Schools and offices are still answering and returning calls and emails.

This image has an empty alt attribute; its file name is school-417612_1920-912x682.jpg — The school hallway, once a beehive of activity, is eerily quiet | Courtesy Photo

Dr. Thorossian elucidates on how the district monitors progress, “Principals have been ‘invited’ into the Google Classrooms on their virtual campus and ‘walk through’ classes in order to be aware of how things are going ‘on campus’ and to provide support where needed. Principals have daily check-ins with members of the district office team. We created an online platform that has a lot of information for parents, teachers, and students. It is a dynamic site that we continue to fill with new information and resources. It may be accessed through the main page of our website, and I encourage people to check it out as without it, they will not get a complete picture of the work being done.”

Asked if there is any assessment in place to determine if students are learning, Dr. Thorossian remarks, “An essential element in the learning cycle is feedback. Teachers provide feedback in many ways to their students and, in that way, monitor the progress they are making in class. Standardized tests have been suspended this year in California. We are still working to determine the best manner in which classroom assessments should be administered.”

Jennifer Maljian, an Instructional Technology Specialist for MUSD who also happens to have two children attending schools in the district, describes her function, “My colleague, Chad Miller, and I have been trying to set up spaces and times that teachers who have questions have a place to have those voiced. We send out a weekly newsletter with distance learning tips and a video message from us. We also hold weekly Q&A sessions via Zoom to discuss topics related to Google classroom, distance learning through the student lens, and time set aside for teacher questions. We’ve had a very good turnout for those, thus far. Our goal is to continue these platforms for teachers throughout the duration of the distance learning.

“We have completed two weeks of distance learning – we’re currently on week three, but it’s officially our Spring Break. I can pretty much bet that teachers are using this week to really plan and prep for the next weeks to come!”

Markiena Madison teaches about 145 students in her 6^th and 7^th Science and Social Studies classes at Santa Fe Computer Science Magnet School. She explains, “My classes are conducted through Google Classroom, which is the platform I’ve been using for four years now. In addition to that, I screencast a lot of my teaching so students can view it at their own pace and work through it. I use Nearpod lessons for teaching as well. Lastly, I conduct virtual class meetings using Zoom to keep the connection with them, check-in, and to laugh a bit.”

“I have pre-created templates readily available for use and I also make new templates based on what I want them to learn/demonstrate for the day. Those templates include graphic organizers, vocabulary organizers, and fill-in forms using Google.”

As to student participation, Madison says, “It’s not a big issue when we’re using Zoom, but sometimes students don’t want to participate visually, so they close/turn off the camera. However, they do stay social using the audio. The biggest hurdle is motivating the students that were already struggling to do the work at home and the lack of face-to-face contact which makes a huge impact on engagement. In addition to that, making sure they complete all the assignments without the same in-class instruction.”

Madison notes, “Most of my students, during our virtual discussions, have stated that they already want to come back to school – even those students that don’t like to come to school. Which proves the saying, ‘You don’t appreciate something until it’s gone.’”

This image has an empty alt attribute; its file name is Maddie-Micah-3-909x682.jpg — The dining table is now the hub of distance learning | Photo by Jennifer Maljian / MUSD

At Clifton Middle School, Gina Ayala teaches 101 6^th grade and 67 8^th grade students. She says, “The model I used for teaching was initially quite fluid – it felt like a beta test. Additionally, the first days were focused on assessing which students had access to technology (cell phones only, home WiFi, tablet or computer with full keyboard etc.) The technology access determined my expectation during the first days of quarantine.

“As we enter week three of distance learning (April 6) following our Spring Break, I plan to use more of a template. For example, assignments posted on Monday & Wednesday, activity on Friday with certain ‘office hours’ posted per grade level and specific class Zoom sessions scheduled by period. My hope is that a routine which allows flexibility will suit the academic and social needs of my students.”

Ayala tries to make sure students participate, “During teleconference, I use the same equity cards I used in the classroom to randomly call on students for response or contribution. I also use the private comment feature on Google Classroom to address a student. I’ve called parents and sent emails to families to gather information on why a student may not be responding to a Google Classroom prompt. Additionally, my grade level team (8^th grade) has decided to work to get our students on the same schedule so all 8^th grade science students will know the expectations for the week ahead. This will help with friends being able to help friends even if they don’t share the same teacher. I believe this will definitely help engage students who aren’t actively participating.”

“Initially, the biggest challenge was determining what type of digital access was available to each and every student. I need to be able to reach EVERY student,” Ayala adds.

“The learning curve for many teachers was very steep – switching, with virtually no notice, from the classroom to the virtual classroom,” comments Ayala. “My colleagues have been extremely helpful and inspiring. The amount of new apps, teleconference platforms, emails regarding distance learning, webinars, YouTube links, in addition to the plethora of resources pushed out by our district can be daunting. I have gone down the internet rabbit hole of amazing resources available. Knowing that too much information can cause a mental shutdown, I want to be mindful that my students aren’t experiencing that with new learning styles necessary in each of their ‘virtual’ classrooms. The silver lining is how much I have learned in such a short amount of time – the most practical, self-directed ‘professional development’ I’ve ever experienced. I cannot overstate the gratitude I feel towards my colleagues who have been both professionally collaborative and personally entertaining (videos, memes, FaceTime, Hangouts, virtual Happy Hours).

Clifton Middle School principal Jennifer Jackson voices her reservations and offers her insights. “Distance learning has its advantages at times, but the circumstances in which we entered into it made it difficult. Teachers are not used to digital platforms of learning but rather rely on technology tools when appropriate during lessons. There is quite a difference here. I feel the Clifton teachers have done a tremendous job embracing their new normal and providing a reasonable and accessible curriculum in all subject areas including physical education and electives.

“However, I do have concerns with accumulated screen time for students as we endure school closures. We will continue to learn and provide teachers the resources they need to become more confident with distance learning in addition to providing support for students. We will have much to reflect upon when this is over and I do wholeheartedly believe schools will benefit from all of this in the long run.”

The most important component of the remote learning platform are the students and it would be remiss of me not to ask them for their thoughts. I reach out to Maljian’s children – Madison (Maddie) and Micah.

This image has an empty alt attribute; its file name is Maddie-Maljian-2-909x682.jpg — Madison Maljian | Photo by Jennifer Maljian / MUSD

Maddie is in 5^th grade at MUSD’s Plymouth Elementary School. Responding to my question on how she receives her online learning, she writes, “My teacher, Mrs. Kim, posts an agenda in Google Classroom each day using a Google Doc that includes hyperlinks to each assignment, activity, or Hangout we are to join for the day. She also includes a friendly morning message to us each day. In addition, she also sends the same Google Doc agenda to my parents through the Remind app each morning.

How do you motivate yourself to learn when you’re not actively participating in class? I inquire. Maddie answers, “When we started Distance Learning, I sat down with my parents and we discussed a schedule for each day that would include waking up, getting dressed like I’m going to school. I wrote down on a piece of paper what I needed to complete for the day so I could check items off as I finished them. I also tell myself each day I can do it!”

I ask Maddie if she had any challenges because of this new method and if she reached out to her teacher for help. She discloses, “ I struggled one day with WiFi at my house, and I was unable to join a Zoom with my class. Once my family figured out the WiFi issue, I contacted my teacher through Google Hangout and she filled me in on what I missed. My biggest hurdle is missing my teacher and school friends and trying to find ways to still connect with them.”

This image has an empty alt attribute; its file name is Micah-Maljian-909x682.jpg — Micah Maljian | Photo by Jennifer Maljian/ MUSD

Her brother Micah, who is a 7^th grader at Computer Science Magnet School, reports “ I get updates in Google Classroom from all of my teachers. Each teacher posts a check-in question and an assignment or activity as well as a video, almost every day. The videos are awesome – some teachers tell jokes, sing songs, perform Santa Fe cheers. It makes me feel like I’m still at school, even if only for a few minutes.

“My mom and I sit down every morning and we create one sheet that includes all of the items I need to complete that day. As I finish them, I am able to check them off. I also include break times for myself where I can practice baseball, juggle the soccer ball, and play basketball in my backyard.”

“The biggest challenge I’ve had so far was figuring out what format a teacher wanted a document submitted through Google Classroom. I emailed that teacher, and they got back to me very quickly and walked me through exactly how I needed to do that. The most difficult hurdle to overcome in this sudden change in my learning is missing my school, my classmates and friends, and my teachers. I really wish I could go back to school, but my teachers are doing everything to make it the best experience for us,” Micah ends.

Their mom adds, “My two kids have had really positive experiences with online learning. We’ve only run into the WiFi being a bit spotty which requires leaving an assignment for a while until we can get the WiFi up and running and then coming back to the assignment to finish it.

“It’s definitely a quick learning curve for everyone, but on a daily basis I am BLOWN away by how amazing the teachers in MUSD are! We are very lucky to have such rock stars teaching our kids! Their energy is magnetic and is what has continued to make my kids want to get up each morning – to see the video messages they send their students and the fun ways they’re incorporating silly things like crazy hat day, or how many jumping jacks can you do in 90 seconds. The heart of a teacher is nothing short of a miracle to these students right now!”

During this safe-distancing and remote learning period, we are once again reminded that humans are hard wired for social interaction and the classroom experience cannot be virtually replicated. Students, as much as teachers, are in school not only for the academics but for the physical contact and friendship.

However, it is also during trying times that we see human beings come together – school administrators and teachers united to ensure continuity in student learning. We accomplish extraordinary things when we rise to the challenge.

Altadena Arts Magnet School Aspires to Greatness

24th December 202328th July 2023 / May S Ruiz / Leave a comment

Originally published on 9 March 2020 in the Pasadena Independent, Arcadia Weekly, and Monrovia Weekly

Dr. Benita Scheckel with student-created art | Photo by May S. Ruiz / Beacon Media News

Nestled at the foot of the San Gabriel Mountains in Altadena is Altadena Elementary School, established in 1903 from what used to be a trolley stop for the Mount Lowe Trail. Known today as Altadena Arts Magnet School, it is the premier dual language and arts school in the San Gabriel Valley.

That renown, however, is fairly new. The school languished for a few years after its principal left and it became the lowest-rated in the district. It took a grant, a curriculum change, and the guidance of Dr. Benita Scheckel to transform the school into a model of excellence in a relatively short period of time.

A former actress and opera singer, Scheckel came to the Pasadena Unified School District (PUSD) in 2007 and taught English, drama, and music at Blair IB Magnet School. In 2015, she decided she wanted to go into administration; she got placed as assistant principal for Student Support Services at Marshall Fundamental School.

Scheckel picks up the story, “From there, I applied to Altadena Elementary School when it had just applied for the five-year arts magnet grant. We didn’t know then if we were going to get it, but I took a leap of faith that this would become an arts magnet school. At the same time, it became a French dual language immersion school and I had some experience in that area so I felt it was a dream place to work at.”

The school playground has an unimpeded view of the San Gabriel mountains; a new kiln will be installed in the shed with the blue roof on the right | Photo by May S. Ruiz / Beacon Media News

“It was once a wonderful school of 600 students and they had a long-time principal for 20 years,” relates Dr. Scheckel. “As PUSD began to attract more charter and private schools, the principal left and then the school went under construction. There was a period of instability – they had five principals in three years, enrollment declined from 600 to just under 200, there was low staff morale, and they had very low test scores – it was the lowest performing elementary school in the district.

“I looked at that first year as a chance to get to know the culture and climate and to infuse the school with as much positivity, enthusiasm, and vision. I set out to uplift the staff and support the teachers so that they can begin doing the amazing work they used to do that they weren’t able to do through the years of not having solid leadership.”

Continues Dr. Scheckel, “Before the school year started, the first couple of weeks I was here, I sat down for a two-and-a-half-hour meeting with the entire staff. Having just gotten here, I knew they didn’t trust me initially, so I asked teachers who they trusted and respected. I also met each staff member individually for a half hour. From those meetings and being on campus, I was able to figure out who they trusted and those were the people I put in the leadership team.

“Being used to secondary school, where there’s an assistant principal of curriculum and an assistant principal of discipline, I installed an instructional leadership team consisting of an instructional coach, a coach for discipline, and myself. I also created an extended leadership team – this includes our arts teacher, TOSA (teacher on special assignment), and our magnet grant coordinator.

“Then I brought in ‘Capturing Kids’ Hearts,’ a systemic reform program which our grant pays for. It provides many hours of professional development to teachers and staff around building a relational culture – student to student, teacher to teacher, staff to staff. I spent a lot of our money, resources, and energy forming a relational campus, where people don’t just shut their door and not relate to others but instead get together and hang out, appreciate each other and feel safe.”

Students working on an art project | Photo by May S. Ruiz / Beacon Media News

“Now we have a thriving school – our enrollment is increasing daily,” Scheckel says, beaming with pride. “We closed last school year with 228 students and today we’re at 287. When we came back from winter break, in January and February, 20 students enrolled. Along with enrollment, test scores are up. We’ve increased our math and English scores exponentially – we’re no longer the lowest performing school. We have arts infused into everything we do. Our students receive up to 12 hours per week of discrete art and arts integrated instruction – it runs similar to a conservatory, which is very unusual for an elementary school where normally kids stay in the classroom and do an art project.

“Here, students go to dance, art, music, media arts, and theatre arts classes taught by professionals in that specific field. We have designated arts spaces – we have a state-of-the-art Marley dance floor, fully sprung so that it doesn’t hurt their joints, with ballet barres and mirrors; a black box theatre; a music studio; an art studio, and so on. To complement the dedicated spaces, we have a curriculum that’s structured like a conservatory. All students attend every art class so teachers have had to look at the schedule – take out the time students would have their recess and lunch, and when they’re in art class, and figure out how to teach the core curriculum in that time. I was nervous about it at first but they have done a beautiful job. It’s taken out any wasted time, transitions are tightened. Also, the teachers are following the students to all the art classes so that they can learn how to do these things when we switch to our built-in sustainability plan when the grant expires.”

Scheckel then came up with another great idea. She discloses, “With the grant, we decided we were going to build art spaces out of the classrooms. I thought I needed to bring a little bit of community awareness, community buy-in, and a little glitz and glamour to our campus. I reached out to some local celebrities and community leaders and asked them if we could name these spaces for them. Fortunately, they said yes.”

The Lula Washington Dance Studio | Photo by May S. Ruiz / Beacon Media News

And so, on Wednesday, March 11, Altadena Arts Magnet School will hold a special ribbon cutting and studio dedication event where the art spaces will be named for distinguished arts personalities. The star studded festivities, with Supervisor Kathryn Barger in attendance, will be held from 6 to 8 p.m. and will feature a special performance by vocal artist Lynn Fiddmont.

“We’ll have a red carpet and a photographer,” says Scheckel. “The Muir Jazz Band will play and we’ll walk around and unveil these seven art spaces – the Matthew Lillard Black Box Theatre; Patrice Rushen Music Studio; Lula Washington Dance Studio; Keni Arts Art Studio; Artis Lane Sculpture Play Yard and Kiln; Bettye Holliday Art Gallery; and the MonteCedro and Dr. Eunice Elizabeth Nash Arts Garden.”

“I would like students to be inspired by knowing that each room is connected to someone who’s really working in that profession,” explains Scheckel. “So every time a student walks into the Patrice Rushin Music Studio I want them to be able to look around and think ‘I could be a four-time Grammy-nominated musician; I can be just like Patrice.’ I’m hoping that the celebrity name will maybe add a little pixie dust to the space, a little inspiration for the children.”

A beautiful mural graces the learning space | Photo by May S. Ruiz / Beacon Media New

Three years into Scheckel’s stewardship, Altadena Arts Magnet School is the only elementary school where little children are travelling throughout the day like middle- and high-schoolers. It has earned a distinct reputation in the area, something she revels in, and not without a sense of relief mixed with wonder.

“It’s incredible!” enthuses Scheckel. “The first year I was very nervous all the time. It was my first principalship and I was worried; I wanted to be certain I do things correctly and make as few mistakes as possible. Now, this third year feels like ‘we’re okay, we’re cooking with gas.’ Everybody knows what the vision is, the team is phenomenal, everybody’s moving in the right direction.

“It’s amazing what you can do with a school if you add love, grit, and a solid vision for greatness. I think if you have those three things, you can really turn a school around. And we have achieved that. We can’t believe it when families try to come to us from Glendale or La Canada. They’re leaving La Canada schools to come and be a part of our school! Our tours have 40 people on them. There are pregnant mothers who are crying because they think there won’t be space when their baby comes. How fascinating!”

Dr. Scheckel is only just beginning and there’s no stopping her. And students at Altadena Arts Magnet School are the lucky beneficiaries of this indefatigable principal’s grand vision.

Connecting with the Irish Through Their Music

23rd December 20237th November 2023 / May S Ruiz / Leave a comment

Originally published on 6 March 2020 in the Pasadena Independent, Arcadia Weekly, and Monrovia Weekly. The show, however, was canceled because Gov. Gavin Newsom ordered a statewide lockdown that lasted about 18 months.

This image has an empty alt attribute; its file name is Eileen-Ivers-2.jpg — Eileen Ivers is Grammy-winning violinist | Courtesy Photo / Eileen Ivers

Connect with the Irish experience with internationally acclaimed fiddler Eileen Ivers and UnIVERSal Roots at Caltech’s Beckman Auditorium on Sunday, March 15, 2020 at 3:00 pm. As in all their previous shows, expect them to bring the audience to its feet with their electrifying performance which evokes the Irish journey through the years.

The daughter of Irish immigrants, Ivers grew up in New York’s Bronx neighborhood. She picked up the fiddle at the age of eight and went on to win nine all-Ireland fiddle championships, a 10^th on tenor banjo, and over 30 championship medals, making her one of the most awarded persons ever to compete in these prestigious competitions.

Having gone on a short visit to Dublin and written about my delightful trip (Visiting Dublin, Ireland), I was very excited to learn that an Irish musical show will be coming to Pasadena. You can just imagine my thrill when I got the chance to talk with Ivers, hailed by the New York Times as ‘the Jimi Hendrix of the violin.’

‘The Jimi Hendrix of the Violin’ | Courtesy Photo / Eileen Ivers

Speaking with me by phone from New York, Ivers chats about her childhood interest in the fiddle, having a math degree, traveling all over the world, an upcoming new album, and a surprising new venture as a fiddle-playing tour guide.

I begin by telling her that I Googled her and found out she summered in Ireland and played the violin at the age of nine. I ask if her parents are musical. Ivers replies, “Not really, they grew up in rural Ireland so there was no chance of learning it where they were. But going back in the family history, there was music on both sides. Then again, anybody Irish has some music in them as well.

“Even at the age of three, I was going around our Bronx apartment playing a little plastic guitar and a wooden spoon pretending I was in Ireland. Then I asked my mom if they would rent a violin for me. I started playing and I took to the instrument immediately. I loved the sound and the emotion it conveyed – it could be fast and rhythmic, but even at that early age I understood that there was also something lonesome that could be coming out of the instrument.

“In the show you’ll hear tunes that will evoke heartbreak and loss that happen in any folk culture. The band and I, of course, will pull from the Irish experience and play some tunes in the traditional way. Through our music, we tell the amazing story of immigrants, like my parents and many before them, who had to leave Ireland and came to this part of the world – America and Canada – and elsewhere. They brought their music, songs, dance, stories, and even their language with them. And their art form integrated with other music along the way; it really helped birth a lot of Americana music. We like to show the threads and parallels between Celtic and American roots music in our performance and connect all those styles – bluegrass to country and French-Canadian to Cajun.”

While Ivers has made a fulfilling career in music, she holds degrees in mathematics. She discloses, “I attended Iona College and I studied mathematics. Although I kept playing music throughout my studies and started to find a passion in the musical field, I loved the discipline of math dearly. It’s kind of funny because we’re playing at Caltech and I always had a secret dream of being an aeronautical engineer and one day working for NASA in some capacity. However, music pulled at my heart and away from the sciences in a good way, many marvelous things have come out of that.

“I still have a great relationship with the college. In May of 2019 my alma mater conferred upon me an honorary Doctorate of Art degree for what I’ve done in the field of music – bringing people together through the stories and the music in our live concerts and through my records. I had the privilege of giving the commencement speech at the graduation as well. It was such a full circle moment. In early April, Iona College is giving me an award as a ‘Woman of Achievement 2020.’”

Knowing that many children of immigrants go into the math and science fields at the behest of their parents, I ask Ivers if she took math as a back-up in case the music didn’t take off. She responds, “My Irish parents didn’t have the opportunity to pursue higher education – they had to quit school and worked in the fields in Scotland and England to send money back home to help raise their siblings. They were very young when they came to America, my mom was only 18, and they gently made sure my sister and I had the chance of higher education because it was so important that we had this opportunity to advance ourselves as much as we could in America.

“Iona offered me a full scholarship and I worked very hard. A wonderful professor I had told me, ‘Eileen, get a Master’s degree because you could go anywhere with a math background.’ I think that was one of the best advice I’d been given. People ask me if I pull from my math background and I say ‘Absolutely!’ There are many connections between math and music in writing, arranging, or recording. In my education outreach program, I always tell kids to have a balance of academics, arts, and physical activity in life.”

Eileen Ivers and her band | Courtesy Photo / Eileen Ivers

Continues Ivers, “We’ve played at Caltech before and to come back is something we’re really looking forward to. And we’re excited because we’re releasing a brand-new record called ‘Scatter the Light’ which will come out two days before the Caltech show. This is a big deal for us!

“My band and I have been playing all over the world in performing arts centers, symphonies, etc. I formed it at the end of 1999 right after I was in River Dance, the blockbuster dance show which, to this, day is still being performed. The members of the band are: Matt Mancuso, our lead singer, guitarist, fiddler, and trumpeter; Buddy Connolly, who is a three-time champion of the button accordion, a very Irish instrument, plays it and the keyboards and does some background vocals; Lindsey Horner plays electric bass and baritone sax; Dave Barckow, is on percussion and acoustic guitar and also does lead vocals; I play fiddle, mandolin, and an Irish frame drum called bodhran, it’s a Gaelic word and is very much a part of Irish traditional music. There’s quite a range of instruments and songs and we invite participation. We love to break down that fourth wall and get the audience involved in the show.

“People attending our show hear tunes from hundreds of years back – some heartbreaking airs and cathartic laments that are part of the Irish mentality and spirit. We’ll show a little bit of the history – I like to speak between the tunes and really paint the picture of what the life was like during those years. Ultimately, it’s a very celebratory and uplifting show. We certainly demonstrate the resilience of the Irish people who have gone through so much. We talk about the famine and great hunger in Ireland from 1845 to 1849 which devastated the population causing so many to immigrate and that’s why the diaspora is so strong and vibrant throughout the world. Some of the most amazing moments in Irish music happen in places where you would never expect them to, like Australia and Japan, where I’ve traveled to. It’s a great testament to the way the music has gotten around the planet.”

Ivers’s music appeals to all age groups. She expounds, “My fans tend to be a little on the older side but parents and grandparents who come to show say ‘I wish I had brought my children or grandchildren.’ Thankfully, we’re starting to see many young people come to the show now because they are very excited about roots music, acoustic-generated tunes, and unique original songs. The show is truly for all ages, everyone gets something out of it.

“I also like to embrace technology. I run my fiddle through a loop pedal, called a loop station, which enables me to create multiple layers of a song, building on layers that precede each other. For example, I lay down a percussion part (by thumping on the body of the violin) then add a bass line by using an octave divider. A guitar-like rhythm is added through a Wah effects pedal, and a top line melody can then jam on top of the ‘full band’ sound. It displays that the violin is a versatile instrument. The show moves in a lot of directions which is one great thing about it – people jump to their feet at the end of it because they really felt that honest emotion and connection we’ve had throughout the show. It’s something that keeps us going for sure. It’s such a gratifying passion.”

Ivers has built a successful career from her passion | Courtesy Photo / Eileen Ivers

Ivers and her band are touring throughout the year. She reports that January and early February tend to be down times because of the weather and because people are just coming out of big end- of-year holidays. Spring is always a busy time with St. Patrick’s, and March spotlights all things Irish. After the Caltech show, they’ll go back to the East Coast and then they’re off to Alaska for a week-and-a-half.

Asked if there’s a place she hasn’t toured that she would like to go to, Ivers says, “There always is! There are pockets in Europe that we love performing in – Spain, France, Italy – but we’d love to be able to explore new areas in those countries. We played in Japan a few years ago – it was a very special audience – and we’d love to return there. Maybe one day we’ll perform in China as well. Fortunately, there are a lot of audiences all over the world who are open to hear our music.”

Although she has been to many places, Ivers, not surprisingly, enjoys going back to Ireland most. She reveals, “We have a house we built on my father’s land on the west of Ireland about 19 years ago. I tend to go back there two to three times a year with my family – my husband and young son. We love to recharge there and get inspired. It’s where I do a lot of my writing, more so than I do here.

“In April this year, I’m actually running a ‘Wild Atlantic Tours.’ A second one, in June, was added because of the enthusiastic response to the April tour. It sold out in one day and we capped it off at one full-load bus of 53 people. I’m looking forward to showing folks the west of Ireland, where my parents were born, which is the ‘Wild Atlantic Way,’ as well as many other cultural and historical sites. There will be daily sessions of music and the tour group will get to see the ‘real’ Ireland and her wonderful people.”

I, for one, am very disappointed that her bus tours are sold out; it’s one adventure I would love to go on. Maybe Ivers can be persuaded to expand her second career as a fiddle-playing tour guide.

March College Search Guide

22nd December 202314th July 2023 / May S Ruiz / Leave a comment

Originally published on 2 March 2020 in the Pasadena Independent, Arcadia Weekly, and Monrovia Weekly

The road to college

It has been feeling like summer the past couple of weeks but we’re only approaching spring and I’m sure your children are already looking forward to spring break. While it is an opportunity for them to relax, it is also a chance to evaluate where they are on their schoolwork.

Following last spring’s infamous college bribing scandal, several universities, including the UC and Cal State systems, have dropped the standardized tests as a requirement for college application. While some perceive this as leveling the playing field, a great many are not convinced; the jury is still out on this issue. At the same time, several administrators are advocating for a method to gauge college readiness and some form of testing is necessary. Whatever the case may be, your children have to apply themselves to studying and working hard because their GPA may be the only academic benchmark for admission.

I’m including reminders for the ACTs, SATs and APs in the college search guide as they are still requirements at some universities.

FRESHMAN

Your children should have all their grades on track. They need to concentrate on maintaining good study habits now to be better equipped to handle the rigors of the workload in the coming years. If they haven’t been reading much, they should seriously consider taking up reading as a hobby during spring break to help them increase their vocabulary which they will need to take the SAT, and as preparation for writing their essay.

They need to line up their summer activities. Their grade dean should have some ideas on how they can explore their passions and research summer opportunities. Consider looking into international experiences.

SOPHOMORE

Tenth graders who are taking AP courses need to register for the AP exams administered in May. While there is a slew of small independent tutoring schools offering courses to prepare for the AP tests, some children do not need to take on this additional burden on their already busy schedules. Your children have enough on their plate with the intensive homework associated with an advanced placement course. That said, your kids will still have to show competence on the AP exams as all scores are submitted to the College Board; all the colleges to which your children apply will see the AP scores.

Your children should also take the SAT subject test. Your children’s teachers could provide guidance on what they need to prepare for. They might want to ask the teachers in that particular course for study suggestions, review packets, and sample tests. There are also test prep books available in bookstores and online.

It’s also a good time for your children to consult their class dean regarding summer activities – academic enrichment programs, volunteer work, or part-time employment. College admissions officers are looking for students who explored their passions while getting good grades.

There are outside resources for your children to plan ahead for the admissions process. A college preparation service called CollegeVine (www.collegevine.com) offers near-peer mentoring from ninth to 12th graders. Their consultants, who are recent high school graduates themselves, provide expert guidance. They are near in age to the children they are helping and have recently applied to college themselves.

If you’re looking for a counselor who can meet in person with you and your children, I would recommend Greg Kaplan. He is a native Southern Californian and has been holding free college application workshops in the San Gabriel Valley. He is available for a personal meeting for the initial conference and thereafter confers with you and children via Skype.

Likewise, Kaplan’s book “Earning Admission: Real Strategies for Getting into Highly Selective Colleges” is a useful resource. It offers your children a guide on how to best present themselves to admissions officers.

JUNIOR

Besides registering and preparing for the SAT or ACT, your children should use the spring break to visit college campuses. If possible, they should have a prepared college visit checklist with a page or several pages allotted for each school. For each of the schools, they will need to write their overall impressions – what they liked most or least.

They should write their observations by categories: the intellectual atmosphere (Do students enjoy their courses or are they stressed-out? What is the advising system for freshmen? Are there opportunities for independent study/study abroad?). They should note the social climate (Do students stay on campus or do they leave on weekends? What are the facilities for socializing? Is there an active Greek life?). They should observe the campus life (What are the living arrangements? Is there guaranteed housing for four years? What are the dining options?).

One major concern for parents and children should be security on campus (Can outsiders gain access to the library, the fitness center or student union? Are there video cameras around the school periphery?). Of course, the most serious threat to students’ well-being may actually be within the confines of the institution. This topic has become part of the national conversation and some universities are addressing the topic up front. I, personally, would want to know if officials have safeguards in place to prevent such crime from occurring. Do administrators disclose information about it or do they hide and blur the facts? What consequences does the school impose on perpetrators?

Some children know right away when they visit a campus that they don’t see themselves thriving there. It could be that it isn’t the right intellectual or academic fit for them; or the environment doesn’t suit their lifestyle. But it’s a good thing to know before they decide to apply.

SENIOR

As I expounded on last month, some colleges will be sending out decision letters sometime in March or April. Your children should keep their wits about them as they await word from the colleges they applied to.

After the marathon they finished, your children could be quite restless and anxious to know if they have been accepted to their school of choice. Remind them to use this quiet time productively by keeping their focus on academics and their grades. They should still engage in other worthwhile activities like sports or arts.

Tell your children that they might be getting letters of rejection from some schools. While you might be more disappointed than your son or daughter, avoid showing it as that sends the wrong message. Not being accepted to their first choice isn’t the end of the world. In fact, while it may not seem like it at first blush, it usually turns out to be a blessing in disguise because, in most cases, they end up in the school that is the right fit for them.

You and your children should research all scholarships and grants available to them. Many colleges offer merit scholarships to applicants with excellent academic records to motivate them to matriculate. The package usually includes the full cost of tuition and fees and may also cover room and board.

Universities also extend need-based grants to applicants who demonstrate a financial hardship. These reduce the cost of a college education and do not need to be repaid. Your children should complete the Federal Application for Federal Student Aid (www.fafsa.ed.gov). Other schools may also require a college-specific financial aid application.

Here are some useful websites to help you get started in your research: CollegeXpress (www.collegexpress.com/); Fastweb (www.fastweb.com); National Merit Scholarship Corporation (www.nationalmerit.org); Scholarships.com (www.scholarships.com); Scholarships360 (www.scholarships360.org); Student Aid on the Web (www.studentaid.ed.gov).

A Fantastic Journey Awaits Us in ‘Alice in Wonderland’

22nd December 20238th July 2023 / May S Ruiz / Leave a comment

Originally published on 4 March 2020 in the Pasadena Independent, Arcadia Weekly, and Monrovia Weekly

| Courtesy photo

Be transported to a fantastical universe when ‘Alice in Wonderland’ goes on stage from March 1 through April 18 at A Noise Within. Adapted by Eva Le Gallienne and Florida Friebus from the beloved Lewis Carroll books ‘Alice’s Adventures in Wonderland’ and ‘Through the Looking Glass,’ this production is directed by two-time Los Angeles Drama Critics Circle Award winner Stephanie Shroyer. Erika Soto stars as Alice and is joined by Susan Angelo, Bert Emmett, Rafael Goldstein, Julanne Chidi Hill, Kasey Mahaffy, Justin Lawrence Barnes, and Gabriel Leyva.

The story begins in Victorian England then quickly ventures into the topsy-turvy world that makes Wonderland. There we meet the various creatures that Alice encounters along the way. An ensemble cast becomes the white rabbit, the queen of hearts, the Cheshire cat, the duchess, the caterpillar, the mad hatter, the March hare, the dormouse, and all the other characters.

Rafael Goldstein, who is part of the ensemble, sits down with me one late afternoon to talk about the play and his many roles. In an earlier interview, he mentioned that his father was a teacher and he took home books for the children to read every night. I ask if ‘Alice’s Adventures in Wonderland’ was one of those books.

“I don’t think it was, but we did watch a couple of made-for-TV productions of it,” Goldstein recalls. “Although my father introduced me to the ‘Jabberwocky’ when I was very young because he would use it in his classes to teach parts of speech. For those who are unfamiliar with it, the ‘Jabberwocky’ is a nonsense poem using weird words. But by virtue of the way they sound, and their placement in a sentence, you can apply whatever meaning you wish to the poem. That’s sort of Carroll in a nutshell.”

“If this anecdote is to be believed, when Carroll first started writing ‘Alice’s Adventures in Wonderland,’ he set out to write a children’s story without a moral,” continues Goldstein. “All the children’s tales at the time taught lessons – listen to your parents, don’t talk to strangers, stuff like that. This was pure fancy, it was creating this world around this child that she could disappear into. It’s an interesting take because Alice is being confronted with characters – animals and people – and the rules of that world keep changing so she’s having to adapt. You can’t help but feel that it’s a comment on what the world does to children – people who are thrown into a country where they don’t speak that language so they have to figure out from clues and context what the rules of engagement might be. And it really just points out the fact that the rules in any world can be arbitrary and how, often, children bear the brunt of those arbitrary rules.”

Rafael Goldstein (left) in ‘Rosencrantz and Guildenstern’ Are Dead | Photo by Craig Schwartz / A Noise Within

According to accounts, the original handwritten and illustrated copy is now lost and Carroll made revisions when he gave in to pressure to publish it into a book. Perhaps that was when he added the situations where lessons can be gleaned, I conjecture.

Goldstein explains, “He did mention in subsequent interviews how people were finding meaning and he was cagey about that. There’s a famous riddle in ‘Alice in Wonderland’ – why is a raven like a writing desk? Scholars at Oxford and Cambridge have been speculating whether it’s a math or a literature joke. Carroll was a mathematician so mathematicians claim that it’s clearly a mathematical equation and if you look for the clues you can find out the answer to it. Others were saying that one of the explanations for why a raven was like a writing desk was a reference to Edgar Allan Poe. But Carroll resisted all attempts to explain his work or to assign any meaning. He waffled a lot on it, but, at the end of the day, I think he wanted to maintain this aura of mystery and whimsy. And I think this production succeeds in that – it is a presentation of this world and does a good job of honoring Carroll’s stated intention. But as to the work itself, I think audiences will see what they want to see.”

Asked for his impression, Goldstein confesses, “I’ve read it now a couple of times during this process and I’m guilty of assigning meaning to it. It does feel like he’s preparing Alice for adulthood. And I feel like he’s trying to give her this story that illustrates how difficult it is to navigate the adult world.”

“This play combines both ‘Alice’s Adventures in Wonderland’ and ‘Alice Through the Looking Glass.’” elucidates Goldstein . “The first half is light and whimsical and zany. The second half is much more abstract and a little threatening, a little philosophical. I think that that structure is there on purpose – to put you at ease in the first half so that you’re open and available for the philosophical dissertation that he’s presenting to Alice.

“It’s a cast of eight – Erika Soto is Alice and stays Alice throughout and the other seven of us are taking on the rest of the roles. We’re doubling, tripling, quadrupling and reaching very deep into our bag of character voices and faces. I play the mad hatter, Tweedledee, a crab, which I’m very proud of, a caterpillar, and some Victorian spirits. The characters in this adaptation are straight out of Lewis Carroll’s – they are very colorful and each of them has their own point of view and communicating so they have to be reflected in the performance.”

“It’s been a wonderful challenge, actually,” Goldstein discloses with a laugh. “It’s been a lot of fun. Because these characters are so iconic and so much a part of the vernacular of the literary world, you’ll find a reference to ‘Alice in Wonderland.’ So people coming to the show will have their own versions of Alice, the mad hatter, the March hare, Tweedles Dee and Dum. Part of what we’ve been exploring and experimenting with is finding a new way of approaching them.

“Yes, this production is recommended for ages six and up but we also have to remember that adults are watching it as well. Tapping into what makes these characters compelling and indelible, and why they’ve lasted for so long has been a joy.”

Rafael Goldstein as ‘Henry V’ | Photo by Craig Schwartz / A Noise Within

How does this production make a fantastic world come to life? I inquire. Rafael says, “We have access to the best designers in town. This play is a director’s and designer’s dream. Actors can only do so much with our physical bodies and everything else will come from the costumes, sets, lighting, music. They are crafting this world around us. In the rehearsal hall, we would be going through a scene and all the actors would be deep in thought about what’s happening in it– she’s going to cry and because she’s a giant, her tears will create an ocean. And all of us are sitting there asking how this is going to happen. Then we get down into the theatre and the designers will say ‘we’ll just throw a light there, we’ll have a sound cue there’ and as we run it, all of a sudden the world becomes clear. And while Carroll might not want us to have a point of view or an attempt at understanding or deconstructing the piece, it is the artist’s job to have a point of view, to have this nonsense make sense. The designer’s work is valuable in communicating that not only to the actors but to the audience as well.”

Goldstein says about the production, “There’s something in the production that will appeal to all ages. For those of us who are older, it’s an opportunity to reclaim a piece of childhood that we think we’ve left behind as we become adults. It’s a chance to live in that fantasy world unapologetically. And I’m reveling in that opportunity right now where play is serious and serious matters are ridiculous. That inversion is fun to experiment with.”

“I think this story is important especially now when the world seems inexplicable. I think this play does a good job of saying ‘It’s okay. No matter how strange, upsetting, unpredictable, or crazy things around you may seem, there’s a very good chance you will prevail because you’re prepared. ‘Readiness is all,’ as Hamlet says,” concludes Goldstein.

Looking at it that way, we can all take life lessons from Alice’s experience and be ready for whatever the world throws at us.

February College Search Guide

21st December 202314th July 2023 / May S Ruiz / Leave a comment

Originally published on 6 February 2020 in the Pasadena Independent, Arcadia Weekly, and Monrovia Weekly

| Courtesy Photo

The road to college

With winter break in the rearview mirror, your children’s emphasis should have shifted back to school work. Hopefully, they have also done well in their first semester and are actively involved in this phase of their learning.

FRESHMAN

Your children are well into the second semester of 9^th grade and are now fully engaged in the academic and extra-curricular life at their school. They should continue focusing on maintaining good grades. If their first semester marks need improvement, now is the time to turn things around. Time management is of paramount importance as schedules could prove to be challenging with their course load, sports and extra-curriculars all vying for their attention and time.

Encourage your children to start thinking about their summer community service activity. Your student’s college counselor may have some recommendations on community service and other clubs and organizations to develop his or her interests and abilities. I have to emphasize that your children should pursue an activity they are truly passionate about and be involved in it throughout their four years in high school. This shows admissions officers genuine interest and zeal.

SOPHOMORE

Make sure your children are staying on top of their grades so that the final grades that go on their transcript are the best they could earn. The schools they will be applying to will only get to see all the marks in their first three years in high school. If their first semester grades weren’t stellar, they need to improve their grades this semester. They need to meet with their grade class dean to make sure their grades and courses are on the right track for graduation. They should know what tests they need to take and register for them (www.collegeboard.com; http://www.act.org).

It would be a smart move for them to take the SAT subject test the year they take the course while it is still fresh in their mind. My daughter took her SAT II Chemistry test as well as the AP test in May of her sophomore year.

JUNIOR

I cannot emphasize this enough – junior year is the last complete year that college admissions officers will be looking at when your children send their application. They need to maintain their good grades and continue their extra-curricular activities. If they had good study habits back in 9^th grade and have established a routine, they shouldn’t be feeling overwhelmed right now.

Recently, I was reminded of the fact that for most students meeting frequently with their school’s counselors isn’t always a possibility. In some high schools where there are as many as 400 seniors to four full-time counselors, a junior may not even get any face-to-face time with a counselor. This puts the onus on your children to be very resourceful and to take the initiative in gathering their research material and plan their course of action as they embark on the college application process.

Outside independent resources are also available for you and your children if you need assistance. One particular organization I heard about is called CollegeVine in Cambridge, Massachusetts. Its near-peer mentoring method pairs high school students with highly-qualified college student “peers” who have had recent success navigating this same road, which is challenging and daunting for teens. This model works because students relate to mentors closer to their own age who truly get them, communicate the same way, and are already on the campuses of the top universities with access to real-time information and tools. Peer mentors confer with students via video conferencing.

If you want an independent counselor who can sit down with you face-to-face during the initial meetings, Greg Kaplan would be a good resource. He grew up in and attended Southern California schools and has written an excellent book called “Earning Admission: Real Strategies for Getting into Highly Selective Colleges.” He will guide your student through the four years of high school and strategize how to best present your child to admissions officers. He does Skype conferencing after the first meeting.

Meanwhile, as the parent of a junior, you should also make sure your child is on track – has taken all the courses the high school requires for graduation and are taking all the courses to complete the UC and Cal State requirements.

They need to be aware of what standardized tests they should be registering for and taking (SAT I in March, ACT in April or June, SAT II exams in May or June. AP registration is in the fall but specific deadlines may vary by school, so your children should check with their teachers or AP coordinator. www.collegeboard.com, www.act.org).

Your children’s plans for spring break college visits should be finalized. If they are visiting the colleges on their own (not the high school’s group-arranged tour), they need to call the admissions office to schedule their visit. It would be very ill-advised for parents to be scheduling the college visit for their students. As much as you want to be hands-on, relinquish control and have your children make the appointments. Most universities have a morning and an afternoon tour at 10:00 am and 2:00 pm. There is usually an information session for an hour and a walking tour afterwards. If they are thinking of applying through early action or early decision, they might want to make an interview appointment with an admission officer (if it is a requirement for application). They might also want to schedule to meet with a current student to learn more about the school, or ask to see the rooming arrangements.

SENIOR

Your children should not take for granted that they are all done with schoolwork because they have sent in their college application. Don’t let them succumb to “senioritis” – they still have to submit their final transcript. The school can rescind their acceptance if admissions officers see a drastic drop in their grades. In fact, a single lower mark can trigger some questions. Besides, third quarter grades are very important in case they are waitlisted. And, in the unfortunate event that they realize the school they are attending isn’t the right fit for them, senior-year grades will be crucial if they decide to apply for a transfer. One college freshman I know did just that this past winter break.

Additionally, seniors need to be mindful of their social activities. Schools are tech-savvy – they check social media profiles of students they have accepted and can rescind that offer if they find unacceptable behavior. Your children should be mindful of what may end up online.

If your children have received new awards or commendations, or have accomplished something significant since they sent in their college application, they should email this important update to the admissions officer or the area representative of the school they applied to.

The months following the end of the college application process are usually as anxiety-ridden for seniors as well as parents. While everyone has breathed a sigh of relief that the mad rush is over, the waiting period is just as nerve-wracking. In the next few weeks, some college decisions would be trickling in.

Remind your children to be careful how they share their good news as their friends might be getting some bad news at the same time. If they have been accepted to their “safety school” but aren’t planning on attending it, they should resist the urge to boast about it as it might be someone else’s “dream school.”

Most of all, your children need to be patient – the answer will eventually arrive and nothing can hurry it up. Colleges notify at different times and in different ways. They shouldn’t read into the timing of the decision letters; their friends getting good news early doesn’t necessarily mean a bad outcome for them.

Your children should confirm with the colleges to make sure they have all the documents they require. They should continue applying for scholarships (www.scholarships.com; www.collegexpress.com; www.scholarships360.org, www.fastweb.com,

www.studentaid.ed.gov, http://www.affordablecollegesonline.org/graduating-debt-free) and getting their FAFSA (www.fafsa.ed.gov) ready for submission.

‘Passion’ at Boston Court Pasadena Defies our Definition of Love

21st December 202314th July 2023 / May S Ruiz / Leave a comment

Originally published on 28 February 2020 in the Pasadena Independent, Arcadia Weekly, and Monrovia Weekly. The show, however, was eventually cancelled because of the lockdown.

Shown left to right: Bryce Charles, Richard Bermudez, and Meghan Andrews during rehearsals | Photo by Monica Montoya / Boston Court Pasadena

Stephen Sondheim’s ‘Passion’ takes center stage at Boston Court Pasadena from March 5 to April 19, 2020. Based on the film ‘Passione d’Amore’ directed by Ettore Scola, after the novel ‘Fosca’ by I.U. Tarchetti, this production is directed by Artistic Director emeritus Michael Michetti. It stars Richard Bermudez as Giorgio, Bryce Charles as Clara, and Meghan Andrews as Fosca.

‘Passion’ transports us to 1860s Italy and tells the story of Giorgio, a handsome young army captain, who falls in love with the beautiful Clara and the unattractive and sickly Fosca, who challenges his notion of what love is. It explores love with all its perplexities – desire, obsession, lust, and madness.

Director Michael Michetti and lead actor Richard Bermudez graciously sit down with me to talk about the play and share their thoughts about the characters in it.

“I saw the show on Broadway in its original show and I’ve seen other productions since,” begins Michetti. “In 1999, I actually directed a premiere concert version of it in Los Angeles for Musical Theatre Guild, which does a week of rehearsals and puts up semi-staged concert productions of rarely done musicals. We did it for the Pasa d ena Playhouse for one night and we brought it back for one more night at Reprise at UCLA. This is the first time I’m directing it again, but I’ve been in love with it since I first saw the original.”

Michetti expounds, “Our production will be a departure from the original Broadway show because we’re staging it in a much smaller venue. But we’re utilizing our intimate space as an occasion to focus on the love story while still being textually faithful to the script and score the writers wrote. It feels to me like this is a show that is rich enough in its writing that, like doing Shakespeare, you can keep going back and, if you are true to what the authors have created, come up with many ways to reinterpret it. Having said that, I think people who know the show will see different things than what they’ve seen before.

“We’re doing a full production with a cast of 12 plus five musicians, which is pretty big for Boston Court Pasadena. We’re not expanding the space for the show, but we’ll be using all of it. We’ll have a two-story set and the orchestra will be on stage under the balcony. ‘Passion’ is a love triangle at its heart – it often breaks down to two- and three-person scenes. But it also takes place within the context of a military base where Giorgio, the protagonist, is stationed. It’s a unit set so we have objects to help change the volume of the space – several chairs, a small writing desk, a platform that doubles as a table and a bed, and a series of sheer hanging drapes that the cast moves around to transform the space.”

Bryce Charles and Richard Bermudez | Photo by Monica Montoya / Boston Court Pasadena

This reinterpretation is set during the same time as in the original play. Michetti describes, “It takes place in 1863 in Northern Italy and there are behaviors that would not be commonplace now, but are true to that period, including the climactic moment when the characters are challenging each other to a duel, and so forth. The other thing that’s noteworthy is, as Giorgio is torn between these two women in his life, you feel compassion for the women in the way society has created constrictions on the kinds of roles that they can have in the world. And, interestingly, Clara, the young woman Giorgio is in love with at the beginning of the play, is very bound by the social mores at the time. In the same token, Fosca is viewed through that lens but she doesn’t behave as the world wants her to. While I think there’s something liberating about that, she also pays a price for it because people judge her for not following the rules.”

I ask if Fosca is using her difficult circumstances to manipulate Giorgio. Michetti replies, “The script makes a case for a woman who is not attractive by traditional societal standards, is sickly and, for over a decade, has been parentless and living on a military base without female role models to learn from. At one point, in one of her most vulnerable moments, she says, ‘No one has taught me how to love.’ A lot of her actions is naiveté and impulsive rather than consciously manipulative.”

However, one can also question Giorgio’s behavior – when the story begins, he’s in love with a married woman and then he falls in love with another woman who’s an unlikely choice – I remind Michetti. “Giorgio is written as a man of moral purity but he finds himself in difficult situations,” remarks Michetti. “Fosca sees Giorgio as kind, compassionate, and empathetic – qualities that a lot of the men in this military base don’t have. Giorgio, on the one hand, is repelled by her and, on the other, is sympathetic to her and has feelings for her. A part of his journey is about realizing that there is something to the kind of love that Fosca is able to feel where she is literally able to give everything, including possibly her life for a love that is a different definition of love that he had known before.

“It’s an interesting challenge the writers have set up because in the beginning, he is seemingly in love with the perfect companion for him. But as the play goes on, you start to appreciate that it’s not quite as perfect as it was made out to be and the woman we would never imagine he could have feelings for, has challenged him to think about love in new ways and one he’s come to genuinely love.”

How believable is that for the audience?, I query. Michetti says, “That’s one of the dividing points in the original production. There were people who found it wholly convincing, very moving, and really beautiful. And there were others who were not able to fully buy into it. That has been a big part of our approach to this production – to make his journey to be apparently impossible at the beginning and inevitable by the time he gets there. There are several opportunities within the script and score to tell that story and we’re doing our best to mine them. It’s absolutely a challenge but one that I’m excited to tackle – if I feel it’s easy and I know exactly how to handle it, it’s never as creatively exciting.

“I’m working with a marvelous team who’s eager to tell the story and take on the challenge. I met Richard for the first time in the audition and he’s terrific. I have worked with Meghan who’s playing Fosca and I have seen a few other cast members. Bryce, who’s playing Clara, was just in the outstanding production of ‘Ragtime’ at the Pasadena Playhouse. Because it’s a musical, it requires amazing singers with amazing instruments but, honestly, it needs people with equally strong acting skills. It’s about finding artists with all the attributes and getting the right balance between them as well. Some people who auditioned sang beautifully but when we asked them to act it, they missed an aspect of the character and vice versa. It’s always the more gratifying when you find the people, as I believe we have here, who hit both sides of it.”

What was he looking for with the different roles, I ask. Michetti responds, “Giorgio is, for much of the play, a reactive rather than active character. He is someone who tends to sublimate his own needs in order to take care of others. Yet he is the protagonist of the play – it’s his journey we’re following – so we needed someone who can be dynamic and compelling. He’s a good leader, organized, and efficient but he is also compassionate and a lover of literature and is a deep, thoughtful thinker. He has both traditional masculine military side and a side who has a more feminine approach to things in terms of his sensitivity which is what Fosca is attracted to. We needed someone who exemplifies all of the contradictory aspects of Giorgio, and Richard embodies all that.

“For the role of Fosca, one of the challenges is that the original Fosca was played by Donna Murphy who did it so beautifully and iconically, and there’s a tendency to use that performance as the benchmark. And while I thought her performance was really brilliant, we’re taking a different approach. Meghan and I are less interested in finding the extremes of her grotesqueness and more interested in exploring a woman who is a misfit, but not necessarily a grotesque person. There isn’t a lot of discussion about her appearance. Nevertheless, I don’t think Fosca needs to be tremendously ugly. And, by the way, the actress who originally played her is a beautiful woman as is Meghan and she is doing an outstanding job.

“In terms of Clara, I wanted someone who is, as the script required, beautiful and charming and who can play the tragedy of a woman who is caught within the social constraints of her time. She is an upper-class woman who comes to discover that if she were to give everything to this relationship, she would lose a lot of things that are important to her. Bryce is fully embracing that and doing just beautiful work.”

Richard Bermudez | Photo by Monica Montoya / Boston Court Pasadena

Bermudez arrives at this juncture and I also ask him if the premise of the show is credible. He notes, “Therein lies the issue and that’s what we explore for an hour and 50 minutes. It’s a very difficult question and that may be why ‘Passion’ is not popularly staged. My character essentially goes through this very emotional and, at times, disorienting and overwhelming journey where his fundamental belief system about how he envisions love, and what relationships look and feel like is challenged by someone.

“Fosca disrupts Giorgio’s mental and physical health. Through all that, he comes to realize that this woman has opened a door to a whole new way of looking at life. What we hope to do is to make that love that he’s developed for her believable and that it’s sincere. He sees in her someone who loves him for no other reason than to love him in the most selfless and genuine way, asking for nothing. It’s not a love that he has ever known. It’s juxtaposed by his relationship with Clara, which is a very conditional love. They enjoy the moment but to really have a life with her, he will have to wait for a number of years, when it’s convenient for her to leave her husband. And Fosca questions if that’s really love. This is in the 1860s, in a patriarchal society, when women aren’t allowed to have much of a voice in anything. And here is this woman who challenges not just men, but the military, and normal conventions. She’s a fully formed person in a society where he’s not used to meeting people like her. He’s initially attracted to her intellect – in the script, she talks about his favorite book and he is surprised that she likes it as well. That fascination with her intellect leads to the unexpected – he realizes that the physical is fleeting whereas real love is grounded in something much, much deeper than just physicality.”

She sounds like someone obsessed, which is rather disturbing, I observe. Bermudez clarifies, “At the outset, it could look like a fatal attraction-type of obsession. But it really isn’t because deep down she doesn’t want to hurt him, she wants to see him happy. But she’s also a woman who’s not used to delving into this kind of feeling. She herself is going on her own journey of how to express that and she recognizes that she doesn’t conform to normal conventions – she’s not supposed to ask a man to kiss her, to ask for a date. Ultimately, there is something very attractive about someone who doesn’t care about appearances or being judged for her love.”

Darryl Archibald and Richard Bermudez | Photo by Monica Montoya / Boston Court Pasadena

Asked how he relates to Giorgio, Bermudez answers, “I relate to his sensitivity. I played a lot of sports growing up; in a lot of ways I was a jock. But I also played an instrument, sang in choir, and did musical theatre, all of which require a degree of sensitivity which your average jock may not necessarily possess. His intellectual curiosity appeals to me as well because I was also an avid reader growing up. As a small child, I was always curious about the big books my dad was reading. I probably read books far above my intellectual capacity at that time. Additionally, I can relate to his empathy. It’s something I value in people and relationships – the ability to put themselves in other people’s shoes. I think it’s fundamentally what we do as actors and performers – we make a living being empathetic. I have to say, though, that I’ve always prided myself in being able to use both hemispheres of my brain equally. In fact, I’m an actuary during the day; I’ve always done well in the math and sciences and scored highly in the creative and writing subjects. And that helps me feel fulfilled because I have diverse interests.”

Bermudez confesses that he has never seen ‘Passion’ performed, “I’m not alone in that. Several of my friends, with whom I’ve done theatre for a long time, haven’t either. Even my closest friend who said ‘Oh, that’s one of my top two favorite shows. I adore it!’ and when I asked, ‘Really, where did you see it?’ answered, “I’ve never seen it.’ But you get that reaction a lot! It’s one of those shows that’s very well regarded and revered among the people who know musicals because they know how difficult the subject matter is. But the difficulty is also what makes it rewarding if you can nail it right.

“I think it’s also one of the most impactful shows that I’ve ever read. We’ve only been rehearsing for a week and a half, and I’ve already been challenged so much – not just in the script but the extent of what I have to do. But I consider Michael savant when it comes to this material – I know he studied it for decades, he knows it intimately, and he’s meditated on it. He’s familiar with every facet of it. And I appreciate the careful attention he puts in it. We have the luxury of having a pretty extended rehearsal period, from my experience at least. At times we’d just sit and analyze a couple of words for a half hour. The first few nights, instead of singing the songs, we spoke them because we wanted to get to the intent of what we’re saying. We’re not just singing songs because they sound pretty, every single word and line mean something and we want that to be reflected in our acting choices. And we don’t want the music to necessarily inform those choices. It’s been very, very exciting!”

Continues Bermudez, “We’re taking a fresh approach, it’s pared down. Our musical director Darryl Archibald is doing a unique arrangement of the music – he’s orchestrating it to fit the space. He has done several original orchestrations … I’ve worked with him on other shows and I have so much faith in him. He’s just brilliant and I’m sure he’s going to do an amazing job with this. Also, since we have an intimate space, we’re thinking of not having body mics. There’s something about the purity of an unamplified voice that we just forget what that even sounds like. That’s exciting too.”

Michetti inserts, “I just want to tack on something to what Richard said. Darryl is such a gifted man and I’m very excited about the orchestration. He’s reducing it to a string trio – cello, viola, violin – one reed which will double clarinet and flute, and a keyboard. It’s sort of the composition of an orchestra that will be able to adjust the dynamics to support the unamplified voice in the space. He’s an amazing musician and has fantastic taste but he’s also interested in how the musical choices support the story-telling. He’s always asking what’s going on dramatically – ‘the music is saying this but is it dramatically playing against that?’ And in some cases that’s true. He challenges us with some really wonderful questions. I worked with Darryl a number of times in the past and it’s a treat to be in the room with him again.”

“This is a musical interspersed with dialogue,” discloses Michetti. “It’s an interesting structure because they’ve written it so that there’s no opportunity at the end of musical numbers for applause. The first time it breaks for applause is at the end of the play. It weaves seamlessly between music and dialogue – the songs are structured so that the music transitions into underscoring and dialogue takes over.”

Left to right: Byrce Charles, Richard Bermudez, and Meghan Andrews | Photo by Jenny Smith Cohn / Boston Court Pasadena

Performing for almost two hours without intermission can be tricky for the artists. According to Bermudez, his character is on stage for the most part of it. He confesses, “I like to hydrate so this presents a conundrum. Literally, as I was reading through the whole show, I was thinking ‘Okay, I think I have about 37 seconds here. I can maybe sneak off very quickly.’ The last thing I want is to have this profound climactic moment and I’m dying because I really need to go to the bathroom.

“There aren’t moments in the show built for applause. Even if we sing these beautiful numbers, it’s like a freight train – it keeps going. Michael brought up a very good point yesterday when we talked about it – ostensibly applause is for the audience to show their appreciation for the performers. At the same time, the audience feels a catharsis when they applaud. So they’re going to have to hold that back throughout the show. And for me, this show builds and builds where I break down physically and emotionally until I come to the moment where I’m near death and I kind of have an epiphany. So the audience will also have all that pent-up emotion and the release at the end. That’s going to be interesting.

“Reading through the play from start to finish with the music last night, I also realized how quickly I have to reset between scenes. They go rapidly and my challenge is – I don’t want to have an emotional hangover from scene to scene. Some scenes are sad and emotionally fraught, but you don’t want to have that lethargy for the next. There are many scenes that happen after a couple of weeks have gone by, but it may only be 20 seconds for me. So yesterday I got a really good sense of how hard it will be. It is a test of stamina and commitment for this company of actors and Michael is confident they’re up to the task.”

As to the audience takeaway, Bermudez pronounces, “I fully accept that we probably will have different reactions – it’s not for everybody. I feel that we will have done our job if people talked about the show afterwards … if they want to analyze our motivations and some of the choices that we made. To me, the most exciting reaction to a material – whether it’s a movie, or a play, or a musical – is when I can’t stop thinking about it. Sure, I want them to enjoy our singing and acting, and there’s space for that – Michael has put together a phenomenal cast. But I also want the audience to think about their own definition of love, what relationships are, what that looks like, and what we’re willing to do in the name of love, really, when it came down to it. We can all profess all the things that we’ll do for the people we love but what will we actually do?”

To which Michetti says, “I fully agree and I hope that people will come in with their own ideas about what love is or what an ideal love is. I certainly don’t think this play is trying to present the ideal love but I hope that people will go along on the journey and be moved by it. Even the love that Giorgio and Fosca arrive at is not perfect and not without consequences but all of the principal characters are doing their best. Last night, after a week of rehearsal, we did our first singing and reading through the play and I was very moved by the writing of the show and, already in this early stage, the beautiful commitment of the performers to tell the story of complicated people trying to navigate the choppy waters of love.”

Does it have a happy ending? I ask, and Bermudez responds, “It depends on who you are.”

Acquiesces Michetti, “It isn’t a strictly happy ending because there are consequences to the choices they make and there is loss in addition to … I can’t find the opposite of loss.” Gain, I supply, and he says, “Well, I’m not sure that’s exactly what I mean either, but I’ll use it for lack of a better word. I don’t want to give anything away, but there’s something set up earlier in the play that comes to a conclusion that I find tremendously satisfying when Giorgio realizes that Fosca had an understanding of him deeper than he could have understood at that moment. That comes back at the end of the play, which I find moving and satisfying.”

It’s an enigmatic response but, fittingly, ‘Passion’ is about that bewildering emotion we call ‘love.’ And it can mean as many things to as many people as it touches.

January College Search Guide

20th December 202314th July 2023 / May S Ruiz / Leave a comment

Originally published on 2 January 2020 in the Pasadena Independent, Arcadia Weekly, and Monrovia Weekly

Harvard University | Courtesy Photo

The road to college

Happy New Decade! 2019 was quite eventful for college admissions, with the bribing scandal dominating the news for months. This brought into light the inequity in the process – not only are students from wealthy backgrounds able to take SAT prep courses, they can also hire counselors who will manipulate the system further.

The University of California and Cal State systems subsequently announced that they will no longer require students to submit ACT or SAT test scores with their application. More universities may follow suit.

During NACAC’s (National Association for College Admission Counseling) National Conference, the organization decided to make changes to their Code of Ethics and Professional Practices (CEPP) as well as bylaws, with the removal of certain provisions:

“Colleges must not offer incentives exclusive to students applying or admitted under an early decision application plan. Examples of incentives include the promise of special housing, enhanced financial aid packages, and special scholarships for early decision admits. Colleges may, however, disclose how admission rates for early decision differ from those for other admission plans.”

“College choices should be informed, well-considered, and free from coercion. Students require a reasonable amount of time to identify their college choices; complete applications for admission, financial aid, and scholarships; and decide which offer of admission to accept. Once students have committed themselves to a college, other colleges must respect that choice and cease recruiting them.”

“Colleges will not knowingly recruit or offer enrollment incentives to students who are already enrolled, registered, have declared their intent, or submitted contractual deposits to other institutions. May 1 is the point at which commitments to enroll become final, and colleges must respect that. The recognized exceptions are when students are admitted from a waitlist, students initiate inquiries themselves, or cooperation is sought by institutions that provide transfer programs.”

“Colleges must not solicit transfer applications from a previous year’s applicant or prospect pool unless the students have themselves initiated a transfer inquiry or the college has verified prior to contacting the students that they are either enrolled at a college that allows transfer recruitment from other colleges or are not currently enrolled in a college.”

As with all new rules and changes, no one is entirely sure how students or the colleges are affected. Already, there are concerns that these open the doors wide open for poaching – critics of the changes worry that colleges and universities will attempt to recruit students even after the student made their school decision. And that some schools may actually raise their required deposits to prevent students from changing their choice.

One upside is that the changes may allow smaller schools to compete with big-name colleges and universities. Now that students aren’t bound to matriculate, colleges may offer students varying financial aid packages giving students the opportunity to choose the best available option.

You and your children have to do your research diligently this admissions process.

By this time, winter break is over and students are heading back to school I hope your children got the opportunity to de-stress and refresh, enjoyed time away from school, and just delighted in being teenagers. The years between middle and high school aren’t that long and, once gone, will never come back. Give your children the chance to relish this period in their lives.

It amazes me how much driving parents do during the school year taking their kids to school, after-school sports practice and events, AP or SAT classes, weekend music lessons, etc. If all that running around makes parents stressed out I can only imagine how it must be for children who are juggling all these activities on top of going through puberty.

Parents can help their children by showing their support and guiding them through their high school years. Starting preparations for college admissions in 9^th grade, instead of during the spring of your children’s junior year makes this process more manageable.

Private high schools have counselors to give personal attention to students during the college application process. But many public schools do not have the staff for individualized guidance and it falls largely to parents to help their children.

There are independent counselors you can consult for advice as you and your children navigate the admissions process. Sometimes just having someone you can call to answer some of your concerns or questions takes off much of the burden, most especially this year with all the changes taking place.

Greg Kaplan, a Southern California native, offers counseling via Skype. He has written a book called Earning Admission: Real Strategies for Getting into Highly Selective Colleges that enlightens you on the process; he also offers college counseling workshops in the San Gabriel Valley.

An educational service called CollegeVine, based in Cambridge, Massachusetts, whose counselors are current university students, is also a good resource. These peer mentors can give your children the most current information about what the colleges are looking for since they are still in school themselves. Consultation is also done via video conferencing.

FRESHMAN

Typically, the beginning of the year marks the halfway point in the schoolyear. First semester grades will soon be released, if they had not been sent out yet. If your 9^th graders’ marks are not great, they would need to use the second semester to better them as it’s the end-of-year grades that show on the transcript. A student’s GPA is a very important, if not the single most influential, component of the college application. With some universities now eliminating ACT and SAT requirements, admissions officers only have your children’s GPA to gauge their college-readiness and success.

Make sure your children are continuing their extra-curricular activities in arts or sports, with concentration on one or two where they excel. Finding something they are truly passionate about and doing it throughout their high school years show their commitment. My daughter realized she loved acting only when she reached 11^th grade. Thus, she didn’t have enough time to engage in it, and her resume reflected that.

SOPHOMORE

This is your student’s second year and by this time he/she should have fully transitioned into high school. He/she needs to put extra effort into weak subjects and solidify grades for the second semester. Your children should continue their focus on academic performance skills, sports participation and arts involvement. They should also start studying for the PSAT (www.collegeboard.com). Taking a practice PSAT in 10^th grade gives them the chance to identify weaknesses then work on them before taking the NMSQT (www.nationalmerit.org) in 11^th grade. At my daughter’s alma mater, students meet with their grade level dean in the winter of 10^th grade to discuss year-end testing options and junior-year course options.

Sophomores enrolled in Advanced Algebra and Pre-Calculus register to take the SAT II Math Level 2 exam in June of their sophomore year. Those enrolled in Functions, Trigonometry and Advanced Algebra (FTAA) take this same exam in June of their junior year, after completing the Advanced Topics and An Introduction to Calculus-Honors (ATIC-Honors) course. Sophomores who are thinking of going into science, medicine, architecture, and engineering are encouraged to take the SAT II exam in Chemistry in May or June of their sophomore year. Your student should also start lining up summer activities.

JUNIOR

The second semester of junior year is significant as it is the beginning of the college application process. From their research, students are now ready to start planning a visit to colleges. They can even do their initial campus virtual tours online www.campustours.com, www.CollegeProwler.com, www.SmartCollegeVisit.com, www.YOUniversity.com. Counselors usually recommend that students use their spring break to go to several different types of schools. A good list should include a small liberal arts college, a medium-sized research university, and a large state university to let them have a feel for what “small” or “large” school means.

Your children should be able to experience firsthand if a large city like New York makes them feel alive and vibrant, or if it totally overwhelms and scares them. They need to experience if a campus with 20,000 students is the right setting for them. While they don’t necessarily have to visit the schools they are actually considering applying to, this trip should give them ideas about what they are looking for in a university. Once they’ve established the elements they are looking for, they can start making a record of schools they would put on their list of colleges to apply to.

SENIOR

All college applications should have already been sent out for the January 1^st regular decision/admission deadline. Some universities, like Georgetown, have a later deadline. Some schools also have ED (Early Decision) II. Parents should already have filed their income tax returns; get ready to submit FAFSA (www.fafsa.ed.gov). Apply for scholarships. There are several websites to help you with your search like www.scholarships.com, http://www.collegexpress.com, www.scholarships360.org, http://www.affordablecollegesonline.org/graduating-debt-free.

As much as I am tempted to say “Tell your kids to breathe a sigh of relief because the hard part is over,” the reality is that they will be anxious because all that’s left now is the wait. And, oftentimes, the waiting is more difficult than the application process. Just be there for your kids to remind them that they have done a great job and they should let the admissions professionals do theirs.

The months from January through March can still be a time for your children to do something to help their cause. Mid-January is when high schools get their first semester grades finalized. If your student’s mid-year report is particularly spectacular, this could be a very good development especially if he/she is applying to a highly selective college. When your children’s high school sends the grades, have your children follow up with an email to the area representative telling them about their hard work and interest in that college.

If your children have been deferred at a college when they applied through early action or early decision, it is advisable for them to send in an additional teacher recommendation, but only if this supports their application. Likewise, if your student has received any notable honors or made any significant achievement, he/she should let the admissions officers know by email.

Having done all these, you and your children will now just have to wait patiently for the process to play itself out.

‘The Winter’s Tale’ at A Noise Within Brings Us to Tears

20th December 20236th July 2023 / May S Ruiz / Leave a comment

Originally published on 20 February 2020 in the Pasadena Independent, Arcadia Weekly, and Monrovia Weekly

Left to right: Jayce Evans and Frederick Stuart | Photo by Craig Schwartz / A Noise Within

A Noise Within opens its Spring event with William Shakespeare’s ‘The Winter’s Tale,’ going on in repertory from February 9 until April 11. Directed by Geoff Elliott, it features Frederick Stuart as Leontes, Trisha Miller as Hermione, Brian Ibsen as Polixenes, Jeremy Rabb as Camillo, Deborah Strang as Paulina, Angela Gulner as Perdita, and Alan Blumenfeld as Antigonus/shepherd, Alexander de Vasconcelos Matos as Florizel, Jayce Evans as Mamillius, Eric Flores as young shepherd/ensemble, Matthew Faroul as lord/ensemble, Katie Rodriguez as Emilia, Robert Anaya, Christopher Barajas, and Thomas Chavira.

‘The Winter’s Tale’ tells the story of Sicilian King Leontes who, in a fit of jealousy, orders the death of his friend Polixenus and sends his wife Hermione to prison only to find out that he was entirely mistaken. He spends the next 16 years atoning for his sin and is redeemed in the end.

One late afternoon before rehearsal, I meet with Stuart at the theatre lobby to chat about the play, its relevance today, and his favorite roles, among other topics. “It wasn’t a play I particularly knew very well,’ he begins. “Coincidentally, it marked my introduction to A Noise Within. A very good friend of mine brought me to my first ANW play 12 years ago in the old space in Glendale and it was ‘The Winter’s Tale.’”

Jeremy Rabb and Frederick Stuart | Photo by Craig Schwartz / A Noise Within

Stuart summarizes the play for me and describes his character. “We’re staging the play in the 1930s, around the time of Mussolini, when fascism was taking hold. Leontes is essentially a dictator. He seemingly discovers that his wife is cheating on him and might even be nine months pregnant with someone else’s child. He has such certainty that he condemns her to jail and then puts her on trial. He wants to execute the baby but has second thoughts and lets one of his men put her in a place outside ‘so that chance may nurse or end it.’ It so happens that she is rescued by a shepherd and grows up.

“Not only does his wife die, but his son dies as well of, essentially, a broken heart at seeing his mother in such distress. He then finds out he’s mistaken and spends the next 16 years in absolute self-flagellation. He’s so appalled by what he has done and he tries to make amends by going to the grave of both his dead wife and son.

“The daughter later comes back into her father’s life. Unbeknownst to him, Paulina has a gallery with Hermione’s statue in it. And we see her come back to life. As to whether it’s a magical event or whether she stayed on the sidelines for 16 years to teach him a lesson, that’s up to the audience to decide.”

Frederick Stuart, Deborah Strang, Trisha Miller, Frederick Stuart, and Katie Rodriguez | Photo by Craig Schwartz / A Noise Within

Continues Stuart, “It’s a story that I think is so relevant nowadays because people are so certain about things, especially about their political opinions. It’s a kind of psychosis, a kind of madness, when you are absolutely certain about something. Even scientists’ mode of inquiry is to be doubtful or, at least, uncertain and that is a healthy state of mind. But we seemingly live in times when people are too impatient to be uncertain. I think it’s fitting that this play is set in the 1930s when there was this sense of uncertainty and people held on to Fascism as something they feel certain about all of a sudden. It’s a dangerous mentality especially for the masses to hold onto certainties as a movement – people are capable of doing anything when they’re certain and there are enough numbers behind that certainty – as we’ve seen in the last century.

“So this story is relevant for the times we live in but it’s also relevant to us personally as individuals. It’s always beneficial, before jumping to conclusions, to put ourselves in other people’s shoes, and have a little bit more compassion before we act in ways such as Leontes does in this play.”

Actors inhabit their characters despite how different they are from the roles. In this case, however, Stuart, actually connects with Leontes’s temper. He discloses, “I’ve learnt over the years, that I have rage inside me. Society tells us to conform, yet everybody has a certain rage about the machine, so to speak. I think it’s healthy to have rage, it’s just where to put it. I’ve been lucky enough to discover acting and I saw it immediately as a way to explore my psyche and put these apparently unacceptable states of mind – rage, lust, and so on – into some use. We’re living in such a society where it’s impolite or improper to display these feelings – especially in England where I grew up. There’s a lid that is put on into all of our natural instincts and emotions. In this play I am able to come on stage and let rip! It’s quite enjoyable. Oh my God, it’s fantastic! You’ll see some shocking things that I do in this play.”

Asked if he has favorite roles, Stuart responds, “I loved ‘Tartuffe‘ which wasn’t a particularly huge role – it was quite small, in fact. The first hour or so, everybody’s just talking about Tartuffe then he makes his entrance. But it was a wonderful character and I enjoyed doing that. Of course, Hamlet is a part that I will always remember playing – it’s iconic.

Frederick Stuart and Deborah Strang | Photo by Craig Schwartz / A Noise Within

“You know, it’s funny, Deborah Strang, a veteran actress here at A Noise Within, said a great thing – it’s the one you’re in that’s the favorite. And I have to say, I’m learning a lot about myself and my craft. This play came at the right time … I’m ready for this role. The experiences I’ve gained and where I’m at in life have deepened me as a human being. I have different outlooks on life now. Sure, you can play Leontes as a young man in the first act. But when you come back in the second half of the show, it’s 16 years later, and you have to understand what compassion is. And as a young man, I gave lip service to compassion. I think that’s what aging is about – it’s about realizing that we are finite and mortal. And sometimes we’re frail and there’s nothing like the smile of a stranger, or a helping hand, or some kindness. It means so much especially as you get older.

“Not too long ago, I played Sydney Carton in Charles Dickens’s ‘A Tale of Two Cities.’ That is one of those roles that crack you open. As you progress through roles, each time you tackle something, you wonder whether you’re capable of bringing to it what is needed. For that particular role, it became very emotional at the end because he has to walk up these steps as he says this beautiful line – ‘It is a far, far better thing that I do than I have ever done; it is a far, far better rest that I go to than I have ever known.’ It’s heartbreaking. And that is a man who was so cynical all his life and ends up preparing to die to let another man live because he knows this man will make the woman he loves happy.”

“There is a real emotional journey and you just wonder whether you’re up for it,” Stuart expounds. “A similar thing is happening right now with ‘The Winter’s Tale’ because it has an ending that is so emotional and bittersweet. I didn’t know how it was going to affect me. It’s very personal for me in the same way that Hamlet was to me. I am an only child who never knew his father. My parents were living in Hong Kong and he was a journalist. When my mother was eight months pregnant with me, my father died during a hurricane. Perhaps because I was in the womb, I had a connection with that particular moment where death was transcendent. It’s such a magical, universal, and profound moment for an audience to experience because, no matter where we come from, that’s the one thing we all share as human beings – we know there will be one day that will be our last. To see this moment that Shakespeare has created come to life, literally, is overwhelming.

“We’ve all worked together before and we all know each other intimately. So for this moment to happen amongst us, it’s almost as if the audience is privy to a private moment amongst the actors on stage. From the first rehearsal onwards, we felt that this meant something profound to us. Rehearsal after rehearsal, with just us on stage, without an audience, we were in tears all the time.”

Left to right: Angela Gulner, Frederick Stuart, and Alexander De Vasconcelos Matos | Photo by Craig Schwartz / A Noise Within

Stuart can’t predict, though, if the audience will react the same way. He states, “There’s so much out of your control and when you focus on those, you’re disempowered. I’ve honed down my own life only to the things that I can control and within this play I can control what I do as an actor and how I receive other actors. Luckily, I’m surrounded with actors whom I admire and trust and love and the connections are so real and emotional. It feels as if we’re giving birth to something very magical. That said, I hope the audience is walloped.

“My first theatrical experience was Marcel Marceau, the French artist and mime. I saw that as a kid and there was something about the lights coming down and having a communal experience. It’s not the same as cinema. You’re presenting a piece of writing that has lasted for centuries for good reason. That’s why the Greeks invented theatre – because it’s somewhere we could experience something larger than ourselves and be emotionally connected with. This play does that, it’s bigger than the sum of its parts. I want the audience to feel that.”

Brian Ibsen, Trisha Miller, and Frederick Stuart | Photo by Craig Schwartz / A Noise Within

Acting didn’t come early in Stuart’s life. He reveals, “I was at boarding school when I was in England but I was dreadful in academia. When I was 16, I played the Artful Dodger in the school production of ‘Oliver’ and I was a great success. So that got me thinking about it. I left school, and because I didn’t have any qualification for any career, I went into construction for a while – I carried bricks up and down ladders. I was very good-looking as a young man … you’d never guess it. There were commercials at the time who featured someone who looked similar to me. And the bricklayers would say, ‘Pretty boy, didn’t you see yourself in that advert on TV last night?’ I signed up with a modeling agency and I started booking commercials – I had an entire career of it.

“Then I decided I wanted to go into acting and I auditioned for drama schools. I got into The Royal Central School of Speech and Drama, which is one of the better drama schools in England; I was about 24 years old. In 2005, I came to Los Angeles with dreams of becoming a movie star and ended up falling in love with theatre all over again. I studied with the great Larry Moss and then I found A Noise Within. While I have TV and film credits, theatre is where I feel most at home.”

Finally, I ask what would be a dream role for him and why. Stuart replies, “I’d love to do ‘Richard II’ because he’s very conflicted. He’s being appointed, apparently by God, to be the king. But he is the most inept character you could ever have as the king. And he kind of knows that. So he’s dealing with everything from the point of view of someone with no self-esteem. It is very interesting to see someone grapple with a position that has been thrust on him.”

An inept king may be the character that’s most unlike Stuart but there is no doubt that he would be a believable Richard II. As his performance in ‘The Winter’s Tale’ demonstrates, he is magnificent in every role he takes on.

A San Gabriel Valley Inquirer

One woman and her local community

Author: May S Ruiz

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