By Louise Hindle

Louise is 优蜜视频鈥檚听Program Manager. A British import, Louise has 20 years of experience in education as a high school literature teacher, lead teacher, administrator, adviser, and consultant. She is also the parent of three fun and active school-aged children. , mentioned in this post, provides gifted young students in the Pasadena, California area with challenging enrichment classes that focus on exploration and application of knowledge.

As we think about this question, buzz words and phrases spring to mind such as 鈥榚minence鈥�, 鈥榓ppreciation鈥�, 鈥榬evered place of learning鈥� or in general terms a place where 鈥榙istinguished scholars鈥� gather and 听interact. We might also reflect on the early articulations of 鈥榓n academy鈥� as established by Plato and now often cited as the first higher learning institution in the Western world. The evidence suggests Plato鈥檚 Academy was a place for informal, academic gatherings; a place which seems not to have had any particular doctrine to teach; rather, Plato, and others great minds, posed problems to be studied and solved through dialogue and reason. The Academy, in its genesis, seems to have been a space where the dialectic process was as respected as the academic content; where the chance to explore, probe and further society鈥檚 understandings was deemed an honorable human endeavor.

As we draw the curtain and peek at our 18^th century European counterparts, we can look to The Royal Academy of Arts in London. Founded by King George III to promote and elevate the status of the artist, its mission was achieved through the exhibition of first-rate works of art, exhibitions which set the standard for artistic appreciation and good taste. Again, as we glimpse back, we see leading philosophers, artists and academics gathering together for 鈥楧iscourses鈥�, blissful gatherings of lectures and conversations amongst and between people who care for and held these things precious.

The architecture of The Royal Academy of the Arts in London can still make the mind and soul soar with inspiration; but for me, an academy is more than its physical edifice. An academy should be a place where minds meet; where eager and open conversation is exchanged between peers who are curious, have a thirst for knowledge and are excited to explore ideas. An academy is a place of excellence then, but in the excellent and enthusiastic pursuit of new learning. Its elitism resides only, I suggest, in its celebration of knowledge, and who could ever possibly argue against the acquisition of new knowledge?

Yes, 21^st century school structures in the U.K and the U.S. have 鈥榬e-branded鈥� their public and private schools offerings as 鈥楢cademies鈥�. The 2010 British initiative was an act of privatization of public provision. Commencing in 2010, British Academies were launched as state-maintained but independently-run schools, with status and financial remuneration being awarded automatically to schools that ranked highest during government inspection. 听So yes, they are, in a sense, bastions of learning with some degree of bureaucratic freedom; but still accountable to nationally determined performance measures.

优蜜视频鈥檚 Academy strives to be a bastion of learning unfettered by the constraints of federal initiative. It upholds 优蜜视频鈥檚 mission as a safe place for the curious mind who thirsts for new knowledge, who seeks to examine what they know and to forge new understandings through interactions with peers and remarkable teachers.

Fall Academy has just concluded, and one of our newly appointed teachers remarked: 鈥業 had a fantastic time teaching Microbial Ecology. The students were all extremely bright, which allowed me to spend more time on content and less time on motivation. Students asked intuitive questions which took us deeper into the subject material than I expected to go with middle schoolers. As a graduate student, it was a fun weekly exercise for me to think about conveying complex material in a manner which could be accessible for young scientists. More than anything else, the infectious enthusiasm of the students made teaching with 优蜜视频 a joy 鈥� something I looked forward to each week.鈥�

Parents remarked that their child had developed 鈥榓 genuine passion for and love of science鈥� and that 鈥榯he classes at 优蜜视频 are content rich. This is important when you need to feed an intellectually hungry student who thrives on learning鈥�.

And our true experts, the students, commented with joy on the Quantum Physics class because 鈥業 had to interpret the weirdest real of physics in the universe鈥�, as well as in the chance to have 鈥榝un鈥� and 鈥榣earn about subjects we do not talk about in school.鈥�

An Academy does not need a grand auditorium and neither do we need to judge it as a place that excludes. Rather an Academy, 优蜜视频鈥檚 Academy, is a welcome home for those gifted young people who need nourishing, who need to feel they belong and who can find acceptance as they begin to realize their potential, through multiple disciplines, with children from many walks of life.

优蜜视频鈥檚 Winter Academy commences on January 11, 2016. Why not sign your child up today to see how we can help serve their needs?

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Every gifted person has a unique story. The following story is part of a series of posts depicting the many faces of gifted by highlighting gifted children and adults we have found through 优蜜视频 programs. 优蜜视频鈥檚 鈥� mentioned in this story 鈥� links gifted high school students from across the country with mentors who advance each participant鈥檚 skills through the application of knowledge and exposure to real world experiences.

Alexandra Balcazar
优蜜视频 Apprentice at The Huntington Museum in 2001
Outside Professional Assistant, Victoria and Albert Museum

鈥溣琶凼悠� does not take intelligence for granted; rather, it fosters and develops it. The Apprenticeship Program made me more confident in my abilities and opened up many new possibilities for me. Having a program like 优蜜视频 was invaluable, and I feel very lucky to have participated,鈥� Alexandra Balcazar, a 2001 Apprentice, explained.

Alexandra was in 11th grade when she found out about 优蜜视频鈥檚 summer Apprenticeship Program from her Pasadena high school biology teacher.

鈥淪ince I enjoyed and did well at biology and had been considering going to college for it, my teacher thought the program in botany at The Huntington Museum would be a good match for me. I also liked the idea because I had always enjoyed The Huntington as a visitor, so it was exciting for me to be able to go behind the scenes to intern there. Also, I was pretty shy, so I thought it would be a good way to meet other like-minded people,鈥� Alexandra went on to say.

She worked with Mentor Jim Folsom, The Huntington鈥檚 chief Botanist. 鈥淭he main project was to study the chemical and biological mechanisms of the Venus Fly Trap. Our group conducted several experiments with the plant to measure how quickly the fly trap would respond to stimuli and whether it would respond differently to various types of 鈥榖ait鈥�. We also did some studies in perceptions of real versus fake flowers, asking visitors about what they saw and what made them think a flower was real or not.鈥�

A few experiences from Alexandra鈥檚 Apprenticeship stick out in her mind. 鈥淚鈥檓 never going to forget the moonlit garden tour of The Huntington and the overall feeling of being part of a team that helps the museum and gardens function. Having the opportunity to meet so many experts in their fields was inspiring and encouraging, because they were so down to earth and easy to talk to. My Mentor clearly loved his job, and he passed that excitement along to the Apprentices.鈥�

鈥淔rom a social perspective, it was one of the best experiences I could have had in high school. We stayed in Occidental College dorms, and we had a couple of incredibly fun residential supervisors who kept us busy and entertained when we were not at The Huntington. I think it was the first time I was around kids from many different educational backgrounds, and it was simultaneously comforting and thrilling to meet other people who were friendly, ambitious and very, very intelligent.鈥�

Alexandra went back to high school with a new perspective after apprenticing at The Huntington. 鈥淭he program gave me hope to find similarly intellectually stimulating environments and people in college and beyond. It also dissolved some feelings of intimidation I had about working in a professional, research-driven place with lots of brilliant people (brilliant people are nice and normal too!). I went to an under-privileged high school in Pasadena, and while there were some excellent, dedicated teachers and a handful of kids who worked hard academically, the standard for the overall student body was set low, with few expectations for students to go on to higher education. As an Apprentice, I was given proof that working hard academically, and being a conscientious, aware person can offer rewards, and it made me more determined than ever to do well in school and apply myself to new projects.鈥�

Alexandra currently works in London and lives in the seaside town of Brighton, England. She describes her post-high school journey as a long and winding road. 鈥淎fter high school, I took a turn from biology and realized that I loved art history. I ended up being an art history major and medieval studies minor at Smith College, in Massachusetts, and did my junior year abroad at St Andrews, in Scotland. While at Smith, I started interning at the college鈥檚 art museum as a tour guide, and during the summer, I interned at Plimoth Plantation, a living history museum in Plymouth, MA. I loved art and museum work, but in the last semester of my senior year, I took an introduction to costume design and fashion history course and became hooked on the study and design of costume.鈥�

鈥淎fter graduating in 2006, I wasn鈥檛 sure if I wanted to be a costume and textiles curator or a costume designer, so I tried out both, while doing substitute teaching on the side. I interned at the L.A. County Museum of Art (LACMA) in their costume and textiles department and worked on the accessioning and cataloguing of 18th and 19th century garments, which eventually formed the basis of LACMA鈥檚 鈥楩ashioning Fashion鈥� exhibition from 2010. I loved interning there, but in reality, one generally needs at least an MA to do curatorial work, and I just wasn鈥檛 ready for that yet. I put museum and costuming work on the back burner for a while and decided to get my California Teaching Credential instead. However, just after getting my credential, an opportunity arose to become a costume/wardrobe assistant for short films and TV, and I jumped at the chance. At that point, I was a qualified teacher, but my earlier costume aspirations were revived. I also worked as an apprentice at a shop in L.A. called reVamp, which makes period-accurate fashion reproductions from the first half of the 20th century. I learned pattern-making, cutting and sewing, which was all helpful in learning more about the technical aspect of fashion.鈥�

鈥淚n 2011, I decided finally to go for my Masters. I went to the University of Sussex in Brighton for my MA in Art History and Museum Curating. Sussex has a link with the Victoria and Albert Museum (V&A), an incredible design museum in London. It was through that link that I began my involvement with the V&A.鈥�

Although Alexandra started out as an intern, she is currently an Outside Professional Assistant (or OPA) at the V&A. 鈥淎s an intern, I started the archiving process for a recent V&A exhibition of digital art, researched fashion designers who use digital technology in their clothes, and assisted with public events put on by the Contemporary department. As an OPA, I am continuing as an assistant for museum events, which includes setup, installation and de-installation of art, facilitating public activities and liaising with artists who are involved with the events.鈥�

鈥淚 just finished my dissertation, which was about digital art in museums, so that is a new area of interest for me. I still love costume and fashion history, and so I am actively pursuing curating jobs in that area, too, but to be honest, I have no idea what I will be doing in ten or twenty years鈥� time. Maybe go back teaching? Curating? I am completely okay with not knowing where things will lead, but I just want to be able to enjoy what I am doing, so that enthusiasm is reflected in my work. Last May, I got married here in England, to a lovely Brit who is getting his PhD at Sussex, so while he finishes the degree, we鈥檒l be here for a least a few more years.鈥�

Alexandra still keeps in touch with some people from 优蜜视频 and hopes to catch up with fellow Apprentice alums soon. 鈥淚 did actually run into Jim Folsom, my mentor from The Huntington, while visiting the gardens a couple years ago. It was wonderful to see him again, and it was really nice to hear that he remembered me and the work I did while I was there. He is so knowledgeable and such a nice guy, so it was great to catch up with him and his work.鈥�

Applications for the 2013 are now available. For more information and applications, please visit the of our website or contact us.