Prizes awarded at annual Honors Banquet

Dean Robert Blocker

On Sunday, May 6, YSM Dean Robert Blocker told graduating students that he looks forward to hearing their music in venues around the world. The occasion was the School’s annual Honors Banquet, which was held this year at the Omni New Haven Hotel at Yale. Attendees included students and alumni, faculty and staff, YSM board members Mary Beth Buck, Walter Buck, and Stephanie Yu Lim, and emeritus staff and faculty members Rosemary Gould, Gene Kimball, Judy Long, and Mary-Jo Warren. Aimlee Laderman, whose late husband Ezra Laderman was a longtime member of the School’s composition faculty and from 1989 to 1995 served as Dean, was also in attendance.

Blocker announced that the Ian Mininberg Distinguished Service Award would be presented at Commencement, as this year’s recipient, composer Lori Laitman ’76MM, was unable to attend the Honors Banquet, at which the award is traditionally conferred. Blocker congratulated students who won or placed at competitions this year and acknowledged YSM’s Music in Schools Initiative, whose leadership — Director Rubén Rodríguez ’11MM, Associate Dean Michael Yaffe, and Yaffe’s assistant, Rachel Glodo — was recognized by the University in April with an Ivy Award for the work the program does at Yale and in the New Haven community. “Yale has no finer community engagement program than Music in Schools,” Blocker said.

At the end of the night, Blocker expressed his gratitude to students, faculty, and staff for a wonderful year. “As one who at different moments has been touched by your talent and compassion,” he said, “I want to thank you on behalf of a wider audience.”


The following student prizes were presented during the Honors Banquet.

Brass and Woodwinds

The Thomas Daniel Nyfenger Memorial Prize, which is awarded to a graduating student who has demonstrated the highest standard of excellence in woodwind playing, was presented to oboist Lauren Williams. The John Swallow Prize, which is given to an outstanding brass player whose artistry and dedication have contributed to the department, was awarded to trombonist Zachary Haas.

Left to right: Dean Robert Blocker, Director of Choral Conducting Marguerite Brooks, Joseph Kemper, and Professor of Choral Conducting Jeffrey Douma

Left to right: Dean Robert Blocker, Director of Choral Conducting Marguerite Brooks, Joseph Kemper, and Professor of Choral Conducting Jeffrey Douma

Choral Conducting

The inaugural Robert Shaw Prize, given in honor of the renowned American choral conductor and awarded to a choral conducting major in the School of Music chosen by the choral conducting faculty for distinguished achievement, was presented to Joseph Kemper.

Composition

The Woods Chandler Memorial Prize for the best composition in a larger form written during the year was awarded to Krists Auznieks. The Rena Greenwald Memorial Prize for the best piano composition written during the year went to Alishan Gezgin. The John Day Jackson Prize for outstanding chamber music compositions written for strings with or without other instruments was presented to Fjóla Evans. The Frances E. Osborne Kellogg Memorial Prize for the best composition written in a contrapuntal style was given to Liliya Ugay. And the Ezra Laderman Prize for the best compositions written for musical theater or voice was awarded to Sophie Cash-Goldwasser and Eli Greenhoe.

Dean Robert Blocker, Sophie Cash-Goldwasser, Eli Greenhoe, and Professor of Composition Martin Bresnick

Left to right: Dean Robert Blocker, Sophie Cash-Goldwasser, Eli Greenhoe, and Professor of Composition Martin Bresnick

Guitar

The Eliot Fisk Prize, which is given to an outstanding guitarist whose artistic achievement and dedication have contributed greatly to the department, was awarded to Gunnlaugur Björnsson.

Organ

The Charles Ives Prize, which is awarded to an outstanding organ major, went to Diana Chou. The Julia R. Sherman Memorial Prize for excellence in organ playing was awarded to Matthew Daley.

Piano

The Charles S. Miller Prize, which is given to a gifted pianist who has done outstanding work during the first year of study, was awarded to Gabriele Strata. The Elizabeth Parisot Prize, which goes to outstanding pianists in the School of Music, was awarded to Dong Won Lee and Yannick Van de Velde.

Strings

The Georgina Lucy Grosvenor Memorial Prize, which is awarded to the violist in the graduating class whose performances while at Yale have exhibited the highest potential for success as a soloist or chamber musician in the field, was given to Julia Clancy. The Aldo Parisot Prize, which is awarded to gifted cellists who show promise for a concert career, was presented to Samuel DeCaprio and Bitnalee Pong. The Broadus Erle Prize, which is given to outstanding violinists in the School of Music, went to Laura Park, Alyssa Blackstone, and Dhyani Heath.

Voice

The David L. Kasdon Memorial Prize, which is awarded to an outstanding singer in the School of Music, went to Stephen Clark. The Smriti Deb Memorial Prize, which is given to an outstanding graduating singer who best reflects and exemplifies the ideals and values of Smriti Deb and her commitment to teaching low-income and underrepresented children, was awarded to Sylvia D’Eramo. And the Phyllis Curtin Career Entry Prize, whose purpose is to assist in launching the career of a graduating voice student who demonstrates exceptional talent as an artist and promise for professional success, was awarded to Bryan Murray.

Doctor of Musical Arts

The Friedmann Thesis Prize, which is awarded to a DMA candidate whose thesis is notable for its distinguished research, original perspective, in-depth engagement with its subject, and well-crafted presentation, was presented to composer Krists Auznieks.

Left to right: Dean Robert Blocker, Deputy Dean Melvin Chen, Sophiko Simsive, Leo Sussman, Scott Leger, Liliya Ugay, Director of Admissions and Alumni Affairs Donna You, Bora Kim, Sarah Saturnino, and James Simon Lee

Left to right: Dean Robert Blocker, Deputy Dean Melvin Chen, Sophiko Simsive, Leo Sussman, Scott Leger, Liliya Ugay, Director of Admissions and Alumni Affairs Donna Yoo, Bora Kim, Sarah Saturnino, and James Simon Lee

School

The Malcolm L. Mitchell and Donald M. Roberts, Class of 1957 Prize, which is given to an outstanding graduating teaching artist in the Music in Schools Initiative, was awarded to flutist Helen Hye Jin Park. The Philip Francis Nelson Prize, which is awarded to a graduating student whose musicianship is outstanding and who demonstrates curiosity, talent, and the entrepreneurial spirit in the many dimensions of the music profession, was presented to violist Florrie Marshall. The Presser Foundation Music Award, which is awarded to an outstanding returning student to advance his or her music education, went to Shawn Hutchison. And the Yale School of Music Alumni Association Prize, which is awarded to graduating students who have not only excelled in their respective fields but have also made important contributions to the general life of the School, was presented to clarinetist Graeme Johnson, violinist Bora Kim, choral conductor James Simon Lee, hornist Scott Leger, mezzo-soprano Sarah Saturnino, pianist Sophiko Simsive, flutist Leo Sussman, and composer Liliya Ugay.

Photos by Harold Shapiro.

Published May 8, 2018
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Music in Schools Initiative wins Ivy Award

The Music in Schools Initiative in practice

Each year, the Yale University Seton Elm-Ivy Awards recognize outstanding members of the Yale and New Haven communities who work together to improve “town and gown” relationships. The awards were established in 1979 by Phyllis and Fenmore Seton ’38 and have since honored more than 400 individuals and organizations through Elm Awards, which are given to members of the New Haven community, and Ivy Awards, which are given to Yale faculty, staff, and students.

YSM’s Music in Schools Initiative, under the leadership of Director Rubén Rodríguez ’11MM, Associate Dean Michael Yaffe, and Yaffe’s assistant, Rachel Glodo, earned a 2018 Ivy Award for its work in the Yale and New Haven communities.

“The distinctive characteristic of the Music in Schools Initiative is its sole focus on public schools,” said School of Music Dean Robert Blocker, who nominated the Music in Schools team for an Ivy Award. “Students and teachers are and have always been at the heart of all programming for the Initiative, with mentoring and active music-making permeating every aspect of the shared experiences. The evolution of this venture, especially under the watchful eyes of Michael, Rubén, and Rachel, has been extraordinary.”

The Music in Schools Initiative was established in 2007 to explore how music can be used as a means of social change in the city of New Haven and beyond. The foundation of the Initiative is a partnership with the New Haven Public Schools in which teaching artists from the School of Music support the work of certified music-education teachers. The Initiative also includes the Morse Summer Music Academy, a biennial Symposium on Music in Schools, and a visiting professor whose work focuses on community engagement.

New Haven Mayor Toni Harp and Yale University President Peter Salovey presented the Elm-Ivy Awards on Wednesday, April 25.

LEARN ABOUT THE MUSIC IN SCHOOLS INITIATIVE

Published April 25, 2018
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Alumna Olivia Malin ’07MM, on choosing a career as a music educator

Olivia Malin works with students at KAPPA International High School

Trumpeter Olivia Malin ’07MM, who studied with Allan Dean and worked in the Music in Schools Initiative during her time at YSM, is entering her 11th year as a public-school music educator and teaches at KAPPA International High School in the Bronx, New York. Malin spoke with us recently about being inspired, as a student, to pursue a career in education despite the pressure she felt to focus on performance.

Q: You were a Teaching Artist in YSM’s Music in Schools Initiative. How did that program prepare you for what you’re doing now at KAPPA International High School?
A: While I was a student at YSM, I was also working in the Music in Schools Initiative. At first I stayed firmly in my comfort zone, teaching elementary/middle school brass group lessons. Midyear, I was branching out to woodwinds and percussion, and in the spring, I was running full band rehearsals when the band director wanted to do isolated lessons himself. I also began working with first- to third-graders learning piano and guitar. My second year in the program, I was placed at a high school where I got the opportunity to teach higher-level lessons and music, and to assist teaching AP music theory. The varied placement over those two years gave me a significant taste of what teaching K-12 would be like, with significant hours teaching piano, guitar, band, and general music classes. Even more important, the program was the first exposure that opened my eyes to what urban schools need, and what they don’t need, from me. At KAPPA, I now teach rock band, guitar, IB music, band, beginner band, and chorus – and I have also taught piano and general music – so the majority of classes I helped with at YSM are in fact what I teach full-time now.

Q: Did you know or think, upon enrolling at Yale, that you’d become a music teacher?
A: I have always taught private trumpet lessons, but no, I never thought I would be a full-time music teacher. We all know the stigma that exists about music teaching, and I admit I used to believe that only those performers who weren’t very good would end up as educators. It’s an easy thing to believe, since once a person becomes a teacher, it’s pretty difficult to maintain a high level of performance on their instrument, and most people don’t see the “performance level” of teaching. It’s hidden in the classroom – your audience is 30 students who don’t always applaud. One of the most difficult barriers I broke through was deciding that public-school teaching would be a higher calling than performing. There is so much outside pressure in the performance world not to become a teacher, and that pressure shows up constantly in little ways from friends, teachers, family, and the general public.

[Prof. Dean, Malin said, “is a wonderful teacher who taught me well and supported me through this decision to switch to teaching, something I think not all professors would be able to do.”] 

Q: What informed your decision to transition from focusing on performance to focusing on education?
A: What I started noticing was that my levels of happiness and self-worth after teaching at Lincoln-Bassett School or Wilbur Cross High School were significantly higher than those after an orchestral rehearsal or concert. I also noticed that I looked forward to being around the students – learning from them and laughing with them as much as teaching them content – much more than I expected. Their energy in the band room was so fresh and vibrant that I wanted more and more hours teaching in the program, and I spent extra time there after my paid time expired. The real moment, however, was when Associate Dean Michael Yaffe approached me sitting in (operations manager) Tara Deming’s office one day. He started talking about me to other people in the office, about what great teaching looked like and that he saw amazing potential in me when he saw how I lit up around students. In that short conversation, I saw something in myself that had until that point been a hobby, something I was good at and made a little money at, but which had never been a true option. Hearing him say those things out loud suddenly gave the green light to a career I hadn’t realized was a possibility – and a highly respectable possibility validated by the associate dean.

Q: What would you tell incoming YSM students who’re starting to think about what their careers might look like after school?
A: Be open to absolutely anything, say yes to everything, and be professional constantly. The music scene for you can be a combination of so many fulfilling things that it makes no sense to pigeonhole yourself early on. Don’t rule anything out simply because of generalizations – they may not apply to you! I am going into my 11th year of public school teaching. I am a proud high-school teacher in the Bronx and a trumpet player in a salsa band in Manhattan – and I wouldn’t change anything about my life.

Published August 1, 2017
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Violinist and YSM alum Jessica Oddie, on music education in the United States and abroad

Jessica Oddie

Since she graduated from the Yale School of Music, violinist Jessica Oddie ’13BA ’15MM has been living in Germany, “playing chamber music of all varieties and working in educational initiatives, supported by a DAAD [German Academic Exchange Service] fellowship to research the differences between the European and American systems of music education.” We talked recently with Oddie, who was immersed in the Lincoln Center Teaching Artist Development Labs “discovering how I can deepen my teaching artistry further,” about her time at YSM and how it informed what she’s doing now.

Q: How did participating as a Teaching Artist in YSM’s Music in Schools Initiative influence what you’re doing today?

A: My time in MISI strengthened my belief that we as artists have a strong imperative to share our passion and knowledge, not only through performance but also through teaching. MISI offered me an opportunity to be involved in my community as a musician and educator, while also providing a platform to engage with ideas about art and education with colleagues, mentors, and other professionals. MISI’s commitment to creating another musical community in New Haven, and YSM’s support for innovation in that field, inspired me to continue this work when I moved to Germany, at a time when cultural exchange, multiculturalism, and how these themes influence music education are particularly important topics.

In Germany, I’ve worked in collaborations between music schools and normal schools, bringing music education to students who would not otherwise have an opportunity to try out an instrument, including students from difficult socioeconomic or refugee backgrounds. I’ve been involved in conversations at the Musikhochschule Stuttgart and the recent Germany-wide Musikschule Kongress, exploring how music education can be inclusive of new members of European society, especially through intercultural music collaboration and exchange. I started a project at a local middle school aimed at getting young string players excited about upcoming orchestral performances in the area, by arranging orchestral repertoire for players of all levels. By playing this repertoire, whether they were beginners who were pizzing open strings or advanced students playing an excerpt from the solo line of the Beethoven Violin Concerto, students got to know the pieces from the inside out.

Q: How is the work you’re doing there similar to and how is it different than what you did in New Haven as a YSM Teaching Artist?

A: My students in Germany have an enormous amount in common with my students in New Haven. Children are children, and the joy of exploring or creating something beautiful together is the same regardless of the culture. My work is therefore largely the same. One of the most important things we as teachers can do is to affirm to children the value of their experiences and the power of their creativity, and to provide them with tools to express their own voices.

The biggest difference logistically is that funding in Germany is generally from the state, so initiatives are developed in conjunction with the local government, whereas in the United States, most are developed by entrepreneurial individuals who have an idea and find the funds to make it happen.

Q: Can you share some words about the importance of programs like the Music in Schools Initiative and the one with which you’re involved now? 

A: I believe there is no task more essential to crafting a brighter future than engaging with young people about ideas, seeking and creating meaning together, and celebrating a multitude of voices. Programs like MISI inspire creativity, connect people, and strengthen communities.

Q: What would you say to incoming YSM students who might not be familiar with the Music in Schools Initiative? 

A: Absolutely get involved! You will share a lot and learn even more, from colleagues, mentors, and most of all your students. I am constantly surprised by how much I learn through teaching. I also can’t think of a more fulfilling way to spend your Saturday mornings than working with young New Haven orchestral players.

Published July 26, 2017
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University of Miami professor calls for commitment to social justice

Carol Abril. Photo by Matt Fried

Carlos Abril, professor and director of undergraduate music education at the University of Miami’s Frost School of Music, was one of 43 participants at YSM’s sixth Symposium on Music in Schools, which focused on “how to ensure that every child in every city in America has access to an active music life,” YSM Associate Dean Michael Yaffe has said.

Among the participants were public-school and university teachers and administrators, foundation leaders, music-education scholars, and public-policy experts who worked, Yaffe said, to “help us craft and complete a declaration about why music has the potential to change children’s lives and have an impact on issues of exclusion.” The purpose of the document, in Yaffe’s words, is to “encourage the creation of ecosystems” that support the goal of guaranteeing children in city schools the same opportunities their suburban counterparts enjoy.

“We’ve been having the conversation” about the value of music education for decades, Abril said, offering that the declaration that’s crafted needs to have an impact that previous efforts have not.

“I think we need to send a strong message speaking to the importance of training, mentoring, and showing that it’s more than just lip service, more than just a pet project.” Those working in music education, he said, need to be “committed to social justice in our work.”

And while he was “really impressed” with the Symposium participants, saying their collective expertise “lends a lot of credibility to the initial perspective,” Abril warned against magical thinking.

“It’s naïve to suggest that music is the answer to all our ills,” he said.

Published July 18, 2017
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Head of music-ed in Philadelphia’s schools is circumspect about work

Frank Machos. Photo by Matt Fried

Frank Machos, director of music education in the School District of Philadelphia, was a participant at YSM’s sixth Symposium on Music in Schools, which focused on “how to ensure that every child in every city in America has access to an active music life,” YSM Associate Dean Michael Yaffe has said.

The conversation about music education in America’s cities, Machos said, is part of a larger conversation about inequities across the public-education system. Like all of those who participated in the Symposium in mid-June, Machos is interested in constructing a new narrative about music education in city schools, and he was impressed with the company he was in.

“Most of the people in this building,” he said, in YSM’s Adams Center for Musical Arts, “are thought leaders, or at least disrupters in their field of expertise.”

Reflecting on the work that he and other public-school educators do, Machos said, “It’s important that we all understand the consequences of what we’re doing every day.”

Published July 18, 2017
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Policy expert points out that inequities in music education reflect society at large

Mike Blakeslee. Photo by Matt Fried

Mike Blakeslee, the executive director and CEO of the National Association for Music Education, was recently a participant at YSM’s sixth Symposium on Music in Schools, which focused on “how to ensure that every child in every city in America has access to an active music life,” YSM Associate Dean Michael Yaffe has said.

Among those invited to participate were public-school and university teachers and administrators, foundation leaders, music-education scholars, and public-policy experts who worked, Yaffe said, to “help us craft and complete a declaration about why music has the potential to change children’s lives and have an impact on issues of exclusion.” The purpose of the document, a draft of which was sent to participants ahead of the Symposium, is to “encourage the creation of ecosystems” that support the goal of guaranteeing children in city schools the same opportunities their suburban counterparts enjoy.

In America’s cities, Blakeslee pointed out, “we have these stark contrasts in terms of haves and have nots. If we don’t have a commitment to equity for all of our children, then we’re not going to have equity in music education, either. We’ve constructed a system where the self-interest of many constituencies is not social justice. You can tell the story,” but “the real question for me is, what are we going to do to make [change] really happen?”

Published July 17, 2017
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Symposium participant Tarik Ward calls music “the cultural equalizer”

Tarik Ward. Photo by Matt Fried

Tarik Ward, the director of music programs at ELMA Philanthropy Services, was one of 43 participants at YSM’s sixth Symposium on Music in Schools, the focus of which was “how to ensure that every child in every city in America has access to an active music life,” YSM Associate Dean Michael Yaffe has said. The work that was done at the Symposium will be part of a declaration that Yaffe said would “encourage the creation of ecosystems” that support the goal of guaranteeing children in city schools the same opportunities their suburban counterparts enjoy.

Ward talked about the “story of inequity,” saying, “If you tell me your zip code, I can tell you your life story.” To Ward, the Symposium and the declaration represent “an exercise in storytelling” about systemic inequity, and a chance to address “what we have to do” to bring about change. Music, Ward said, “is the cultural equalizer, the thing that everyone can do.”

 

Published July 17, 2017
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Symposium participant Lara Davis talks intersectionality

Lara Davis. Photo by Matt Fried

Lara Davis, the arts education manager at Seattle’s Office of Arts & Culture, was one of 43 participants at YSM’s sixth Symposium on Music in Schools, the focus of which was “how to ensure that every child in every city in America has access to an active music life,” YSM Associate Dean Michael Yaffe said. The work that was done at the Symposium, in mid-June, will inform a declaration that Yaffe has said would “encourage the creation of ecosystems” that support the goal of guaranteeing children in city schools the same opportunities their suburban counterparts enjoy.

During the Symposium, Davis said the conversation about music education in city schools is part of a larger discussion about “the inequities that are running rampant across public education in this country,” and that the gathering at Yale “is a step in the process.”

“This space could be one where we, as a small segment of the sector, can begin to articulate where we exist in the power structure,” she said. “We have to have an intersectional lens as we approach this” and ask, “How does that inform the ways we talk about music?”

 

Published July 17, 2017
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Yale Hosts Sixth Symposium on Music in Schools

Rubén Rodríguez, left, and Michael Yaffe during the 2017 Symposium on Music in Schools. Photo by Matt Fried

On June 15-17, the Yale School of Music hosted its sixth biennial Symposium on Music in Schools, an event at which 43 participants discussed “how to ensure that every child in every city in America has access to an active music life,” YSM Associate Dean Michael Yaffe said. That topic is one that Yaffe and Rubén Rodríguez, the lead teacher in YSM’s Music in Schools Initiative, have been thinking about for more than a year.

Among those invited to participate were public-school and university teachers and administrators, foundation leaders, music-education scholars, and public-policy experts who worked, Yaffe said, to “help us craft and complete a declaration about why music has the potential to change children’s lives and have an impact on issues of exclusion.” The purpose of the document, a draft of which was sent to participants ahead of the Symposium, is to “encourage the creation of ecosystems” that support the goal of guaranteeing children in city schools the same opportunities their suburban counterparts enjoy. The “gap” in quality public-school music education in the United States, Yaffe said, “is usually represented by city schools that don’t have full-time certified music teachers” or music-specific activities.

Symposium participant Tarik Ward, the director of music programs at ELMA Philanthropies Services, talked about the “story of inequity,” saying, “If you tell me your zip code, I can tell you your life story.” To Ward, the Symposium and the declaration that’s being crafted represent “an exercise in storytelling” about systemic inequity, and a chance to address “what we have to do” to bring about change. Music, Ward said, “is the cultural equalizer, the thing that everyone can do.”

Lara Davis, the arts education manager at Seattle’s Office of Arts & Culture, said the conversation about music education in city schools is part of a larger discussion about “the inequities that are running rampant across public education in this country,” and that the gathering at Yale “is a step in the process.”

Lara Davis, the arts education manager at Seattle’s Office of Arts and Culture, addresses a working group during the 2017 Symposium on Music in Schools. Photo by Matt Fried

“We have to have an intersectional lens as we approach this,” and ask, “How does that inform the ways we talk about music?” Davis said.

Mike Blakeslee, the executive director and CEO of the National Association for Music Education, said, “We’ve constructed a system where the self-interest of many constituencies is not social justice. You can tell the story,” he said, but “the real question for me is, what are we going to do to make [change] really happen?”

In the coming months, Yaffe and Rodríguez, with YSM staff and input from Symposium participants, will finalize the declaration, launch a website, and identify organizations that will help disseminate the information. “We learned so much from this group of experts,” Yaffe said. In essence, the 2017 Symposium on Music in Schools was the opening salvo in what will be an ongoing effort to address the inequity that plagues America. And while the Symposium itself was an important step toward bringing about real change, what follows, in terms of the resulting document, will be even more critical.

In addition to brainstorming and sharing ideas and perspectives during the three-day event, participants also honored their peers. As has been tradition since the first Symposium on Music in Schools in 2007, the 2017 iteration included the presentation of Distinguished Music Educator Awards to 10 public-school music teachers, all of whom work in city schools.

The impetus for the efforts undertaken at the Symposium was the work of YSM’s Music in Schools Initiative, which was created in 2007 with an endowment from the Yale College Class of 1957.

Rodríguez looks forward to a paradigm shift in terms of how we think about music in schools. “We are declaring that we are all equal and we all deserve the same opportunities and freedoms and services and access to the same spaces and opportunities to thrive,” he said.

Related:
MUSIC IN SCHOOLS INITIATIVE
2017 SYMPOSIUM ON MUSIC IN SCHOOLS
YALE HONORS DISTINGUISHED MUSIC EDUCATORS

Published June 21, 2017
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