Special to The Swellesley Report courtesy of the Wellesley High School Bradford and Parents of Performing Students (POPS). This is one in a series of POPS Senior Profiles we’ll be publishing.

Thomas Tardif, Wellesley High School ’23, hasn’t always been directly in the spotlight, but he has been the one shining it. For three years, Tardif has played the unsung hero in his role as tech crew for some of the school’s largest shows.

In a theater production, people often are first to credit the actors and directors of the play or musical they’re watching. The part people rarely think of, though, is the hard work and dedication that goes on behind the production and stagecraft. As a two-year intensive Technical Theater student, Tardif has had a tremendous amount of work on his plate. But what keeps him coming back is much more than just the work he’s tasked with doing.

“I stay involved because of the amazing people you get to work with as tech crew. It is an incredible feeling seeing something you and your friends worked hard on come together in one big show,” Tardif said.

Tardif began his work on the technical side sophomore year after his sibling Sam convinced him to take part. He describes this moment as pivotal in his career because, without this push, he would have never joined. His first job in the Performing Arts department was serving as a props crew member for “One-Acts” and “Working.” Since then, Tardif has transitioned into the tech realm, where he has stayed ever since. In terms of adapting to this role so quickly, he credits his peers and teachers for their endless support.

“My technical directors have also played a huge role in where I am now. Mr. Lounsbery made it really easy to learn about so many aspects of Technical Theater,” said Tardif.

Tardif’s teachers have lauded his own leadership and hard work.

“From collaborating on set design, adjusting lighting instruments, educating others about the spotlights on the catwalk, [being] one of our student leaders during a Tech Saturday for the school musical, and much more, Thomas Tardif has been a great leader with a quiet confidence with the tech kids,” said Matt Ryan, the Substitute Technical Theater Director at WHS.

Tardif’s peers echo this theme, admiring the compassion that he has for his fellow tech crew members.

“I was planning on painting an entire set myself for “Something Rotten!” the musical. I was very stressed about this and had not given myself anywhere near enough time. Thomas ended up spending, I think, like 4 hours the first day helping me paint, and then he planned out a way to get the painting done by the department as a whole,” said Ren Martinian ’24.

Notably, despite his hours working on the high school’s many productions, Tardif has other hobbies that he has valued throughout his high school career, most notably photography. Especially during the summer months, he enjoys hiking in the mountains and taking pictures of the scenic views. He explains that using this passion for photography to crossover between different disciplines is one of the great things about being part of the technical crew.

“There are so many skills that cross over between the two, like lighting, and composition, so it’s almost like I get twice the practice in either subject,” he said.

Throughout the many shows Tardif has participated in, his time coordinating for “Done To Death” was certainly the most memorable.

“My most memorable theater experience at the high school was working on “Done to Death.” That show was the epitome of ‘the show must go on,’ where nearly everything went wrong, but the production still came together in the end,” he said.

Tardif describes the days leading up to “Done to Death,” when the technical director of the show suffered an accident, and the board operator and lighting designer tested positive for COVID-19, as hectic. In spite of such difficulties, Tardif and his peers were able to put on a great show.

“I’ll admit that the lighting didn’t go perfectly, but given the circumstances, I was quite proud of how it turned out. While it was stressful, I was working with an amazing group of my friends, and the feeling of getting a show like this done was indescribable,” he said.

This experience gave Tardif a newfound perspective on his work for the Performing Arts department. In terms of his biggest takeaway, it all goes back to the saying, “You get out what you put in.”

“Theater has taught me to go out of my comfort zone more often because that is what gave me one of my favorite hobbies. It is very hard work, the hours are long, and it takes commitment, but the feeling of pride and joy when you see all this work pay off is incomparable to anything,” he said.

In terms of the future, Tardif hopes to stick with the tech side of performing arts when he begins college. He recognizes, though,  that the traits he learned in the world of theater will last him his entire life no matter what he does.

“I learned an uncountable number of skills from being a part of tech crew. Especially what I learned from set construction, which regularly comes in handy around the house,” he said.

Article written by the WHS Bradford’s William Liu ’24, Tate Bannish ’24, and Griffin Jordan ’24.

Special to The Swellesley Report courtesy of the Wellesley High School Bradford and Parents of Performing Students (POPS). This is one in a series of POPS Senior Profiles we’ll be publishing.

Tension was high as the Wellesley High School Wind Ensemble prepared for their performance at last year’s Massachusetts Instrumental and Choral Conductors Association (MICCA) competition, but the band rose to the occasion and delivered an outstanding showing that earned them a gold medal. For Ryan McClennen, a member of Wellesley High School’s class of 2023, it was a particularly memorable moment in his music career.

“During that performance, it felt as though the whole band was at its best, and we all sounded amazing. It felt incredible to perform well as a band, and there’s always an amazing feeling to finishing something you weren’t sure you could manage in the first place,” said McClennen.

McClennen, a percussionist for eight years, has dedicated much time and effort to performing arts at the high school, playing the timpani, xylophone, crash cymbals, and drum set, which he considers to be his primary instrument. 

At the high school, McClennen participates in the Wind Ensemble, 1:00 Jazz Band, and Concert Ensembles. These groups have given him a diverse experience within the high school. Additionally, McClennen plays the drum set in an advanced jazz trio at Rivers School Conservatory. 

In the midst of all of these programs, McClennen has found a particular calling in Wind Ensemble. 

“I continue to play in the Wind Ensemble because I love the camaraderie of the percussion section and the music we play,” said McClennen. “I feel at home in my section, and I really enjoy listening to our songs and hearing the improvements that we make every day.”

McClennen’s skill comes from his strict regimen of practice; he generally practices at least 4 hours a week outside of school, except during the volleyball season, when he practices at least 3 hours a week. When he finds something new and exciting to play, he often finds himself spending more than 6 hours a week. 

In addition to this, McClennen takes lessons at Rivers, and he considers Mike Connors, his percussion teacher, to be his biggest mentor. 

“He’s reached into more theoretical parts of percussion that my other teachers haven’t, which helped advance my personal style and improvisational skills. In addition, Mike has pushed me outside of my comfort zone when it comes to mallet percussion.”

With Connors’s encouragement, McClennen began trying a Bach piece on the xylophone; it’s now one of his favorite pieces to play.  

“Finishing my Bach piece is by far my proudest moment. When I finally got through the entire [concerto] at a challenging tempo, I couldn’t resist smiling at the fluidity that I had perfected and the beauty of the music. It’s by far the hardest challenge I’ve completed musically,” he said.

On a purely musical level, McClennen takes influence from the acclaimed American jazz drummer Max Roach. Roach’s use of licks, short rhythms that can be inserted in regular play or solos, are a massive influence on McClennen’s personal style. Inspired by Roach, McClennen invents his own licks in his free time, creating music in the image of his ideal.

Moreover, McClennen credits Steven Scott, conductor of the Wind Ensemble, with giving him invaluable advice and helping him navigate the numerous instruments in the percussion section. Scott raved about McClennen’s versatility and leadership.

“Ryan…consistently brings strong preparation and leadership to every rehearsal…As a leader in the section, I can always depend on Ryan to [ensure] all of the percussion parts are being covered by his section mates, and Ryan is quick to move between instruments as needed. He has been an indispensable member of our wonderful percussion section,” said Scott.

McClennen’s peers echo these sentiments.

“Ryan is a great percussionist, among other things. Beyond that, he is simply a nice person,” said fellow WHS senior Jeffrey Li, who plays trombone in Wind Ensemble and Jazz Band alongside McClennen. “You can really tell he has a passion for percussion and band in general.”

McClennen also has a range of achievements and hobbies outside of music. An avid chess and volleyball player, he finds pleasure in comparatively straightforward pursuits, which he views as escapes from the creative effort of music. 

“I feel like my time playing percussion is a creative outlet where I can freely express my musicianship and creativity,” said McClennen. “The gradual progression of a piece coming together is by far my favorite experience. The slow transition from awkward, startled playing to a practiced comfort is incredibly rewarding.”

McClennen looks forward to both his post-high school academic life and his musical interests. 

“I thoroughly researched the ensembles at every school I applied to…College ensembles tend to be very explorative with their music and arrangements, so I’m really looking forward to playing new and creative pieces.” McClennen plans to major in computer science in the fall at Tufts University, and he also plans to join one of Tufts’ many small jazz ensembles. 

Article written by the WHS Bradford’s William Liu ’24, Tate Bannish ’24, and Griffin Jordan ’24.

Special to The Swellesley Report courtesy of the Wellesley High School Bradford and Parents of Performing Students (POPS). This is one in a series of POPS Senior Profiles we’ll be publishing.

For most beginning in dance, the options are pre-defined: Ballet, hip-hop, contemporary, jazz. For Apple Li ’23, choosing Chinese ethnic dance sparked a unique hobby that not only served as an outlet for personal expression, but an opportunity to explore Chinese culture. 

Li discovered her love for Chinese ethnic dance at age 11. Originally enrolled in ballet classes to build her confidence and posture, Li searched for a different outlet that fostered personal expression. Most importantly, Li easily learned to interpret stories from Chinese culture.

The increase in confidence that she sought at a young age quickly proved achievable. Li found comfort in the stories she told, and self assurance in the success of her performances. 

“When you are able to express yourself through some kind of choreography openly in front of a lot of people, it really does change how you present yourself in daily life,” says Li. 

Chinese ethnic dance, also called Chinese folk or traditional dance, encompasses a variety of traditional dance styles passed down through a myriad of cultures in China, where there are over 56 ethnic groups. Dance moves are deeply embedded in the culture, with signature ones including scorpions, tension, and tumbling. The costumes are usually long flowy robes with distinct styles according to the particular culture. And most importantly, there are different cultural stories behind the dance. In many of these stories, dancers are tasked to challenge traditional gender barriers, playing roles ordinarily reserved for men. 

One that resonated particularly with Li is the Paper Fan Scholar dance. The story takes place in ancient China when men were expected to be noble and scholarly. Masculinity and chivalry were equally as important. With adapting to these roles of male scholars, Li altered her expressions and composition to imitate curious, mischievous and childish youth. As the story climaxes, the dancers must emulate the masculine power that was revered at the time. 

“In that dance you can’t do flowy things you usually find in Chinese traditional dance for a woman,” says Li. “There are boundaries that you can’t cross because you have to keep the authenticity of it.” 

Li and her fellow dancers often find difficulty in controlling the scale of their stories. Their acting directly represents historical characters, therefore it is crucial to stay in character. The stories have limits that exist in specific scopes as well as characters. 

To really tell the story to the audience, the acting aspect of Chinese ethnic dance is essential. It may be a group dance, but each individual dancer has a unique character to embody, a story to tell. For a full transformation to take place on stage, dancers strive to truly perform their roles with exaggerated movements and committed expressions.

“If you are not invested in the character, it seems weird. But when you’re actually invested in characters, everything makes sense,” says Li. 

Li brings her passion for dance to other aspects of her life, including extracurriculars. Last year she co-led a K-pop club with Corniellia Ofori ’23 to experiment with a variety of dance styles, from hip hop to jazz. The club taught different dance choreographies, usually from the K-pop genre, to other students. Li’s enthusiasm and attentiveness in creating a positive learning environment for everyone has not gone unnoticed by her club advisor, Janet Sozio. 

“She had an open-minded attitude when it came to teaching and working with others. She was always really energetic and positive. As a teacher, watching her teach, she had a real gift of helping students,” says Sozio. “She could really read a room, to see if classmates were picking things up quickly, or if they needed to change the plan for the day to cater to others’ needs.”

Li’s mentors taught skills from confidence building to beautiful techniques. In the dance culture she jumped into, teachers and classmates fostered individuality and nurtured an environment for Li to grow her interest and self assurance.

“People just let me be myself, and let me fail at some times which really helped,” says Li. 

The commitment she gave to dance indirectly gave her the confidence she sought, and prepared her to share this talent and unique devotion with others. 

Anyone who interacts with Li can see the enthusiasm and passion she has for the things she loves. Immersing herself in dance of all genres not only left her more educated on Chinese culture, but also helped to improve the lives of others. Whether engaged in conversation with Li, or learning new dance moves, her happiness and positivity is contagious. 

“She walks into the room and she’s such a positive presence,” says Sozio. “Not everybody has that gift.” 

Li does not plan to dance in college, but she hopes to continue to pursue it as both a hobby and a form of self-expression. Although Li does not dance intensively, she continues to find ways to translate her passion for dance through exploring other interests, like designing choreographies, learning about the culture behind the dance, and listening to music in Chinese for hours on end. 

“She’s very hardworking, she’s passionate about what she does, and I think she really cares about people,” says Sozio. 

Whether it be teaching classmates or performing on a stage, Li brings her spirit of self-expression to others, which was made possible by choosing to pursue Chinese ethnic dance. By taking this chance, Li has gained this unique passion that inspires both herself and others to transcend convention and discover new interests. 

Article written by the WHS Bradford’s Lily Jin ’23 and Paige Ablon ’23.

Special to The Swellesley Report courtesy of the Wellesley High School Bradford and Parents of Performing Students (POPS). This is one in a series of POPS Senior Profiles we’ll be publishing.

Acting is more than just putting on a costume. The unique presence an actor brings to a production shapes your character inside the world of performing arts. Josh Musikavanhu, Wellesley High School ’23, showcases his personality behind the curtain and on stage, setting the bar high for playing a role in the WHS Drama department. 

During his time at WHS, Musikavanhu has danced in The Hunchback of Notre Dame, sang in Working: The Musical Swing, danced in On the Verge, and acted in Mamma Mia, Something Rotten and several One Act Plays (plays directed by seniors). 

He leads Renegade A Cappella and takes part in the WHS Improv Troupe. As a senior, Musikavanhu directed Backseat Driver for his Acting 4 intensive class.

The large time he spent in the drama department exposed him to the fast-paced world of performing arts. “It’s chaotic, but in an organized way. Where there’s a lot going on, but everyone’s very close with each other, like a family, which makes it easier to do things in a chaotic way,” said Musikavanhu.

Something he strives to teach his peers is to love one another, especially in such a tight-knit community. When someone is having a hard day, he wants them to know they have a safe place in him. “You always have to find love in the hard things,” said Musikavanhu.

Kara Sullivan, drama teacher at the high school, reflected on Musikavanhu’s presence in the high school. “Josh is an amazing individual with a huge heart. He makes everyone feel welcome and he provides so much community to the department.”

Musikavanhu has made a profound impact on everyone around him, whether that be his peers or his teachers. 

“Josh has taught me what it means to truly have fun. I’ve only met a few people that can make me laugh so hard that it hurts but Josh is definitely one of them,” said Brady Welburn ’24, a friend of Musikavanhu and fellow performing arts student. 

Welburn admires Musikavanhu’s enthusiasm for the work, saying that it helps out the choir and theater departments and serves as inspiration to him as a performer.

Even when school went online, Musikavanhu’s commitment to the performing arts was made apparent through his involvement in acting classes.  “He never ceased giving his all,” said Sullivan. 

Sullivan has worked with Musikavanhu since he was in middle school. She appreciates that he is always willing to take risks and try out new things. 

For Musikavanhu, trying out new things feels rewarding. He started acting for that reason. “I wanted to find out more about myself by playing roles that aren’t me. So that I could see myself as other characters, and I could understand who I was as a person.” 

Apart from the characters he plays on stage, acting has impacted Musikavanhu’s own individuality. “There was a very long period of time where I was the only black guy in the department, and that was hard because every time I would go on stage I felt singled out. I’ve overcome this because I had to grow and learn who I was as a person and become stronger in my skin color, my sexuality, and just in general. Once I did that, I could feel more comfortable [on stage].”

Sullivan described Musikavanhu as a light, saying that his talent only adds to his “spark”. “Josh’s talents are to be applauded no doubt, but his willingness to be a friend, co-leader, ensemble member and dignified lead role (Shakespeare) makes him a joy to have in the program,” said Sullivan.

Musikavanhu sees his passion for the performing arts sticking with him in the future, and plans to attend Pace University to study economics.

He believes the work he does has the ability to make an impact on people. “I want to touch someone with music. There’s so many shows and music that speak to people, and I think that’s such a beautiful thing. If people are going through hard times, I want them to have an outlet, something that can make them feel like they’re safe.”

Article written by the WHS Bradford’s Tanvi Venkata ’24, Assistant News Editor, and Ryan Renzella ’24, Staff Writer.

Special to The Swellesley Report courtesy of the Wellesley High School Bradford and Parents of Performing Students (POPS). This is one in a series of POPS Senior Profiles we’ll be publishing.

From weekend trips to Boston to play as a part of the Boston Philharmonic Youth Orchestra and the Boston Youth Symphony (BYSO), to early morning rehearsals with the high school’s Honors Chamber Orchestra (HCO), violin has been omnipresent in Jeremy Kim’s life. Starting as part of the Fiske Elementary School orchestra, Kim now plays as a part of BYSO’s Martin Luther King, Jr. Orchestra and with his peers in Music For Society, a student group that advocates for music education to all audiences.

Kim also participated in Senior Districts and All-States in ninth and tenth grade, placing third overall in All-States. Most recently, he was a finalist for the Fidelity Investments Young Artist Competition and was given the opportunity to play at Symphony Hall.

“I stay involved because even if I am busy, music is a way for me to relieve my stress,” Kim says, “and watching people enjoy it, even if there are only a few, makes me feel like I can truly contribute something to my community.” 

Music has been an integral part of Kim finding his voice. As a child, he was introverted, often hesitating to speak up in group projects. Through violin, however, Kim was able to find a community that aided him to gain more confidence. Even now, Kim considers the orchestra community and interactions with others one of the most important and rewarding parts of his experience playing violin. 

“[I started] Boston Youth Symphony Orchestras in 2013 as a second grader who didn’t really have much direction in his life. I was able to meet conductors and be part of a community that taught me a lot,” said Kim. “I realized that I truly love being in an orchestra that I can play with and understand.” 

Music has continued to play an important role in connecting Kim with members of his community.

“From my time in orchestra with him, I know him to be both an amazing role model to aspire to as a musician, as well as bringing a presence that made orchestra fun,” said Kevin Liu ’23. “Yet on top of all that, he is one of the most dedicated and hardworking people that I know. He is able to balance academics and honing his talents in violin with playing video games and hanging out with his friends extraordinarily well.” 

A core element of music is repetition. In both independent practice and group rehearsals, the concentration needed requires grit and perseverance. For Kim, simple things like his dog help him stay motivated through the hours of practice. 

“Honestly, if you practice for hours on end, you’re gonna get bored,” said Kim. “I just think of a random thing. For example, I have a dog, so I just put her in front of me and just look at her, if I ever feel like I just want to throw my violin on the ground. Those sorts of random things are aspects that keep me in the zone and practicing.”

Harmonie Chen ’23, who played with Jeremy in the middle school orchestra, affirms his dedication to the craft.

“I know that Jeremy practices constantly and sometimes even until midnight. When I was struggling in violin, he would always give me tips on how to play better and he even helped practice with me,” said Chen. 

However, repetition isn’t the only struggle in violin for many musicians. In fact, what Kim struggles with more is when the outcome of his hours of repetition and practice are met with rejection. 

“Around eighth and ninth grade, I had a lot of rejections for programs that I applied for. I wondered why I didn’t get in after the hundreds of hours I practiced for them,” said Kim. “I realized that the mindset that I have to do something or I have to get in was not healthy for me. I decided to sort of take a step back and instead focus on my own playing like: ‘How can I express myself through my own playing? What are my own flaws?’”

Kim credits his musical success to many of his acquired skills, including the increased ability to better express himself and appreciate music. 

“From a technical standpoint, my musical experiences have given me the ability to memorize concepts easily and to keep calm under pressure,” said Kim. “Besides that, I have learned to truly appreciate music. Through it, I have been able to slowly express myself better. Of course, there are challenges with practicing, but for me, the end result is worth it.”

Dr. Sergey Khanukaev, the high school’s orchestra director, can see Kim’s diligence in the pursuit of music.

“Following his excellent audition Jeremy was accepted into the HCO,” said Khanukaev. “He stayed with the orchestra all the difficult times of COVID-19 and is currently concertmaster, playing a very important role in orchestra life and success.” 

Kim’s most memorable experiences occurred during his time in the high school’s Music for Society club, a branch of a The Back to BACH project. This club is aimed towards spreading awareness of instrumental playing towards communities. 

“Right before Christmas break we went to Fiske Elementary School to give a presentation about how music can shape your life and how [younger students] could practice and get started. I hope it serves as an inspiration to younger people,” Kim said. He hopes to continue to play violin in his future, but not in a conservatory. 

“Rather than going to a music school which is known to be toxic and competitive, I’d rather keep it as a personal interest I enjoy,” said Kim. “Through this, I can always lean back if I’m struggling in school with coursework.

“I know, in high school, you feel like you should do something to get into a certain college. But I feel like instead of considering an instrument as something to boost your chances to get into college, I believe that you should just do it as it comes,” said Kim.  “Always enjoy what you’re playing.” 

The new Wellesley High graduate says “I always like to ask myself: ‘Am I enjoying this? Am I enjoying what I play?’ Whenever I practice, obviously there might be passages I might not get right away, but as I go on I think like ‘Do I need to give myself a break? Am I happy right now?’ Eventually after a five-minute break, I start going back to it. And then suddenly, I started playing better. So I guess with that kind of mindset I am making sure that I’m happier with how I’m playing. That sort of mindset should carry on even through music majors and performances. You don’t want to be nervous in front of the judges. You want to always play the best that you can. So I believe I should just stay happy.”

In the fall, Kim will be attending Princeton University to study molecular biology.

Article written by the WHS Bradford’s Suzie Kim ’23, Executive Editor-in-Chief, and Hank Guo ’23, Editor-in-Chief.