The Calgary Academy Construction Lab is already full of skis, skateboards, metalworks, and other student-made creations. Now, it houses bikes ready to hit the floor of the nearest Sport Chek.

CA teacher Lanny Donde’s latest project has been almost 20 years in the making, applying skills he developed early in his career. Mr. Donde and Construction Lab teacher Graham Diehl are helping students learn hands-on bike skills in the classroom while inspiring their passion.

Offering Access to a Unique Skillset

Unless someone is cycle-savvy, a bike looks exactly like what it is: a bike. With some skill and technical know-how, someone can see it’s an amalgamation of simple machines—levers, pulleys, wheels, and axles working together to push a rider forward.

Mr. Donde understands these inner workings and can teach with ease, learning bike-building long before he started teaching. He worked at a Sport Chek, assembling bikes in the service shop and eventually showing new hires how to do the same.

Mr. Donde is still teaching these skills years later to his students. He remembers how beneficial they were when he first learned them.

“We call this a marketable skill. It’s not just a skill you learn—it’s a skill you can implement… You can’t walk into a guitar shop and say you took one music class and want a job, but you can go to a service shop and say you’ve built five bikes already.” – Mr. Donde

Students are helping Sport Chek stores by assembling bikes during the spring when many shops are busy providing tune-ups to customers. While CA students can help relieve some pressure on bike shops, they also learn valuable skills.

Mr. Diehl notes that working on these bikes is a hands-on lesson in mechanics. It offers access to skills many may not encounter without seeking them out. Working on a bike in class can spark a passion for mechanics in a student’s future.

“The skills students learn on a bike are interchangeable, or at least an introduction to, mechanics.

A lot of bike mechanics progress into car mechanics… So many different small pieces create this machine, and that’s basically what a car is.” – Mr. Diehl

Knowing how to build with your hands, effectively use tools, and work on complex machines opens many opportunities. Besides helping in everyday life when fixing something in the house, Mr. Donde believes these skills give students an advantage when looking for a potential career.

A Brand-New Bike Coming to a Sport Chek Near You

During class, learners get to participate in the entire bike-building process. Each student receives a bike fresh off the loading truck in a box, taking the pieces out before breaking the cardboard down. Then, they get into the gritty details of assembling the bikes before they head to the inventory floor.

Mr. Donde says that while they aren’t building a bike from scratch, they’re assembling some of the essential pieces.

“The wheels aren’t connected, the brake pads need tuning, and bolts need tightening. Any metal-on-metal connection needs to be greased, and students learn how to do this. The entire process takes about three classes.”

In the first classroom session, Mr. Diehl wrote the entire assembly process on the whiteboard for everyone to follow. With several bikes now finished, students need minimal instruction as they’ve gradually built their expertise.

Besides mechanical skills, students learn about the ownership of their work. The bikes they work on aren’t donated for practice. Students are working with quality products, something Mr. Donde says brings more weight to their work in class.

“There’s more ownership and connection because no matter how connected we want kids to be with a donated bike, they never see them again. With these bikes, students can go in and see their work. It’s the bike’s life cycle from the box to the retail floor.”

At the end of the project, students can see where their hard work goes by visiting a local Sport Chek. The bikes they see on the inventory floor may have been ones they worked on only a few classes ago.

What’s Next for the Future of CA Construction Lab?

Mr. Donde helped build the CA Construction Lab for years, gradually passing the torch to Mr. Diehl, who has incorporated his expertise into the program. Students are now working with metal and incorporating multimedia into their assignments. No matter what students work on, they build skills in a safe, supportive environment.

Looking to the future, Mr. Donde hopes to bring the concept of Construction Lab to other teachers. He wants to empower them to teach hands-on science and mechanics—whether with bikes, birdhouses, balsa wood, or whatever else they’re passionate about.

“I would love it if teachers could just get on the internet, type ‘bike shop curriculum’ and find a curriculum developed, implemented, proven, and refined by Calgary Academy, getting everything they need to make that happen on their own…

The sky’s the limit if teachers can take our foundation to write their own story.” – Mr. Donde

Two of the most popular shows on streaming services this year are Showtime’s Yellowjackets and Netflix’s Firefly Lane. While both shows are vastly different—one a ‘Lord of the Flies’-esque thriller, and the other a wholesome drama centred around a lifelong friendship—what they share is both feature Calgary Academy alum, Khobe Clarke, in important roles.

Khobe attended Calgary Academy from Grade 7 to Grade 12 and was actively involved in the Calgary Academy culture. From participating in athletics, serving on the student leadership group, and actively mentoring younger students, Khobe was a vibrant member of the student community. He participated in drama classes and performances during his tenure at CA, notably, in the 2018 production of Sweeney Todd, and as the male lead in the 2019 production of The Wedding Singer.

Graduating in 2019, he immediately went to work supporting his acting dream with practical landscaping while auditioning as an extra in and around Calgary, doing “anything to get on set.” He took some time off to go on a once-in-a-lifetime motorcycle trip across Mongolia with his father (chronicled by the CBC), before moving to Vancouver to seriously pursue his dream of being a working actor.

“The hardest part about acting is committing to it. Acting is the only thing I’ve wanted to do in my entire life.” – Khobe

Khobe made the move knowing he had no work lined up, no headshots or agent, and nothing but dedication. He took on unpaid work as an actor in student filmmaker projects and immersed himself in acting lessons, working to hone his craft. Along the way, he supported himself by bartending, working at a golf course, and doing a small gum commercial. The harder he worked, the luckier he got.

For his birthday, he was gifted a headshot session. The photographer posted some of the photos of Khobe on his professional Instagram, which caught the attention of an agent who had not yet seen Khobe act. One phone call later, Khobe had both headshots and formal representation from an agent.

Next came getting a job. Khobe reflects that “getting your first job is 1000 times harder than your 100th job.” He auditioned for roles like “School Boy #4,” knowing that the number of speaking lines wasn’t the priority, getting seen by casting directors was.

Then came the role of Kyle for a new show called Yellowjackets.

In the post-COVID-19 world, gone are the days of casting rooms and lining up alongside your competition. Auditions are now done via recorded video or on Zoom. For Yellowjackets, Khobe recorded himself saying his lines, sent in his clip, and two days later, he’d booked the role.

For the role, Khobe spent about eight hours on set filming one scene, and it was a major moment in his life.

“To be paid as an actor, to get a jacket with your character’s name on it, to have a trailer and a chair with your name on it… It really was the most rewarding feeling. I thought to myself, ‘I’m here. If I never get to do this again, at least I got this.’”

Luckily, he later learned his character was being written into the second season, and that he’d be back.

But first, he had another audition coming up—for a role on his mom’s favourite show, Firefly Lane. The competition was fierce—most of his peers in his acting class were also auditioning for the role. After worrying about butchering his take—which involved reciting Shakespeare—Khobe put his head down to do an actor’s least favourite thing—wait for a callback.

Soon after, he got the call from his agent that he has booked the role of Coop and would be featured in three episodes of the Netflix show.

Quickly, three episodes were expanded into five episodes, and the result was 25 days on set, where for the first time, Khobe got to be quite involved with the cast and crew, forming friendships, and building a sense of belonging to something bigger than any one person.

“As an actor, you can never get complacent or comfy. I did Firefly Lane and it was amazing, but then it ended. I still had responsibilities, so I went right back to the golf course.” – Khobe

Khobe continued to work on his skills, using everything he’d learned on the sets in his classes, and continuing to audition for anything that aligned with his growing portfolio.

Then came his most significant project to date—the role of Jimmy in a V.C. Andrews four-part movie series—and four months of full-time work. This upped the ante from a role in a show to one of the lead roles in a movie series. The first film, V.C. Andrews’ Dawn premieres on July 8 on Lifetime.

Next up, Khobe has just been cast in the television reboot of Cruel Intentions, which will begin shooting this summer. With Khobe’s ever-growing career, his Calgary Academy family will continue to watch and stream his shows while celebrating his early accomplishments of what will be an incredible career.

Follow Khobe’s career on Instagram at @khobeclarke.

Almost one year into her career at Calgary Academy, Angela Gerrish has already profoundly impacted the school community, staff and students included.

She has never been afraid to try new things, whether it’s coaching a sport she’s never played before, joining the staff slo-pitch team, or stepping into her new role as the Advancement and Alumni Relations Coordinator.

Joining the CA Community

Angela has always been passionate about education and working closely with others. Before coming to CA, she worked at SAIT, her alma mater, as a representative of the SAIT Students’ Association (Saitsa).

She jumped at the chance to work with CA in July of 2022 as the Advancement Assistant, working to help build out the school’s database of past students and other stakeholders. Now she steps into her new role to collaborate and assist the school’s ever-growing alumni community.

Never afraid to put herself out there, Angela has quickly gotten involved in the school community. She became the coach of the Grade 7 girls volleyball team, wanting to build direct connections with students and challenge herself to learn something new. The CA community has been the highlight for Angela in her time at the school so far.

“I really love it here… Even though I’m not instructional staff, I still get to be in the school culture because there are opportunities everywhere to get involved.”

If you don’t hear Angela called by her name in the hallway, it’s likely one of her various nicknames—she’s still referred to as coach by all her Grade 7 students.

While she appreciates all the CA staff she works with, Angela loves working with students and making an impact, even if just a passing smile in the hallways. She’s always available to chat with a student or ask how their day is going.

“I love interacting with all the students… They all have different personalities and perspectives. Building that mentorship and trust has been awesome… I love seeing them grow and become members of society.” – Angela

Looking to the Future of Alumni Relations

In her new role, Angela will be the face of the alumni community at CA, helping former students stay connected with their school long after they throw their graduation caps in the air. By definition, her role is to help plan and implement programs that help CA alumni participate in the school community. Any student walking through our halls is a knight, no matter how long they attend CA.

July 1 is Angela’s first official day in her new role, and she’s excited to connect with alumni and find new ways for them to get involved with the school.

“I’m looking forward to providing more opportunities for alumni. I want to engage our alumni and be a resource—CA’s support doesn’t end when you graduate.” – Angela

One area of alumni relations Angela is fond of is the connection with current students. CA says farewell to a new class of graduates each year, and building relationships is essential as students move on to post-secondary, travel, and new careers. She hopes to find ways to connect current students with the extensive alumni community.

“My hope is that we foster our current relationships with alumni, but also engage new ones. We want to create collaborative moments and more opportunities for alumni if they choose to get involved.”

Calling All Alumni

While her new role doesn’t begin until July 1, Angela is keen to connect with as many alumni as possible before then. If you have ideas for alumni events or programming, are looking for information on supports and resources, or just want to say ‘hi’ and share your story, Angela wants to hear from you!

Any CA alumni looking to get involved with the CA community in any capacity can reach out to Angela or Director of Philanthropy Debra Klippenstein through the alumni email.

Walking through the Calgary Academy halls for the first time in years, Anna Dawson and her sister Isobel are greeted by nearly every teacher they pass by. Tons of “what are you up to, where have you been, and how are you doing” questions echo through the school as the sisters catch up with their favourite teachers.

Anna has been up to a lot since graduation—she has travelled, volunteered, and made the most of her post-secondary career as she enters her fifth year at the University of Toronto. She has said yes to her opportunities, just like she did at Calgary Academy.

Nine Years at CA

Looking back at her time at CA, Anna feels privileged to have attended the school. Isobel credits CA and its teachers for providing a space for students to figure out what they liked and who they are—something the sisters reminisce about.

“A lot of times Anna and I reflect on how CA gave us such an assurance that everything was going to work out and it’s cool to pursue the things you’re interested in.”

The support of her teachers isn’t the only thing Anna thinks fondly of—there are almost too many priceless memories from her CA experience. One of those memories is of her Junior School teacher purposely trashing their classroom for Saint Patrick’s Day. A leprechaun had broken into the room, leaving behind a trail of destruction and gold dust littering the floor.

In Grade 11, Anna remembers dressing up in Princess Leia buns and robes as she and her friends chose Star Wars: Episode V – The Empire Strikes Back for their film festival in Ms. Braithwaite’s language arts class. Of course, Anna and her sister can’t leave out coding and building a Nintendo switchboard to play Mario Kart in Mr. Schuegraf’s class and their ITS trip to Tanzania.

Anna said yes to everything in school—joining extracurriculars like drama (with her sister as stage manager), the grad committee, and the basketball team.

These experiences were not only fun but taught Anna valuable lessons. Nothing builds confidence and character more than getting onto a stage to sing and dance your heart out for an audience.

When Anna reflects on her time at CA, she’s grateful for the fond memories and the lessons the school taught her.

“It’s great to come from a real tight-knit community where everyone supported each other. Not just the teachers, but also the administration, students and support staff.

I’m proud of coming from a place where you can learn to be yourself and how to transform your skills into something you can use every day.” – Anna

Looking to the Future

Anna is entering the fifth year of her psychology degree at the University of Toronto while minoring in classics (classic civilization and sociology).

She chose this degree because it was perfect for her interests, getting to delve into the scientific side of psychology and how the brain influences who a person is on the outside.

While she’s passionate about her studies, Anna’s original plans for her future back in Grade 12 have changed. She loved the idea of counselling, but time in her school’s summer abroad program in Siena, Italy, shifted her interests to health administration and public health.

“I’m really into wellness and looking into the healthcare sector. I don’t know what the future is going to look like, but I’m hoping to apply for a public health or community health graduate degree.”  – Anna

Besides school and travel, Anna regularly volunteers at the medical clinic on her school campus, supporting the staff and assistants. She jokes she created her own position to assist an understaffed but essential service. She’s happy she extended her degree by an extra year to get the complete university experience, especially with a year and a half of online learning due to COVID-19 health measures.

Anna keeps an open mind towards her future, knowing that while her desired career may change, she feels passionate about her field. With the final year of her undergrad and graduate school on the horizon, she’s excited for what comes next.

In the meantime, Anna appreciates where she has come from, whether it’s the memories with her friends, teachers, and sister or the community that supported her education and interests for nine years at CA.

“I’m proud to be from a place where everyone had their struggles and adversities and learned to persevere and show up for one another. A place that teaches you how to be resilient.”

Podcasts are an easy way to consume content wherever you are, and they offer something for everyone, from audiobooks to talk shows. While literature lovers may historically prefer the written word, podcasts provide a different space to process a novel and its messages. For people who are audio processors, podcasts can be an ideal way to listen to stories, gain knowledge, and enjoy their favourite content.

In education, this same idea can apply to students. At Calgary Academy, Junior School teacher Sophie Bresciani founded the readCAst podcast—a virtual book club between students and teachers.

The Beginnings of readCAst

The idea of a podcast has lived in Ms. Bresciani’s mind long before she hit record for readCAst’s first episode. Her previous experience with literacy, her love of podcasts, and her students’ excitement created the perfect moment to commit to the idea.

“Speaking and talking about reading is such a powerful tool… My love of literature and podcasts really came together for readCAst.”

This podcast is more than a fun atmosphere to talk about the latest literature—it offers students a unique space to improve various skills. It helps learners work on their public speaking while allowing them to share their opinions, disagreements, likes, and dislikes.

While a classroom provides these same opportunities, the idea of being on a podcast helps students prepare their thoughts more extensively for an audience broader than their classmates.

“I think readCAst offers students an opportunity to have a more thoughtful and considered perspective because they know they’re on the podcast.

In class, we can have some casual conversations, but I’ve always found as a reader, I’ll go to a book club, and after discussing with my friends… I’ll kind of develop a deeper understanding.” – Ms. Bresciani

A Successful First Session

The first readCAst session focused on the novel Refugee by Alan Gratz, a story of three refugee children in different times, including 1930s Germany, 1990s Cuba, and 2010s Syria.

Ms. Bresciani chose this novel for the first readCAst recording because it’s one of the stories her students have read during class. She knew they would understand the novel, and have thoughts, opinions, and other ideas to discuss. Ms. Bresciani notes that besides being a fun experience, a podcast can help students process, understand, and apply the information they learn.

“A lot of students are verbal processors, and speaking out loud about their understanding is a big benefit… I think podcasts are valuable for learners who interpret the world in different ways.”

Before hitting record, Ms. Bresciani and her students completed a vocal warm-up to prepare their voices and minds for a thoughtful discussion.

One of her Grade 7 students, Scout B., felt the best part of the podcast was “getting to be together and talk about the book.”

All three students involved in the first podcast session were excited. However, no matter how prepared someone might feel, it’s still easy to feel nervous, especially when speaking in front of classmates and sitting in a recording booth. Another student, Marla L., stepped out of her comfort zone for the experience but was glad she joined the podcast.

“It was nerve-wracking but interesting. My stomach still feels weird…  It was interesting to hear my peers’ opinions on the book.” – Marla

Session One is Complete, but There Are Many to Go

With the first session of readCAst recorded, Ms. Bresciani reflects on efforts to make this podcast a reality and the help of fellow CA teachers and staff, including Charlotte Nixon, Charity Helman, Dylan Dean, and Jason Valleau. As Ms. Bresciani puts it, an “incredible team came together for this.”

While the first episode’s audio is being edited, Ms. Bresciani plans for the next recording session. She is excited for the next book discussion with her students and a (hopefully) consistent schedule of once-a-month podcast sessions. She feels the unexpected nature of each episode keeps her hooked on the idea of readCAst—you never know what kind of thoughts a student has.

“I’m excited to see how the podcast grows and to have different students on each time and hear their perspectives. I trust that the students will share their authentic opinions.”

As she looks to the future of readCAst, Ms. Bresciani hopes to discuss more books, hear from more students, and release a polished first episode on June 1.

Calgary Academy teacher Jamie Lafond has taught art for over 30 years. You can easily find his class by looking for walls lined with student-made masks and the gigantic paint palette hanging over the door. His art room is a treasure trove of old projects, art supplies, and music.

You need the Shazam app open as you step into Mr. Lafond’s classroom—there’s a daily concert of classic rock, reggae, funk, and everything in between. Mr. Lafond’s art projects are just as varied as his music taste, taking inspiration from his travels, art history, and his own passions.

Creating and Teaching Art

Before his time at CA, Mr. Lafond lived as a performance artist in Ontario, working in various galleries. Now a tenured teacher, he’s been instructing, mentoring, and creating with students for decades—leaving a lasting impression.

In his opinion, art is more than expression, it’s the “linchpin of our culture” and a way to solve complex problems.

“I look at art as being visual problem-solving… I’m always concept first. Then I determine what delivery method would best express that idea.”

Most people assume they aren’t creative or expressive without being an accomplished artist. However, Mr. Lafond sees art as more than paint and brushwork. He would be just as happy to see a student write poetry, play music, or design a performance.

What’s essential is seeing someone’s skills improve, whether they’re experienced or brand new to art. The improvement journey matters more than the final design—a philosophy Mr. Lafond exemplifies in his classroom.

While students build their skills in class, Mr. Lafond is right there with them. He sees himself as a studio mentor more than a teacher—Mr. Lafond would prefer to create with his students than lecture from the front of the classroom.

The art room is a place of collaboration and expression, not where you follow instructions on what to make and how to make it.

“I work on my own stuff while students are working. I think it creates this atmosphere where everybody’s busy and doing stuff. If students see me working, they get the idea of, ‘okay, he’s not just saying stuff—he does it.’” – Mr.Lafond

An Ever-Rotating Collection of Projects

The number of projects available to students makes CA’s art program unique. Some of these assignments come from Mr. Lafond’s personal life, while others emerge from his love of art. His famous Portuguese tile project was inspired by a trip he took to Portugal.

In the classroom, many projects begin with an art history lesson. For example, Mr. Lafond has Keith Haring style art as a reference and inspiration for students hanging on his classroom wall.

Grade 12 CA student Reese Gagne has experienced Mr. Lafond’s passion for art history many times before.

“Every once in a while, I’ll make something, and Mr. Lafond will say: ‘you know what this reminds me of?’ And then he’ll talk to me for 20 minutes about these different artists and all the things they do.”

Informing rather than instructing is a significant focus for Mr. Lafond—he never wants to tell students what to do, learn, or create. Students are encouraged to tell the story they want to tell, and he avoids instructing his students on how they should look at a project. During his classes, Mr. Lafond’s experience as an artist influences his teaching.

“I have a very organic approach to creating, even though I plan it out. I use my personal experience to help inform students about how they should think about art. The best gift you can give yourself is allowing yourself to make mistakes.

Don’t be tied to your vision of how a project is going to look in the end.” – Mr. Lafond

You Never Know What to Expect in the Art Room

The school year is in its final term, and another year of art will soon be complete. Mr. Lafond’s planner is a blank canvas for next year’s projects. He likes to see what speaks to his interests and what different opportunities he can provide his students to stretch their creative muscles.

“I like to balance projects to give a range of experience. I’ve been at this school for 26 years, so I’ve developed a lot of projects over those years. I’m always introducing new ideas, but also choosing old projects I can blow the dust off.”

While students never know what projects to expect, they can guarantee they’ll create their work in a collaborative, creative space filled with rocking music.

Badminton can change like the weather—with a rally going from a summer breeze to blowing winds in seconds.

During a match, the shuttle dances through the air back and forth, setting a slow and steady pace until it’s slammed down for a point. In the blink of an eye and the whistle of a speeding shuttle—another point goes to the opponent.

Badminton has always been present at Calgary Academy, but the sport is growing throughout the student body. While CA is celebrating championships this season, the heart of the sport is the lessons students learn throughout their games and practices.

A Battle of Racquets, Shuttles, and Minds

Badminton is a historically underrated sport, only making its Olympic debut in 1992. With enough strength, a shuttle can fly at hundreds of kilometres an hour, requiring an accurate and fast reaction to return the hit.

Only when someone sits down to watch a game do they appreciate the essence of badminton, which CA coach and teacher Jonathan Weitzel describes as a “chess match.”

“I like to think of badminton as chess. You don’t want to think too many moves in advance, but you need to know where your opponent will be.”

Almost like a duel, badminton is a mental and physical game. Someone can overwhelm their opponent with strength, but a well-placed return is just as deadly. Harmony is the name of the game in badminton, and Mr. Weitzel focuses on this idea when coaching.

“Coaching is about focusing on the student’s areas of growth… Anybody can grab a racquet and hit back and forth, but what do you do when you have to send the shuttle to the back of the court, and when do you smash it?”

This year’s badminton season was successful, with students placing bronze, silver, and gold. One duo, in particular, has shined this year: the doubles team of Kyra A. and Andy J.

A Powerful Partnership

Kyra and Andy are an impressive badminton duo, always focused on how they can improve their game. They have an infectious energy during practice, pushing each other to play their best.

While singles badminton is a more strategic match, doubles are where Kyra and Andy shine. Doubles badminton allows for intensity and aggression because they support each other. If Andy misses a shot, he knows Kyra is right behind him to return it.

“I like doubles because you can rely on your teammate. Your shots are straight at your opponent. Instead of thinking about which shot to play next, you can full-on attack… You can be more aggressive because you have someone watching your back.”

In-game communication is essential to their success—Andy trusts Kyra’s skill and vice versa. When Kyra calls out a shot, Andy knows to give her space to operate and get them a point.

“If I’m on the left of the court, I move a little so Kyra has space to swing… For doubles, you need to understand your teammate.”

The games throughout their season helped Kyra and Andy work on their communication and understand their roles. During a match, Kyra knows she can’t focus on a shot she misses—she has to get ready for the next hit.

“If you’re in the front and you miss the shuttle, it’s in their hands now… It’s the trust that’s really important.”

Andy and Kyra’s hard work has paid off—they went undefeated in their league championship and the Calgary Independent School’s Athletic Association Tournament of Champions for Badminton. However, if you ask Kyra and Andy, the best part of their season wasn’t the gold medals—it was the time they spent working on their skills in practice and games.

The two of them have the commitment, communication, and resilience necessary to succeed in their sport, essential skills, according to Mr. Weitzel. They don’t sweat the lost points in a match because they know they can get them back by working together, something Kyra notes is an important mindset.

“It’s only one point. At the end of the day, you can always get one back. I think our communication is really good.” – Kyra

CA Badminton Has a Bright Future

Though this season has been a success, Mr. Weitzel isn’t focused on gold medals for his students.

Whether it’s in the badminton club (with over 60 kids and counting) Mr. Weitzel runs after school along with Ms. Sas, Ms. Curran, and Ms. Parker, or the official team, he hopes to continue instilling a passion for the game into everyone who participates. In the end, what matters with badminton and any other school sports, are the lessons and skills learned.

“I just want to see badminton keep growing. I love the sport, it’s great for the students, and I’ll keep it going as long as I’m here.” – Mr. Weitzel

Since January, walking into Calgary Academy’s Black Box Theatre is like stepping into a cluttered time machine.

Scripts, costumes, and Uber Eats bags litter the floor and bleachers, black curtains hang from the ceiling, and every day, a new Rubik’s cube, mixtape, or another 80s-themed set piece appears in the theatre. Drama productions can be noisy and chaotic during the rehearsal process, but the final product is worth the effort.

With opening night less than a month away, CA students are almost ready to put on another show. It’s time to (re)experience one of history’s most iconic decades with the Senior Production of Back to the 80s.

Bringing Small-Town America to Calgary Academy

Set in a fictional American town, Back to the 80s is a musical chockful of tongue-in-cheek references. From Rick Astley, Star Wars, and the eventual rise of the internet, anyone who grew up in the 80s is sure to find laughs and fond memories during the performances.

Getting into character can be challenging for the students, especially since they are 40-ish years removed from the decade. CA student Marissa B., who plays school nerd Feargal McFerrin, found getting into character required some additional research.

“With a lot of things the character was saying, I thought: what does this mean? I felt like I was just saying words. I definitely asked my parents, watched the play, and researched the role.” – Marissa

While students juggle acting, choreography, and singing—they aren’t figuring everything out alone. Students have their fellow cast members as well as several directors to guide the overall process.

CA staff involved in this production are known as directors, but witnesses to these rehearsals would call them collaborators. Students are rarely told what to do—working alongside the directors to block out scenes, try new ideas, and identify what feels best for their “classically 80s” characters.

During rehearsal, scenes rewind like a cassette tape—as “Wake Me Up Before You Go-Go” plays for the third time in a row, you can hear the rhythmic stomping of Music Director Jason Valleau as he plays acoustic renditions of 80s hits and fellow students singing along as they memorize monologues from the bleachers.

Accompanying the noise of rehearsal are the conversations throughout the theatre, from students running through scenes to directors comparing notes. No matter the student or teacher, there’s excitement in the air. Senior School students have been preparing for months to step onto the stage.

CA student Sarah T., who plays the new girl in town, Eileen, knows that while pre-show nerves are inevitable, the cast is still excited to perform. She remembers previous years when everyone hyped themselves up before the show by singing, dancing, and goofing around backstage.

“Last year, some guys sang a song backstage while we watched. I think one watched The Muppets and learned one of the entire dances, which was wonderful to see.”

Putting on a production the size of Back to the 80s requires the focus and attention of all cast and crew.

Though students have put in the work, stress and nerves are a shared experience for all the actors.

Managing cast morale alongside tech, costumes, and everything else in the production requires a steady hand, something Creative Director Leeanne McLim has provided for years. She notes that this year’s play, cast, and crew feel special in many ways.

“I feel like our program and community have grown hugely this year… we have junior high students creating sets, band musicians on stage, and student choreographers more involved than ever.

We have a community of kids helping each other with the rehearsals. It’s been a collaborative process—even more so than previous years.” – Ms. McLim

Travel Back in Time this May

Back to the 80s opens May 10, and it’s sure to be an unforgettable show. Senior student Caleb H. notes that while the cast is excited to put on their show, the most rewarding part of the production has been the hours of work they’ve all put in.

“For me, getting from September to May is the beautiful part of the play because it’s such a long process. We’ve been in this for the entire school year basically, and we’re finally going to show people this hard work.”

With music from the Proclaimers, B-52s, and Bonnie Tyler, Back to the 80s helps audiences experience an entire decade in only a few hours. CA parents can purchase tickets through Rycor, accessed via their PowerSchool login. Don’t miss the opening night of this totally awesome nostalgia trip!

Several adjectives come to mind when you think of a teacher: passionate, intelligent, understanding, and many more. However, you may not think of resilience—the ability to withstand and recover from difficulties—to weather storms, so to speak. It’s rare for careers or life to always move smoothly, making inner strength an essential quality for anyone to have.

Teachers need resilience when they step into the classroom for the first time. For Calgary Academy Assessment Lead Sara Tkachuk, it’s the word she uses to describe her teaching journey thus far.

A “Supportively Immersive” Practicum

Growing up, Ms. Tkachuk loved learning but hadn’t realized her desire to teach yet. Her mom ran a daycare, so she was used to being around children, but Ms. Tkachuk’s passion for teaching stemmed from her time in the classroom as a student. She wanted to emulate the role model teachers she had and felt the urge to “be the change” as an educator one day.

Her post-secondary career took Ms. Tkachuk to Mount Royal University (MRU) for its education program. Little did she know she was going to be a part of the first graduating class of the MRU practicum program. Ms. Tkachuk’s program included third- and fourth-year practicums, where she spent countless hours in the classroom, learning the ropes of teaching.

“I would describe my practicum as ‘supportively immersive…’ Everyone wanted you to pursue your passion. They made sure you had the support you needed.”

After graduating, Ms. Tkachuk worked as a substitute before settling at a school in Bragg Creek. She remembers walking into the classroom for the first time as a fully certified teacher, feeling the weight of responsibility on her shoulders.

“The craziest thing when I was first teaching was realizing that: ‘I’m the only adult in the room. I have to teach these children and progress them through the curriculum.’ Before that, it was always me and another teacher working together.” – Ms. Tkachuk

Working as an Experienced Educator

Ms. Tkachuk began working at Calgary Academy in the 2021–22 school year. As the current Assessment Lead for the Learning Team, she supports other teachers from all grades. Ms. Tkachuk is passionate about assessment—she sees it as the centre point of education.

“One of the reasons I got into assessment was because I was misunderstood as a student… We can’t push learning forward without knowing what support each student needs.” – Ms. Tkachuk

Several years into her career, Ms. Tkachuk is grateful for her practicum experience, feeling that MRU prepared her as best as possible for teaching. She’s gone back to speak at the school as a panellist for other students and even as a keynote speaker for being a young leader in education.

“MRU did a good job of showing you the realities of the classroom… If teaching is what you wanted to do, the school showed you what it looked like.”

Ms. Tkachuk is proud of her accomplishments as a teacher and looks forward to finding new ways to help students. On top of that, she has almost completed her master’s degree.

Her career began in Rocky View Schools, but now at Calgary Academy, Ms. Tkachuk notes the different environment CA provides, believing it can benefit teachers early in their careers. Working in the classroom with a partner teacher offers you that extra support.

“I think I could have grown differently as an educator if I started my career at CA with two teachers in the classroom. I’ve only been at CA for two years, but I love the school and wish I could have gone here as a kid.”

Calgary Academy has plenty of photo and video opportunities, whether it’s sports, an assembly, or another school-wide event. Coming to you live from the scene is CATV, the club of students responsible for filming bi-weekly segments available for everyone in the school.

Like the CTVs and CBCs of the world, CATV keeps the school up to date on the latest happenings. Entirely student-run, the news program captures the CA experience from the most important perspective—the students.

The Rebirth of CATV

The current form of CATV isn’t the original—the news show first launched years ago. But after disbanding, CA teachers Hayley Jonason and Jane Conrad saw the potential of a new take on the student-run show to cover important school news. CATV has now returned and hopes to be an everlasting part of the school community.

Ms. Jonason is the current supervisor of CATV, supporting students whenever they need help. However, she notes that much of the content from CATV is entirely student-created. With her hands-off approach, she enjoys watching the skills her students develop, both on and off-camera.

“My favourite part of teaching has been watching the student leadership come out of CATV and seeing a lot of students who may not have wanted to express themselves in front of others. They have become brave enough to take those risks, share their passions, and do what they love to do in front of the whole school community.” – Ms. Jonason

Now in their second year of filming, Ms. Jonason feels CATV is “in rhythm,” working with other student groups like the Calgary Academy Student Executive (CASE) to find out what’s happening in the school. It can be difficult balancing classes and other extracurriculars, but the CATV students try to meet weekly to plan segments, film, and eventually release their content.

While CATV provides timely information with its news, the focus of its content is fun—showcasing the unique clubs, events, and activities the students of CA participate in.

“We want to capture everything we can that happens during the school year and create memories for all students involved in these cool activities.”

Showing Off CA Student Talent

Another essential member of CATV is Jonny M., the Senior School student responsible for filming and editing the show’s segments. However, Jonny doesn’t run the show alone—he and Ms. Jonason note they have a consistent group working on CATV segments, with other students joining in to help when they’re interested.

For Jonny, CATV was a natural fit for his talents and interests, with previous experience editing YouTube videos for himself and others. He’s grateful he can “express himself more in the school community.”

CATV has helped Jonny learn more about producing content, whether he’s filming, editing, or finding unique stories.

While CATV segments are pre-planned between the students and Ms. Jonason, he’s learned that not everything happens as intended, whether it’s CATV or life.

“You can’t have everything your way. Sometimes you have to improvise… Nothing is always going to go according to plan, but you can keep going if you have confidence in yourself.” – Jonny

As CATV production picks up after a short hiatus during school exams, Ms. Jonason and Jonny are looking for compelling CA content. No matter the story, Ms. Jonason loves seeing the work put into CATV’s production, especially the growth she’s noticed in everyone.

Over halfway through the school year, she has noticed a difference in Jonny as he helps run CATV productions, editing, filming, and directing other students.

“Jonny’s leadership skills have grown so much. He’s really taken the lead on CATV, and I couldn’t do it without him.”

Ask Jonny, and he will tell you his favourite part about CATV is the blooper reels he can create from his footage.

As CATV looks to the future, they hope to add more students to the production process, no matter their grade level. Anyone interested in joining CATV can reach out to Ms. Jonason, Jonny, or visit a CASE meeting on Tuesdays at lunch.