A multi-instrumentalist, martial arts competitor, and accomplished mother, Ms. Lauren Borodenko is insanely talented. We welcomed this eagle into SAS during the 22-23 school year. And since then, she has become an indispensable presence in the performing arts — serving as both the PAC director and IB Music teacher.
In this interview, Ms. Borodenko walks us through her career as she balances a musical profession and an athletic personal life, an ambitious schedule and motherly responsibilities, and her position of leadership against the global gender gap in music.
Let’s hear her story…
Q1: As a relatively new member of our community, can you speak about your living and teaching experiences before coming to SAS?
A: I started teaching music in the United States — in Vermont, the northeast — in a small rural school. It was where I grew up, so it was basically my community. I’m a clarinet player, and I’ve always been really passionate about instrumental music, but my first job was when I was hired to teach general music, music technology, choir, band, and jazz band, and I directed theater! They expected me to do all those things, which was hard as a first job, but I loved it — I really thrived in that. After four years there, I left to teach overseas with my husband. So, we worked in Nigeria first; I started an instrumental and theater program there. And then I moved to South Africa, and I taught in the American International School of Johannesburg. It’s quite a big school, a really international and diverse setting. There I directed band and taught IB Music, and I loved the dynamic of the community. We were living in South Africa when I gave birth to my kids. So we wanted to move to a country that felt really safe and secure, and we picked Qingdao, China. That was where I had the perfect reboot of my first job when I taught theater and music and instrumental music, while instructing IB Music and IB Theater at the same time. That was a very creative school. It was a small community that felt pretty limitless in terms of creativity. Anyways, that was what I was doing before I came here. I had experience in lots of arts — primary music but arts in general as well — so SAS was a good next step for us as a family and for my career.
Q2: Why did you decide to join the SAS community? What were some expectations you held, and how did our school live up to or deviate from these expectations?
A: I anticipated it being really fast paced, and really busy. I knew the students were excellent here, so I anticipated a high quality of work — I was not disappointed! When I came last year, I was just thrilled with the welcome of the students for a new voice, and their willingness to try new things and work with me as a new member of the community. Last year was great because it was the tail end of COVID, so it kind of allowed us the time to get to know each other as a community. If it was this year, we’d be at full speed, and it would have been harder!
Q3: During the 22-23 school year, you were originally recruited for the positions of IB Music Teacher and PAC director. However, due to conflicts with employment, you also ended up filling in for choir and band as well. Can you touch on this process a bit and explain how this experience has been like for you, whether positive or negative?
A: After the lockdown, Ms. Tattarakis wasn’t able to come back. So, when I arrived in the beginning of last year, they were supposed to have another band director to come in and fill in, but that fell through. The school year had already started, and knowing that my primary expertise is instrumental music and concert band, I said that the best thing right now is for me to just step into the classroom and get things going. I would say this actually worked in my favor because it allowed me to meet so many more students — in middle school and high school. So, in terms of me integrating into the community and really getting to understand how the program works and how classrooms function, it was actually the best thing.
Q4: The PAC director has quite a unique role in the SAS community. For those who may not be familiar with this term, how does this position impact the functioning of the school, and as someone stepping into this role, what are some initiatives or goals you are aiming to achieve?
A: Part of what I’m doing is revitalizing the things that have existed for a long time here — which is having a full calendar season of performing art events that are varied and involve all members of our community. I also need to ensure that our performing spaces are being utilized to the best of their capacity. One of the things I’m really passionate about is cross-divisional connections — so facilitating and fulfilling needs for members of our elementary, middle, and high school community to come together. One of the first things we tried last year was the idea of this arts journey, where we opened up classrooms and provided an intermediate performance opportunity for our youngest kids to see older students and not in a high-stakes environment. You know, to get on to the stage and see people, to be closer to the musicians. Last year, it went well even though we were still in COVID times, and this year, we have a full nine weeks of school and we have double the number of performances today! I think it’s going to be really exciting; I’m really hopeful it will be an enriching and inspiring experience.
Q5: In addition to directing music, you are also a martial artist! How did this hobby come to be, and how did intertwining it with your musical career shape or diversify your identity?
A: I do Brazilian jujitsu, a grappling sort of martial art. I’ve always been somewhat athletic in my personal life. I met my husband through rock-climbing twenty years ago, so we’ve rock-climbed together for years. He has always been active as a martial artist and has been a competitor in jujitsu. Three or four years ago, I finally went to a couple classes to just try it out. I originally thought this wasn’t for me, but I fell in love with it. So, I started training, and I competed a couple times. I competed in Shanghai and Jinan, and I really enjoyed it!
It is very different from the rest of my life. It pushed me so far out of my comfort zone that I realized I am capable of much more than I would’ve originally thought. Because it’s an individual sport and because it’s competitive, it’s very different from the community sense that music brings. When you’re competing in that intimate environment of martial art, it’s just a different experience and intensity.
Q6: Your teaching career is complemented by your role as a mother. From the perspective of a women and more specifically a mother, how do you balance your children’s education with your teaching, and how has being a teacher given you a different perspective to your children’s education at SAS?
A: My kids are eight and eleven. I’m very lucky because my kids have always gone to the same school where I worked. The school that I was at before was a small school, so I was really busy, but I saw my kids every day because of this small community. I taught both of them, because I taught elementary drama, so I was able to actually work with them as a teacher and a mom. That was really great. Since I came to SAS, I see them a lot less because I’m more involved in the secondary school and I don’t cross paths with them as much. I think one of the greatest benefits of having my kids connected with my work is that they understand all the intricacies of being involved with the performing arts. They get to be backstage; they get to talk to older students and see them modeling their passion and love for what they do — that is really exciting for them. I will say that sometimes my job is busier than I want it to be, and I’m not home as often. But I’m fortunate because I live really close to school, so I’m able to maintain some sort of balance.
Q7: Has your decision to come to SAS been motivated by your children, and how or is SAS supporting you as a mother in addition to being a teacher?
A: Moving to China was primarily about the kids because it was such a safe environment. We lived in Qingdao, which was a beautiful city — small and had access to the beach and nature. We didn’t really know how it was going to be for the kids, but we realized it was a really good move for them. Their language development has been remarkable; that has been a huge side product.
Transitions are always hard, but generally speaking, my kids are really thriving here! They love the community, and they love their teachers. The Pudong SAS campus is so unique because it is so green and is such a nice environment for young children to grow.
Q8: As you may know, this interview is conducted on behalf of the club Pudong Press as a constituent of our collaboration with EducationForHer. Your diverse experiences and the strength you bring to your lessons — this is also the reason I wanted to complete an interview with you and learn about your story. So, I was wondering if you can touch on your experiences, especially as a female, in a leadership position and female representation in music in general.
A: It’s a really good question and one that I feel strongly about. So first, I would speak to my experiences as a female band director. There’s still a differential in professional music, particularly in orchestral music, where it’s quite male-dominated and the majority of conductors in the world are males. Even in the secondary education system internationally, the percentages are still male-oriented. For me personally, I’ve always felt a bit of a glass ceiling about women in leadership positions. I don’t know if I would be considered for leadership positions because I’m not really outspoken; I’m not good at selling myself as the leader, which comes really naturally to some people, and I think women struggle with it a bit more.
I feel really blessed to be in this position here and that my professional pathway led me to be in this position. But I’ve always envisioned myself as a facilitator and collaborator rather than leading from the helm — which is still leadership, just a different style. I think that it’s critical we leverage women in music, and if that requires me to push myself out of my comfort zone and put myself in places where I’m the person that’s showing not just telling, then I will. I am encouraged everyday by the women that I see — the girls in this school, but I’d love to see more.
We have a gender differential even within our school ensembles, and I’d like to see that continue to build in terms of equity.
Ms. Borodenko’s passion shines through not only her teachings, but her commitment to bring out excellence and equity in SAS. Her vibrant experiences and multifaceted character truly brighten up our community and nurtures her students both inside and out.
A story of feminine strength, Ms. Borodenko’s journey is one all SAS students can look upon. She goes beyond her comfort zone and is always on the lookout for new adventures — a constant inspiration for her students to do the same.
**“Her Story” is a PD Press collaboration series with the service club EducationForHer. We strive to highlight outstanding female members of our community, uncover their story, and address the greater issue of female empowerment in our community and beyond. More articles to come in the future!