Faculty pianist Wei-Yi Yang discusses his Nov. 29 Horowitz Piano Series recital program

Wei-Yi Yang

On Nov. 29, faculty pianist Wei-Yi Yang will perform a Horowitz Piano Series recital featuring Schubert’s demanding and lively “Gasteiner” Sonata. The program will also showcase music by Bach and two composers whose work he inspired, Schumann and Liszt.

Talking about the pieces that will begin the concert — Liszt’s Prelude after J.S. Bach, Weinen, Klagen, Sorgen, Zagen, and selections from Schumann’s Four Fugues, Op. 72 — Yang said, “These two important composers of the Romantic period followed in Bach’s footsteps in the works selected here. Although some might associate Bach’s works and methods with precise craftsmanship and mathematical intrigue, here the two Romantics inherited the Baroque master’s obsession and passion in developing motifs and subjects, and grew the smallest musical seedlings into magnificent forests.

“It is striking to hear how two of the greatest Romantic composers used chromaticism and harmonic turns in the mid-1800s, lush and wayward they may be, which at times seem perfectly aligned with Baroque sensibilities,” Yang said. Their work in these pieces, he said, “encapsulates the timelessness of Bach’s vision and influence.”

Yang further explained that “Bach at his core is about the elements of song, dance, and, most of the time, a combination of both. The partitas are cosmopolitan collections of different dance movements that go straight to the heart of Baroque style in elegance and eloquence. Schubert is also always about the song (Lieder) and the dance, although in dance he is singularly obsessed with the Ländler style, which can be felt in the center movements of the D-major Sonata.”

The “Gasteiner,” Yang said, “is unusually sunny and optimistic for Schubert, although it is not without nostalgia and tenderness, while the composer spins out an unusual, virtuosic keyboard style combined with orchestral and quartet sonority and the omnipresent singing lyricism that is deeply embedded in his DNA.”

Asked about the significance of the program being centered on the key of D, Yang said, “I must confess that hearing a tonal thread is very important to me when I listen to and conceive the details of a program.”

 What’s important to him in the end is that “the audience will see and hear the prismatic aspects in music that I strive to unlock, whether it’s about tonal relationships, stylistic influences, or genre crossing.”

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Published November 21, 2017
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Yale Percussion Group to perform music by Matt Keown and recent graduates

Left to right: YoungKyoung Lee, Matt Keown, and Sam Um

In early November, six members of the Yale Percussion Group arranged themselves in a line and rehearsed a snare-drum piece by current DMA candidate Matt Keown, who guided his colleagues, measure by measure, through the rudimental-style drumming that he grew up with. “My first instrument was a drum pad,” Keown ’16MM said, explaining that he followed his father, Alan Keown, into the practice of percussion — specifically, marching percussion, a world that for most is far-removed from the styles and techniques that Matt and his colleagues are studying with YPG Director Robert van Sice at YSM.

In composing Mélange, so named because it commemorates his time at YSM, Keown said, “I was really worried about it,” because “there’s still this stigma that marching percussion is ‘less than’ art music.” Keown also said he “had to be really careful about how difficult to make it,” given that his colleagues didn’t grow up with the style. While “it’s technically really challenging,” he said, “if they didn’t like it, they wouldn’t work on it.” In addition to the music in Mélange, there is a theatrical element, based on the visual aspects of drum-corps performances.

If Keown was worried about his colleagues warming to his piece, van Sice was not. “They’re all over it,” the YPG director said.

On Sunday, Nov. 12, van Sice will lead the YPG in a program that’s rich in music by YSM alumni — including percussionist Leonardo Gorosito ’11MM ’12AD and composer Andy Akiho ’11MM — in addition to works by Philippe Manoury and Alejandro Viñao.

The program begins with Seeds, a piece by Gorosito and Rafael Alberto for various shakers that’ll be played by Keown and Yale College student Adrian Lin, whom van Sice called the “adopted younger brother of the YPG.” The first half also includes Akiho’s Pillar IV, which van Sice described as “groove music,” Manoury’s Le livre des claviers (II. Duo de marimbas), and Keown’s Mélange. The second half of the program features Viñao’s Water.

During rehearsals for the performance, van Sice talked about the approach he’s taken, over the past 20 years, in developing artists who think, always, like the most musically selfless of chamber-music practitioners. Playing chamber music, van Sice has said, is like “group parachuting.”

“Music and the art of playing music is something that is larger than we are,” he said, explaining, proudly, that the members of the YPG “know how to musically interact with other people.” And while that might seem like a no-brainer, it’s not necessarily the case elsewhere. Flowery talk is common in chamber-music circles, van Sice said, “but we really do try to walk that walk.”

The professionalism on display during YPG rehearsals is its own reward. As much as he gives them direction, van Sice said, “they inspire me back. They’re an inspiring group to work with.”

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Published November 8, 2017
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Guest post: baritone Zachary Johnson ’17MM ’18MMA, on performing Opera Scenes

Baritone Zachary Johnson

On a chilly day in February 2015, I walked into Doris Yarick-Cross’ office for my audition interview. Nervous, and very excited, I answered a series of well-thought-out questions about my education, musicianship, and hopes for the future. I remember the interview well, but there will always be one question that sticks out to me: “Can you learn and memorize music quickly?” I answered, sang my audition, and later accepted my position and moved to New Haven the following September. Within the first week of school I was given a large envelope of music for my first production at Yale: Opera Scenes. I was to perform four different roles, in four different opera scenes — two in Italian, one in German, and one in English. I had just over a month to learn the repertoire, work with coaches, and sing the music from memory. I had my work cut out for me, but I thought back to that interview question and knew that this is what is expected from a singer in this program, and I was not going back down.

“Così fan tutte,” 2017

Opera scenes are an incredibly useful venture for singers, especially young singers intending to pursue a career in opera. While teaching us how to learn multiple styles of music in multiple languages at once, they also help us develop the skill of switching gears emotionally, mentally, and physically as we jump from character to character. I can remember transforming from an eccentric, dancing butler to a slow, dim-witted carpenter all in one night. What is unique about the Yale Opera is that the scenes programs are fully costumed and staged, so each snippet of these incredible operas can stand alone and tell their own stories. We get to work with incredibly talented vocal coaches that help us achieve a deeper understanding of the music and text so we are fully prepared to step on stage and bring these stories to life. Strengthening the ability to jump from character to character and language to language is an extremely useful skill for all opera singers, and Opera Scenes is one of the best programs for that. Following our scenes program in the fall, we perform a complete, fully staged production at the Shubert Theatre. The work chosen is usually one we performed a scene from the previous semester, which is an incredibly useful feature of the Yale Opera program. While developing the skill of balancing multiple roles is important, diving into an entire role and being able to understand the growth and trajectory of a single character is equally as vital for a young singer. the Yale Opera provides its singers with opportunities for both, and you will finish this program with a quicker mind, a thicker resume, and the skills you will absolutely need to balance the multifaceted workload of a professional opera singer.

“Don Quichotte,” 2016

In my third year here at the Yale School of Music, I still think back to that interview. I think back to that question. I will admit, in February 2015, that my answer lacked confidence. I was unsure if I possessed what it takes to be an opera singer. If you were to ask me the same question today, another chilly day, in November 2017, I would smile, think back on the incredible amount of opportunities I have been given in this program to develop as a singer, a musician, and a human being, and give you the most confident “Yes.”

LEARN MORE ABOUT THE NOV. 3 & 4 FALL OPERA SCENES PROGRAMS

Published November 2, 2017
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Yale Opera prepares for Fall Opera Scenes programs

Richard Cross, left, and Doris Yarick-Cross

Shortly after arriving at the Yale School of Music to study in the Yale Opera program, ascendant vocalists are handed an envelope containing the repertoire they’re expected to learn and memorize for the Fall Opera Scenes performances. This year, those concerts take place on November 3 and November 4 and feature excerpts from classic and contemporary operas.

The repertoire is chosen by faculty soprano and Yale Opera Artistic Director Doris Yarick-Cross and YSM faculty bass-baritone Richard Cross with each student’s development in mind. That approach, Yarick-Cross said, is “how we can best get them ready for their future. We choose the roles that we feel will give them the best opportunity to progress.

“What we try to do is give them the tools to be professionals,” Yarick-Cross said. “Our students get hired because they’re prepared.”

And that means going beyond the vocal parts, “to break through inhibitions,” Cross said. “To become a convincing character on stage” isn’t just about singing and acting, he said. “It’s also internalizing the repertoire” — “to get them into the habit of meeting the demands” that will be placed on them throughout their careers, Yarick-Cross added.

As much as the repertoire for the Fall Opera Scenes programs is chosen with pedagogy in mind, the Yale Opera audience is also part of the programming equation. While “La Bohème is perfect for young singers,” Cross said, pointing out that the characters in that opera are themselves young, it’s long been an audience favorite, too.

Jake Heggie’s Dead Man Walking, based on Sister Helen Prejean’s 1993 book of the same title, has been appreciated by audiences since its premiere in 2000 at the San Francisco Opera. The New Haven audience, Yarick-Cross said, will be “overwhelmed by the Heggie.” Likewise, she said, the first act of Strauss’ Ariadne auf Naxos will appeal to local concertgoers. “I think they will really like it,” Yarick-Cross said. “It will be new to most of them. There’s a lot going on” and “There is some wonderful singing.”

On Friday and Saturday, November 3 and November 4, the Yale Opera presents performances of scenes from Mozart’s Die Zauberflöte and Don Giovanni, Heggie’s Dead Man Walking, Massenet’s Cendrillon, Puccini’s La Bohème, Humperdinck’s Hänsel und Gretel, Donizetti’s Lucrezia Borgia, and Strauss’ Ariadne auf Naxos

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Published October 26, 2017
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Argus Quartet, pianist Dominic Cheli share first prize at Concert Artists Guild competition

The Argus Quartet (photo by Ben Gibbs) and Dominic Cheli (photo by Gallia Kastler)

The Argus Quartet, the ensemble that served from 2015 to 2017 as YSM’s fellowship quartet-in-residence, and pianist Dominic Cheli ’16MM, have been named joint first-prize winners of the annual Concert Artists Guild Victor Elmaleh Competition. The quartet and Cheli will each receive a $5,000 cash prize and a management contract and will be presented in recital at Weill Recital Hall at Carnegie Hall, in addition to other opportunities.

The final round of the competition took place on October 17 at Merkin Concert Hall at the Kaufman Music Center in New York City and was judged by a nine-person jury. Two YSM students won prizes at last year’s Concert Artist Guild competition. Guitarist Jiyeon “Jiji” Kim ’17MM won the top prize, and double bassist Samuel Suggs ’14MM ’20DMA was named the organization’s New Music/New Places Fellow.

The Argus Quartet, which was founded in Los Angeles in 2013, was named the first-place winner in the Senior Strings division of the University of Michigan’s M-Prize Chamber Arts Competition in May, which earned the group a $20,000 cash award and a residency at the University of Michigan School of Music, Theatre & Dance during the 2017-2018 academic year. At YSM, the Argus Quartet was the first ensemble to be mentored by the School’s ensemble-in-residence, the Brentano String Quartet. The Argus Quartet is currently the graduate quartet-in-residence at The Juilliard School.

Cheli, who studied at the Yale School of Music under the tutelage of pianist Peter Frankl, has performed at such venues as Carnegie Hall, Le Poisson Rouge, and Sheldon Concert Hall in his hometown, St. Louis. He is currently an artist diploma candidate at the Colburn Conservatory of Music, where he studies with Fabio Bidini. Cheli recently recorded a CD of music by Muzio Clementi at the Yale School of Music for an album that was released on the Naxos label.

ARGUS QUARTET

DOMINIC CHELI

Published October 19, 2017
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Pianist Szymon Nehring ’19AD wins Polish Music Coryphaeus award

Szymon Nehring

Pianist Szymon Nehring ’19AD has been named the Personality of the Year as part of the 2017 Polish Music Coryphaeus Awards. He was honored alongside other award recipients earlier this month in Warsaw, Poland.

“I consider this award the most important Polish music award,” Nehring, a native of Poland, said, honored to be in the company of composer Krzysztof Penderecki, whose receipt of a 2017 Grammy Award was named the Event of the Year, and composer, conductor, and pianist Jerzy Maksymiuk, who was given an Honorary Award. Flutist Marianna Żołnacz was recognized as having made the Debut of the Year.

Nehring began his studies this fall in the Artist Diploma program at YSM under the tutelage of Prof. Boris Berman, having won the prestigious Arthur Rubinstein International Piano Master Competition in Tel Aviv, Israel, in May. In addition to earning the Gold Medal at the competition, Nehring won the Best Performer of a Chopin Piece, Advanced Studies, and Junior Jury prizes, as well as the Audience Favorite in the Periphery prizes for Or Yehuda and Jezrael Valley. He’s scheduled to perform a recital on October 26 in Weill Recital Hall at Carnegie Hall as part of a concert tour organized by the Arthur Rubinstein International Music Society, which administers the competition.

The Yale School of Music’s Artist Diploma program, Nehring said, “gives me the important opportunity to sometimes be away from the University and concertize. This way, I can combain both playing and studying, and I think it will be a perfect solution for me these next two years.”

Nehring, who previously studied with Stefan Wojtas at the Academy of Music in Bydgoszcz, Poland, said, “I consider American and Russian music schools the best in the world, and studying here at Yale with Professor Boris Berman gives me a combination of those. That is why I chose the Yale School of Music. I have been here for a short amount of time, so I cannot say much, but what I definitely observe is that I can peacefully work on my new repertoire and be inspired by musicians who teach or study at the University. I think at my age it is important to still study, to not be overwhelmed by the concert life, and more importantly (to) develop as a person and musician.”

SZYMON NEHRING

Published October 13, 2017
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Violinist Ariel Horowitz ’19MM, on broadening her horizons and playing “Ein Heldenleben”

Ariel Horowitz

Violinist Ariel Horowitz’s first performance at the School of Music was the Yale Philharmonia’s season-opening concert, which included a performance of Stravinsky’s revolutionary Rite of Spring. “It was really an amazing experience,” she said. “The second I sat down, I felt like a professional. I felt like I needed to bring my best artistry, because my colleagues were bringing theirs.”

Horowitz ’19MM, who was born in Washington, D.C., and grew up in Bloomington, Indiana, earned a bachelor of music degree from The Juilliard School, where she studied with Itzhak Perlman and Catherine Cho, before enrolling at YSM. Here, Horowitz studies with Ani Kavafian while exploring what Yale University has to offer.

Studying at YSM, she said, was an “opportunity to … develop myself as a person and an intellectual and an artist.”

In addition to playing the violin, Horowitz’s artistic practice includes composition. Her Juilliard recital featured a performance of Woman, a performance “collage” she created that includes music, dance, and the recorded voices of various women in her life. For Horowitz, art is a vehicle through which she contributes to the needs of several communities. She’s a co-founder of The Heartbeat Project, which provides music training for Navajo schoolchildren in Crownpoint, New Mexico.

Horowitz hopes that being a student at Yale will “contribute to my understanding of global politics and global affairs.”

“To just be around people who are scholars, I think, is just going to be such a unique and different experience for me,” she said.

Still, she’s here at YSM to play and study the violin. And that includes playing in the Yale Philharmonia. When the orchestra performs Strauss’ tone poem Ein Heldenleben on Friday, Oct. 13, under the direction of guest conductor David Robertson, she’ll be the concertmaster, playing the solo part.

“I have never played it in context,” Horowitz said.

Talking about Strauss’ storytelling, she said, “I almost feel like Heldenleben is more of a dramatic work” than a piece of music. The violin solo “is a depiction of [Strauss’] wife, Pauline.” Having studied and read about the piece, Horowitz said, “I feel like I have a lot of insight into how Pauline was actually feeling,” and that the composer, “whether he intended to or not, shows how much power Pauline has.”

The solo part is challenging, particularly in terms of having “enough variation in my sound to be able to express the depths of Pauline’s character. Those character changes are so important to bring that story out.”

Practicing the part, Horowitz said, “really feels like learning lines to a play. I don’t want to be Ariel when I’m playing,” she said. “I want to be Pauline.”

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Published October 5, 2017
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Vijay Gupta ’07MM, on music as a vehicle for social justice

Vijay Gupta

Violinist and YSM alum Vijay Gupta ’07MM is a member of the Los Angeles Philharmonic and the founder and artistic director of Street Symphony, an organization that “serves to foster a dialogue which tells the unheard stories of the most marginalized communities in Los Angeles through the power of musical expression,” according to language on its website. We spoke with Vijay about the artist’s role in society.

Q: What experiences at Yale and the Yale School of Music, and in New Haven, inform the work you’re doing now with Street Symphony and in terms of how the arts can be a vehicle for social justice in a larger sense?

A: Well, it was two classes in particular. One was my Hearing class with Joan Panetti, which totally transformed the way that I teach and perform and collaborate. I was actually Dr. Panetti’s TA for my second whole year at YSM, so that was really, really special for me. And it’s kind of amazing, I kind of feel Dr. Panetti coming up in my voice and in my steps when I teach, so that’s very cool. The second class was a survey of late Beethoven by Markus Rathey, and he went through, I think, from Op. 90 until the end of Beethoven. And just being able to present in his class, and being able to look at the composers for who they were as people and not just as these marble busts of dead white guys, really, really changed the way that I approach playing. And it’s a direct correlation to the way that I lead programs when I play Beethoven or Schumann in a county jail, because our audiences are not interested in how well we play, they’re interested in the stories. They’re, in a sense, interested in the humanity of the composers. So those are two things that I got from those two classes. And of course I have to give credit to my amazing teacher, who was Ani Kavafian. She was just so wonderful and kind and got me to think about different aspects of my playing that I hadn’t even thought about before, but she also cared about me as a person, which was kind of new for me having come from the conservatory system. Oftentimes in those situations my personhood didn’t count as much as how well I played my etudes. But I played a lot of Baroque violin at school with ISM; I was playing with Robert Mealy and that was an extension of what I was getting from Markus Rathey’s class and from Joan Panetti’s class. It was a very natural extension of what was going on in the life of these composers as they were composing. And one direct example of how that’s showed up for me in my organization is in our Messiah project. We do a yearly sing-along of Handel’s Messiah in Skid Row at a homeless shelter. And we’ve actually now started placing formerly homeless Desert Storm combat veterans as our soloists, and we give them lessons all year long. And when you look at the situation in which Handel performed his Messiah, it wasn’t in a concert hall, it was in an orphan’s hospital, and the first concert released 142 men from debtor’s prison. So if we’re really doing authentic performance practice, if we’re really going to put our mouth where our money is with regard to what these composers were actually dreaming and thinking as they composed, then we also have to have the same kind of social understanding of what kind of music our community needs. It became very clear to me at school that these composers were writing for their communities. I’m sorry to go on a little bit here, but Bach’s passions would have been called engagement sing-along concerts today, because everybody in the audience knew those chorales and they stood up and sang them. So what’s our modern day Messiah? That’s the kind of question that I’m asking in my head right now as I lead my life and do my stuff.

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Published August 29, 2017
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Paolo Bortolameolli named assistant conductor at LA Phil

Paolo Bortolameolli

Conductor Paolo Bortolameolli ’13MM has been appointed an assistant conductor to Music and Artistic Director Gustavo Dudamel at the Los Angeles Philharmonic for the upcoming season. Bortolameolli previously served as a Dudamel Fellow, an initiative, Dudamel said in a press release, that “continues the LA Phil’s commitment to supporting and training the next generation of exceptional conductors.”

While at YSM, Bortolameolli was an assistant conductor of the Yale Philharmonia. He has served as a cover conductor for Marin Alsop at the Baltimore Symphony Orchestra and led the New Haven Chamber Orchestra during his final year at Yale.

A native of Chile, Bortolameolli has worked with the top ensembles in that country including Orquesta Filarmónica de Santiago, Orquesta Sinfónica de Chile, Orquesta de la Universidad de Concepción, Orquesta USACH, Orquesta de Cámara de Chile, and Orquesta Sinfónica Nacional Juvenil.

PRESS RELEASE
PAOLO BORTOLAMEOLLI

Published August 1, 2017
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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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