Pablo Picasso, who revolutionized twentieth-century art, once said this about his work:

What do you think an artist is? An imbecile who has only eyes if he’s a painter. . . ? On the contrary, he’s at the same time a political being, constantly alive to heartrending, fiery, or happy events, to which he responds in every way.

At Idyllwild, we agree that the artist citizen is well-informed about the world. We offer rich comprehensive academic programs because we think the best education happens when imagination is valued, creativity is recognized as a path to open-minded thinking and critical analysis, and deep, thoughtful, rigorous learning occurs.

Idyllwild Arts students grow to understand that creative passion enriches our lives wherever we live them: in dialogue with fellow artists, with a patient, in the courtroom, in government service—even in the deceptively simple interaction with one’s own children.

More specifically, the Academy’s graduation requirements prepare students for any institution of higher learning of their choice. Honors levels are offered in all subjects in order to offer a competitive college preparatory curriculum and to challenge students to push beyond minimal academic expectations.

Typical Course Loads for Grade Levels:

The ESL Department, offers a comprehensive ESL curriculum that ranges from beginning foundational course to advanced level courses.
The goal of the ESL department is to fully prepare students for mainstream courses and higher education beyond the high school. For more information about ESL courses, please direct your questions to ESL Department Chair, Leah Bosworth (

Freshman Course Load:

  • English 9
  • World Language (French or Spanish–students are placed according to their level at their previous school )
  • World Cultures
  • Math (students are placed according to their level at their previous school)
  • Movement and Wellness (PE)–Life Skills once a week

Sophomore Course Load:

  • English 10 (Honors offered)
  • World Language (French or Spanish–students are placed according to their level at their previous school)
  • Modern World History (Honors offered)
  • Biology
  • Math (students are placed according to their level at their previous school)
  • Movement and Wellness (PE)–Life Skills once a week

Junior Course Load:

  • English 11 (Honors offered)
  • U.S. History (Honors offered)
  • World Language (It is recommended that students continue in French or Spanish beyond Level II)
  • Math (Students are encouraged to continue beyond Algebra II)
  • Chemistry (Honors offered) or Physics (Honors offered)
  • Life Skills (once a week) to prepare for college

Senior Course Load

(four academic courses recommended in senior year)

  • English Elective (one per semester)
  • U.S. Government and Economics (one semester)/Social Science (one semester)
  • Science (students encouraged to take a third year of a lab science: Advanced Biology, Chemistry, or Physics
  • Students are encouraged to continue in Math–Pre-Calculus (Honors), Calculus I or II (Honors), or Statistics
  • Life Skills (once a week) working on college applications

Course Enrollment

Each spring returning students register for academic classes for the next academic year. Sequential courses and Honors courses are recommended by the students’ current teachers and additional elective courses are chosen by students to complete their programs. Current parents or students may contact the Academy during the summer if there is a need to change course selections.

New students should read the curriculum guide carefully and complete the Pre-registration Form. New students may be given placement tests in math and foreign language during student orientation to determine placement in required or sequential courses.

During his or her admission process, every international student is given an English-skills assessment supervised by the Chair of our English as a Second Language Department. The assessment, which takes place on Skype or during the student’s campus visit, ensures correct placement in Beginning ESL, Intermediate ESL, Advanced ESL, or mainstream courses.

Graduation Requirements

Because the Academy teaches grades nine through twelve and some post-graduates, individual programs ranging from one to four years in length may be created. A student’s course of study consists of the arts classes needed for his or her chosen discipline and also the following graduation requirements, which satisfy the University of California’s admission requirements.

English: Four years

History/Social Studies: Three years (World History, U.S. History, Government and Economics/Social Science)

Foreign Language: Two years (consecutive years in the same language)

Mathematics: Three years (Algebra I, Geometry, Algebra II)

Science: Two years (Biology and either Chemistry or Physics)

Physical Education: Two years

All academic courses are full-year (two-semester) courses counting for .5 credit per semester, unless otherwise specified.

Another admission requirement of the University of California is one year of Visual and Performing Arts. An Idyllwild student’s course of study in his or her chosen arts discipline will greatly exceed this UC requirement.


Sophomores and juniors are required to take the PSAT (Preliminary Scholastic Assessment Test) in October and juniors the SAT I (Scholastic Assessment Test) in May. Seniors take the SAT I in October and are encouraged to take the SAT II (previously known as Achievement Tests) in December.

All International students whose native language is not English are also required to take the TOEFL (Test of English as a Foreign Language) in both their junior and senior years.

ACTs are available and are offered several times throughout the fall, as noted on the school calendar.

Students interested in taking Advanced Placement exams may register for the tests offered in May.

A Typical Day

The Academy operates on a 16-week semester. Although most academic courses are year-long, individual departments do offer semester elective courses. The daily schedule consists of morning academic classes and afternoon arts classes.

A typical day begins with breakfast from 7:30 a.m. to 8:30 a.m., followed by academics until 1:15 p.m., then lunch followed by arts classes until 6:45 p.m. Dinner from 5:45 p.m. to 7:45 p.m. may be followed by rehearsals or performances from 7:00 p.m. to 10:00 p.m. All students are expected to be in the dorms by dorm curfew and their lights turned off for the evening.

Making Discoveries and Solving Problems

Idyllwild Arts Academy’s Science and Mathematics teachers collaborate with faculty from the Academy’s other arts and academics departments on a curriculum that provides an authentic twenty-first-century education. Their Environmental Studies, Introduction to Computer Game Design, and S.T.E.A.M. (Science, Technology, Engineering, Arts, and Mathematics) courses are three examples of their determination to teach science and math as creative means of making discoveries and solving problems, including our most pressing global problems.

Idyllwild Arts graduates often go on to careers that require direct application of the scientific and mathematical skills developed at the Academy. Others find that innovative collaboration between the Academy’s science and math teachers and its arts faculty helps them acquire the skills and confidence to succeed in any field, including those that don’t quite seem to be either scientific or artistic!

The most curious and ambitious students can take Science and Math Honors courses, but all Idyllwild Arts Science and Math courses are approved for acceptance by the University of California.

Math & Science Faculty / Dorm Parent
Math/Science Chair and Math/Science Faculty
Math and Science Faculty / Dorm Parent
Math Faculty
Science Faculty / Lower Wayne Dorm Head

Educating the Citizen-Artist

The Humanities classroom provides the groundwork for an education of the citizen-artist, a person who expands the diversity of civic discourse, re-imagines the creative arts, and succeeds in any profession in the 21st century. To this end, humanities faculty support students as they cultivate the primary skills of communication, critical thinking, creativity, collaboration, and community-engagement. Corresponding to this skill development, students also engage content and process personal choices in relation to the grade-level values of empathy, respect, responsibility, and integrity. Thus, the department prepares students to engage thoughtfully in the global marketplace, the public square, and the interdependent creative work-space of the 21st century.

9th Grade History/English: Empathy

To encourage understanding of oneself and others; to foster an appreciation of unique identities; and to develop the capacity to imagine one’s own experiences within a complex world.

10th Grade History/English: ​Respect

To perceive distinct political, economic, religious, and aesthetic viewpoints; to critically question ideas in order to better understand these viewpoints; and to navigate qualitative differences between viewpoints over time.

11th Grade History/English: ​Responsibility

To inspire a commitment to a cause and other people; to engage critically the gravity of consequences; and to nurture a mindful independence within a diverse community.

12th Grade History/English: ​Integrity

To recognize an accumulated body of knowledge and creative expertise of one’s own and of others; to measure the contemporary value of one’s work in a complex world; and to present one’s distinct interpretations of their work in the world to a public audience.

Humanities Faculty / Dorm Parent
Humanities Faculty / MacNeal Dorm Head
Humanities Faculty
Humanities Faculty
Humanities & Creative Writing Faculty / Dorm Parent
Humanities Chair

Students spend four weeks in an interactive, comprehensive, and accelerated English language program that combines creativity with serious academic learning. 

This course understands that real language progression takes place when students are exposed to language in multiple contexts and situations. Our program combines English language instruction, visual art, film, photography, creative writing, and real-time chats with native-speaking peers. Students will also be led on virtual tours through an immersive English language and arts experience. Our main purpose is to get non-native English speakers exploring their linguistic and artistic sides, whether or not they identify as artists.

All courses are taught by experienced and expert arts and academic teachers. In both formal and informal settings, students are immersed in an English-speaking environment with teenagers from around the world. 

By the end of the four-week course, students will have more confidence in their English language abilities, enjoy global friendships, and possess artistic skills to help them realize their passions and creative potential. 




Sunday, July 12, 2020 – (Zoom induction and Orientation)
Saturday, August 8, 2020 – (Closing)



Registration opens NOW

Please contact Leah Bosworth or Harry Trantham with questions: or

This Intensive Four-Week English and Arts Program:

  • Emphasizes academic language skills AND basic interpersonal communication
  • Uses both academics and arts to increase proficiency in the four main language skill areas – listening, speaking, reading, and writing
  • Helps students foster relationships with teachers and ambassadors* who can provide social and linguistic support during the program and beyond
  • Builds confidence and comfort with verbal communication and articulation
  • Is taught by experienced Idyllwild Arts Academy ESL and Arts faculty
  • Promotes seamless transition to the regular Academy year
  • Provides thorough assessment to ensure correct English level placement
  • Improves chances of success and promotion to subsequent levels
  • Includes time management support to encourage good study habits before the Academy year begins
  • Takes virtual tours with experts in their fields of study from around the United States

*Students or adults who speak English at the Advanced level or above

What sets our program apart?

With a combined experience of almost fifty years of teaching English, we know that language acquisition is most successful when learners gain confidence in themselves and have fun in the process. The key to such success is getting students to think critically and engage artistically with a variety of stress-free platforms that foster community, allowing you, the English Language Learner, to get one step closer to fluency.

Idyllwild Arts Academy’s outstanding level of ESL support, offered by the Accelerated English Program (AEP), enables students whose first language is not English to meet the academic requirements for graduation, as outlined by the Student-Parent Handbook and prescribed by the University of California Admissions Standards. Our ESL/AEP teachers offer multiple levels of instruction. Its rigorous and supportive model, in an immersive environment, develops proficiency in oral and written English.

New international students must take our own comprehensive English-skills test (usually given during a Skype interview) to determine their appropriate starting levels in English. During the first week of class, teachers observe and evaluate each student to make sure this starting level is correct. Teachers then monitor each student’s progress with a broad range of continuous-assessment tools and an end-of-semester level check. Progress to the next level of English instruction is determined by the student’s arts and academic teachers’ recommendations, as well as by class performance.

Leah Bosworth

Chair of AEP
Co-Director, ESL & Arts Summer Intensive

Leah Bosworth has worked as an ESL Instructor and Dorm Parent at Idyllwild Arts Academy since 2012. She is currently the Chair of the ESL Department. In addition to her current position, Leah has taught in Northern Cyprus, Morocco, the UK, and Turkey. Leah has a BSc. from Plymouth University, UK, and holds a ‘Certificate in Teaching English to Speakers of other Languages’ as well as a ‘Diploma in English Language Teaching to Adults’. Her academic interests include course design, writing support, and promoting autonomous learners. Leah is the co-editor and co-author of the publication ‘A Practical Guide to English Language Curriculum Development in an Academic Context: Creating, Vitalizing, and Evaluating’, published by Black Swan in 2013. She has also presented papers at various conferences around the world, including Turkey, the UK, Northern Cyprus, Oman, and most recently Austin, Texas.

Harry Trantham

AEP Faculty
Co-Director, ESL & Arts Summer Intensive

Harry Trantham began his teaching career 24 years ago in Linz, Austria. Since that time, he has taught in New York City, Philadelphia, South Carolina, and California. He has a B.A. in German Literature and International Studies from the University of Oregon and an M.A. in Teaching English as a Second Language from the City College of New York. He is currently a member of the ESL Department during the academic year. He will be teaching Beginning and Intermediate Literature and leading some Explore classes and trips summer. In his free time, he loves to hike, travel, and cook.

Maygen Sandrini

AEP Faculty

Maygen Sandrini has been part of the AEP Department since 2013. She is a longtime resident of Idyllwild who grew up watching students perform at Idyllwild Arts Academy never imagining she would one day teach at that school. Before coming to IAA, she tried an assortment of jobs and studied many things including literature, music composition and classical vocal performance at both UC Santa Cruz and The University of Redlands before realizing her true love is teaching. Along with a dual bachelors degree in music and literature, she has an MFA in Creative Writing from UC Riverside.

Kelly Kent-Stoll

AEP Faculty

Since graduating with Honors as a History major from the University of California, Santa Cruz, Kelly Kent-Stoll has worked extensively as a private tutor. In 2019, she expects to receive her Master’s degree in Teaching English as a Second Language, from California State University, Los Angeles. She loves cooking, singing and playing the guitar, walking her dogs, and organic gardening, as well as international travel, having twice volunteered in East Africa. She will be teaching some of the Explore classes and Beginning Composition this summer and acting as a dorm parent.

Kirsten Miller

AEP Faculty

Many curricula changes and classroom changes are happening for the 2017-2018 school year!

The Modern Language Department offers five levels of study in Spanish and French. We are hoping to offer a basic conversational Chinese (Mandarin) in the spring, and only as an elective credit. Students who already have met their basic foreign language requirements are eligible to take such class.

Basic Requirements:

For the student who is interested in fulfilling his/her high school foreign language credits for graduation, and reach beginning proficiency, students need to take Level 1 and Level 2 (one year each) of either Spanish or French. Two years total requirement in the same language are needed per California State Law.

Further Study:

For those students who want to further and deepen their foreign language skills and reach intermediate to advanced proficiency, the following courses are offered in both Spanish and French languages:

Honors Level 2

Level 3

Level 4

Level 5 with AP support per individual student request

In levels 3, 4, and 5 we encourage interdisciplinary collaboration across departments to augment the basic foreign language curriculum. Departmental collaborations have occurred with the Visual Arts, Art History and Theater Arts Departments. More collaboration with the Music and Dance departments will occur within the year.

The Modern Language Department is enacting 21st century teaching strategies:

The Department underscores the four basic skills needed in the learning of a foreign language. Using Blended Model pedagogy, the classroom will be divided into structural pods with collaborative centers to facilitate writing, reading, listening and conversational skills. The focus will be on TPRS (storytelling –oral performance), exposure to cultural expressions of the francophone and Hispanic world, and listening comprehension audio/visual programs. Weekly participation during dinner time on Mondays with “Platicas” (in Spanish) and Tuesdays with “Cercle de Français” (in French) open to any student, staff and community member is encouraged. Students will be in charge of presenting any type of news in the target language. We are also sponsoring trips to France and Spain during Spring Breaks. Our mission is to encourage students to develop habits of mind that will foster personal transformation, spark critical thinking, and embrace an awareness of social justice with compassion and understanding in the world.

Foreign Language Chair
Foreign Language Assistant Teacher
Modern Language Faculty

The January “Intermester” program is inserted between the semesters, replacing the first week of the second semester and allowing time for the exploration of subjects and projects that can’t be worked into our semesters. Our teachers create curriculum around topics that interest them and that let students step outside their arts major or their standard academic program. A writer might take hip-hop, a musician might take beginning drawing, a film-maker might act on the stage, and so on. These things take place during our normal academic morning time, while the afternoons are time for specialized arts training within a major through guest masterclasses and special projects. So Intermester gives our already creative students a chance to stretch themselves even further.

For any challenge a student may experience at Idyllwild Arts, we have a staff or faculty member ready to help.


The role of the advisor is to provide support and guidance in all areas of boarding school life; review grade reports and check on classroom progress as needed; communicate with the advisees and their families regarding class work and review progress within the major. Advisors meet with their advisees at least once a week.

Resource Center

The Resource Center is staffed by a full-time faculty member who provides individual and small group tutoring for students needing extra support in their academic courses. A student may be assigned to the Resource Center on a regular basis by the Dean of Academics or may drop in on occasion for extra help.

Faculty Office Hours

Each academic faculty member holds regularly scheduled office hours Monday through Thursday during the X-block from 10:55-11:35 a.m. Students are encouraged to seek assistance from their teachers as needed. Attendance may be mandated for any student who is struggling or needs extra help to make up missing work.

SAT Review

A few weeks before the spring administration of the SATs, all juniors have the opportunity to attend a seminar dealing with the upcoming College Board examinations. The review courses familiarize students with the exam format and content. There is no SAT prep before the fall test date. Due to IAA’s late school start students who feel they require more preparation are recommended to attend summer SAT prep courses. Students may also use the SAT preparation computer program in the Computer Lab.

College Counseling

The College Counselors works directly with each senior and his/her parents. In conjunction with the faculty, they facilitate the college admission process by providing guidance in choosing appropriate colleges and/or conservatories. They also aid in obtaining and completing application materials. In addition, the arts faculty provide direction in the students’ preparation of auditions and portfolios.


The 9,700 square-foot Krone Library is the school’s research facility, housing a computer center, an extensive music library and listening room, and special collections in art, dance and theatre. In addition, there are many books written especially for ESL students. The library subscribes to foreign newspapers upon request. There is a listening lab with a collection of records, discs, and tapes for students’ daily use, and faculty and students have access to eight file cabinets of music. Also, photocopiers are located in the library for both faculty and student use.

The librarian and her assistants staff the library from 7:30 a.m. to 10 p.m. Monday through Friday with somewhat reduced hours on the weekends.

If students need additional research material, they may use the library’s interlibrary loan service to borrow materials from California libraries that are members of the Online Computer Library Center (OCLC) California Resource Sharing Network (XPRS).

Practice Rooms & Studios

Practice rooms and studios are available for student use.

National Honor Society

Idyllwild Arts Academy is pleased be affiliated with the prestigious National Honors Society. This is an exciting opportunity for current and prospective students to showcase their achievements in the areas of scholarship, leadership, community service, and character development. Induction ceremonies take place at the beginning of each semester.

Idyllwild Arts Chapter Adviser: Kim Henderson

Faculty Council: Karin Obermeier, Bonnie Carpenter, Maygen Sandrini, Merria Iaccino

Idyllwild Arts students interested in becoming members of NHS should read the NHS Membership Criteria below, then complete the activity and character evaluations and submit all materials by the deadline for consideration.

NHS Membership Criteria
NHS Activity Form
Character Evaluations

At the end of each semester, the faculty recognizes significant scholastic achievement among the students by publishing Scholar Distinction and Honor Roll lists. These lists are designed to identify, praise and encourage those students who have worked diligently and distinguished themselves with noteworthy scholastic records.

Students are named to the Scholar Distinction list for outstanding scholastic performance. To qualify, students must attain a grade point average of at least 3.7 (on a 4.0 scale) with no grades below B- in all their courses, both arts and academics. Prior to the 2019-2020 school year, the Scholar Distinction list was known as the Deans’ List.

Students are named to the Honor Roll for excellent scholastic performance. To qualify, students must attain a grade point average of at least 3.3 (on a 4.0 scale) with no more than one grade below B- in any course and no grades below C- in all their courses, both arts and academics.

In keeping with the mission of Idyllwild Arts Academy, the College Counseling office helps students discover their aspirations as artists, scholars, and individuals.

Our students are creative in their educational pursuits, and we value that approach in the search for a college, conservatory, or university. The college application process is a means of self discovery that begins long before filling out an application; from day one, we encourage students to reflect on their strengths, interests, talents, and personalities while exploring the options for their future.

The College Counselors meet frequently with students in a variety of forums. Individual meetings with a counselor are essential; additionally, students attend group meetings, seminars, presentations, and workshops that offer support during the college application process. Within their arts major, students also take a Senior Seminar, which provides instruction and feedback for portfolios and auditions. Faculty members help students to coordinate and plan audition tapes, travel, and schedules. Each year, our Theatre department seniors travel with faculty to the Chicago Unified Auditions; the Visual Arts and InterArts departments travel to Portfolio Days; and students in all departments regularly attend competitions, lectures, and showcases that present them with opportunities at the next level.

While many are singularly focused on the results of the college application process, we emphasize the importance of the process. We begin our program during freshman year, introducing students to the notion of self-awareness and self-advocacy. Ninth grade students should begin thinking about what they want and need from their education. In the sophomore year, students explore new opportunities to add depth to their educational experience. By the time students reach their junior year, we expect them to research schools, prepare for standardized testing, and challenge themselves in their studies.

As seniors prepare their college applications, we work with them in a supportive, caring, realistic manner. Our team includes our outstanding faculty, whose knowledge of particular programs and instructors can provide invaluable insight. Most importantly, we guide students as they make their first step into adulthood; as a culmination of their positive personal growth, seniors should articulate who they are and what they stand for. This awareness will serve our students well as they commence their postsecondary education. When it’s time to leave the mountain, Idyllwild Arts graduates offer colleges and the world their unique perspective and individuality.

In February, IAA offers a three-day intensive SAT preparation class, taught by Perspective Educational Services. This makes students familiar with the exam format and content and teaches test-taking strategies. For more SAT review, we recommend summer SAT prep courses and the College Board’s email program, which sends daily practice questions.

IAA offers the SAT, ACT, PSAT, and AP tests on campus. Our test-center coordinator, Sabrina Bowles, works with all aspects of testing. Please address your standardized testing questions to her at

IA Students will attend colleges listed in bold.
Numbers in parenthesis indicate the number accepted.

Over 7.1 million dollars in self reported scholarships
118 Colleges, Universities, and Conservatories accepting IAA seniors
88 graduating seniors

American Academy of Dramatic Arts

The American Musical and Dramatic Academy

Arizona State University

Art Center College of Design (3)

Arts University Bournemouth

Azusa Pacific University

Ball State University

Bard College (3)

Belmont University (4)

Bennington College (2)

Berklee College of Music (7)

Biola University (2)

Boston Conservatory (2)

Boston University (2)

Brandeis University

California Baptist University

California College of the Arts (3)

California Institute of the Arts (CalArts) (3)

California Lutheran University

California Polytechnic State University, San Luis Obispo

California State University, Long Beach

California State University, Northridge

Clark University 

Cleveland Institute of Music (2)

Columbia College Chicago

Columbus State University

College of Advertising & Design, Brussels

Cornell University

Creighton University

DePaul University

DeSales University

Drake University

Drexel University

Duke Kunshan University

Eastman College of Music (4)

Emerson College (7)

Fashion Institute of Technology

Florida State University

Fordham University (2)

Hollins University

Iowa State University

Indiana University, Jacobs School of Music

Ithaca College

Laguna College of Art and Design

LIM College

Long Island University, Post

Loyola Marymount University

Lynn University (2)

Macalester College

Manhattan School of Music (4)

Maryland Institute College of Art (7)

Marymount Manhattan College (2)

Massachusetts College of Art and Design (2)

Moorpark College

Muhlenberg College

Nazareth College

New England Conservatory (4)

The New School (13)

New York Film Academy

New York University, Abu Dhabi

New York University, Tisch School (3)

Northeastern University

North Idaho College

Oberlin College and Conservatory (4)

Otis College of Art and Design (2)

Pace University (4)

Pacific Northwest College of Art

Peabody Institute (3)

Pratt Institute (7)

Purchase College, SUNY (3)

Rambert Company School

Rhode Island School of Design (4)

Royal College of Music

Royal Conservatoire of Scotland 

Royal Welsh College of Music and Drama

Rutgers University, Mason Gross School of the Arts

San Diego State

San Francisco Conservatory of Music (5)

San Francisco State

Santa Monica College (3)

Savannah College of Art and Design (3)

School of the Art Institute of Chicago (9)

School of Visual Art (7)

Sierra Nevada College

Shasta College

Skidmore College

SUNY Buffalo

Syracuse University (4)

Trinity Laban Conservatoire of Music and Dance

University of Applied Sciences Europe, Berlin

University of the Arts London, Central Saint Martins (3)

University of the Arts, London: London College of Fashion (3)

University of Auckland

University of Brighton

University of California, Berkeley

University of California, Irvine (2)

University of California, Los Angeles

University of California, San Diego (4)

University of California, Santa Barbara (3)

University of California, Santa Cruz

University of Cincinnati, College-Conservatory of Music (5)

University of Denver (2)

University of Illinois, Chicago

University of Maryland, Baltimore County

University of Massachusetts, Amherst

University of Miami, Frost School of Music (2)

University of the Nations

University of the Pacific

University of Redlands

University of Rochester

University of Southern California (4)

University of Southampton

University of Utah

University of the West of England, Bristol

Vancouver Film School

Vanguard University

Washington State University

Webster University


Students attending their top choice school: 20 (23%)

Degrees IAA Students plan to Pursue:
BFA: 25 (28%)
B.Mus: 19 (22%)
BA: 26 (30%)
BS: 2 (2%)
Students studying an academic area: 5 (6%)

Type of Institution:
Art School: 21 (24%)
Conservatory: 16 (18%)
University: 23 (26%)
Liberal Arts College: 4 (5%)
Community College: 7 (8%)
Gap Year: 4 (5%)
Pursuing work: 2 (2%)
International University (U.K., Belgium, Netherlands, New Zealand): 12 (14%)
Attending four year institutions: 60 (68%)

Most Popular Institutions:
Berklee College of Music: 7
Emerson College: 7
Maryland Institute College of Art (MICA): 7
The New School: 13
Pratt Institute: 7
School of the Art Institute of Chicago (SAIC): 9
School of Visual Arts (SVA): 7
University of the Arts London (UAL): 6

Edline ( is our web-based grade reporting system which links to Easy Grade Pro, the electronic grade book that teachers use for course grading and attendance. All students and parents receive log-in codes and have access to the student’s Edline account. Grades, comments, and attendance are posted regularly and uploaded in real time and can be accessed 24 hours a day. Also, both parent and student email addresses should be linked to this account so that teachers can email directly through Edline with important updates. The Edline account is valid and active throughout the student’s years of attendance at Idyllwild Arts Academy and does not need to be reactivated each year. Log in passwords also do not change from year to year.

Due to the accessibility of grade information throughout the school year on Edline, we do not mail grade reports home except at the end of the spring semester. It is therefore expected that all students and parents regularly check Edline to monitor progress. If parents have questions about grades in Edline, we encourage parents to first discuss with the student and then directly contact the teacher and/or the advisor if you have questions.

Please contact Elaine Huddleston, the Registrar, if you lose/forget your login password or have questions regarding how to use Edline.

Transcripts are generated upon request for students applying to post-secondary schools, summer programs, and other schools requiring grade and enrollment documentation. Please email Elaine Huddleston, Registrar, to request a transcript. Please provide a full address and to whose attention the transcript should be sent.