�㽶�� celebrated its largest-ever class ring ceremony March 1, blending longstanding traditions with new elements designed to deepen the meaning and experience for students and alumni alike.

Held in Edmunds Hall, the 2026 ceremony featured 53 rings and 47 participants — the highest level of participation in the college’s history. For the first time, alumni joined current students in receiving rings, marking a significant expansion of the event and signaling a new direction for the tradition.

Organizers described the ceremony as a reimagined experience, one that intentionally connected the symbolism of the class ring to the broader story of �㽶��.

“We have 53 rings involved in this year’s ceremony,” said Spencer Wieters ’26, a member of the Class Ring Committee. “Our goal this year was to involve more people, stir more enthusiasm, and draw more attention to the �㽶�� class ring and the Class Ring Ceremony. I believe we have accomplished that goal.”

A tradition renewed

The weekend’s events began before the ceremony itself, as organizers introduced new traditions designed to add a sense of pageantry and historical connection.

In keeping with longstanding custom, the rings were placed overnight in the Founder’s Library, symbolically linking them to the college’s origins. This year, however, Army ROTC cadets transported the rings to the archives, ringing the campus bell as they passed — a new addition that organizers hope will become a lasting tradition.

On Friday, cadets carried the rings through the Cornelson Center, where they paused for a photograph with members of the �㽶�� Army ROTC Hall of Fame before returning the rings to the Smith Administration Building.

The ceremony itself opened with a bagpipe processional, as recipients entered Edmunds Hall accompanied by music that reflected the college’s Scottish heritage.

A symbol of the �㽶�� journey

Throughout the ceremony, speakers emphasized that the class ring represents far more than an achievement — it is a symbol of each student’s journey and their connection to the college community.

“I would like to take a few moments to reflect on what this ring truly represents,” said Jeff Smith ’92, the college’s alumni engagement coordinator. “From Opening Convocation in your first year to the day you cross the stage at graduation, this ring symbolizes your journey — your growth, your perseverance, and your place in the �㽶�� story.”

Smith guided attendees through a series of symbols present in the ceremony, each tied to the college’s history and identity.

He pointed to the Bible of founder William Plumer Jacobs as a representation of faith and vision, the college’s ceremonial mace as a symbol of academic tradition, and the campus bell as a marker of achievement. The tartan and bagpipes reflected �㽶��’s Scottish roots, while the college seal — prominently displayed on the ring — served as a reminder of its enduring motto: Dum Vivimus Servimus — “While We Live, We Serve.”

“The seal is the centerpiece of your class ring and a lasting declaration that you are forever part of the �㽶�� family,” Smith said.

Personal connections and shared legacy

In her remarks, college president Dr. Anita Gustafson highlighted the deeply personal significance that rings can carry, drawing a connection between the students’ experience and her own family history.

“One of the rings that I wear — almost every day — is my grandmother’s high school class ring,” Gustafson said. “She graduated in 1908. The ring is so very special to me because I carry a bit of her with me every day.”

Gustafson noted that the class ring serves a similar purpose for �㽶�� students, connecting them to generations of alumni who have come before them.

“You are in a long line of other Blue Hose who have come before you and who wear the �㽶�� ring,” she said. “When people see your ring, they will recognize that you have come from a place steeped in tradition with a history of graduating excellent scholars and servant-leaders.”

Her remarks also drew a parallel between her own tenure and that of the junior class, noting that both are in their third year — a moment that underscored the passage of time and the significance of the milestone being celebrated.

Each year at the commencement ceremony, �㽶��’s Lassiter Chaplain and Dean of Spiritual Life, the Rev. Dr. Buz Wilcoxon ’05, offers a prayer drawn from the diary of the college’s founder, Rev. William Plumer Jacobs. This year’s ring ceremony, for the first time, included an adapted version of that prayer, giving thanks for the ways �㽶�� has already shaped these students and looking ahead with anticipation to the joy of their future graduations. 

A tradition that looks forward

One of the most meaningful moments of the ceremony came as recipients were instructed on how to wear their rings — a tradition that links their present experience to their future as graduates.

“You will place them with the seal facing you, and wear it that way until graduation day,” Wieters told the group. “This reminds you of where you are and what is left to accomplish.”

At commencement, he explained, graduates will turn the ring outward, symbolizing their readiness to share their �㽶�� experience with the world.

The ceremony also marked the first time alumni participated alongside students — a change that organizers say will continue in future years.

“This year’s ceremony will include two alumni,” Wieters said, noting that one participant had not experienced a ring ceremony as a student and another was inspired to purchase a ring after attending last year’s event. “We hope many alumni will come back and participate in this special ceremony in the future.”

The event concluded with the singing of the alma mater, led by Kipper Ackerman ’97, director of choral activities and one of the alumni participants — a moment that brought together students, alumni, and families in a shared expression of pride and belonging.

As the ceremony ended and attendees gathered for a reception in the lobby, the significance of the moment lingered — not just as a celebration of achievement, but as a reaffirmation of identity.

For those who received their rings, the message was clear: they are now part of something larger than themselves, connected by tradition, shaped by experience, and called to carry that legacy forward.

And, as the college’s motto reminds them, to serve.

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The performing arts have been a lifelong passion for professor of theatre Miriam Ragland, who grew up dancing until a broken ankle put an end to her ballet career. 

Ragland wasn’t stopped by her injury, though. Still feeling called to perform, she auditioned for a play in her senior year of high school, where she fell in love with theatre and everything it had to offer. 

Following her heart

Ragland’s first introduction to being an educator was her master’s program in directing, which heavily revolved around teaching and instructing. 

“I have an MFA in directing, and it was very focused on teaching. I had a teaching assistantship as part of it as well,” she said. “That’s when I realized that my place was in the classroom.”

On the tail end of a year-long stint in Seattle as a freelance artist, Ragland came to the realization that freelancing wasn’t what her heart desired – teaching was. 

From that moment forward, she began applying to positions all over the country, including at �㽶��, which she came to visit after being extended an offer. 

Despite being on the other side of the country, the campus immediately felt like home. 

“I came and visited campus, and I just fell in love,” she said. 

Since then, Ragland has been at the college for 24 years, teaching classes such as Introduction to Theatre, Theatre for Social Change, and African American Theatre. 

Looking into the future

Recently, Ragland’s passion project has been refurbishing the black box theatre that’s been sitting unused in Harper Arts Center for several years, a stepping stone to rebuilding the theatre program as a whole. 

Another stepping stone has been �㽶��’s partnership with , who will be performing a show every spring, with �㽶�� performing a show every fall. 

Ragland and her colleagues couldn’t be more excited about building the arts program at �㽶��, having combined art, music, and theatre to become the Department of Visual and Performing Arts. 

“It’s exciting for all of us to come together as one artistic unit, and to work together to make the performing arts at �㽶�� stronger than it’s ever been,” she said. 

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Dr. Giovani Briguente has been surrounded by music his entire life. In fact, his first clear memory was watching his dad sing with an orchestra in a public square back in Brazil when he was three years old. 

“I think it was just natural. At home, my parents were always playing classical music on the radio,” he said. “And my sister, who’s seven years older than me, was already studying music.” 

He began studying music when he was 10 years old, with his sister as his biggest supporter.

Once he finished his degree, he moved to Minnesota to pursue his master’s degree before moving to Michigan and eventually South Carolina, where he found himself at �㽶��. 

Discovering a love of teaching

Briguente first discovered his love of teaching in high school, when he began tutoring his friends and classmates before their history tests. 

“I noticed that I really liked teaching. I like to interact with people, and teaching is nice because it’s not just an interaction, it’s something that I can give,” he said. “My mom is a retired teacher, and my sister is a teacher, so I think there was a little bit of fate at home for both music and teaching.” 

It wasn’t until later on in his career that he decided to combine his two interests and pursue teaching music. 

“It was a natural progression. It wasn’t something that happened one day,” he said. “For me, it was wanting to share the thing that I love so much.” 

A passion for serving students

Throughout his five years at �㽶��, Briguente has enjoyed having the opportunity to give back to his students while also sharing his passion for music. 

“For me specifically, it’s a service position,” he said. “When you’re teaching, you’re serving students, and even the community. It’s my priority to serve the students I see every day.” 

To Briguente, part of serving his students is pushing them outside of their comfort zones with new arrangements, because he knows students can’t always see what they’re truly capable of. 

“Sometimes it’s not what they want, to play this hard music, but it’s what they need, and then they overcome that feeling and realize that it was the push they needed,” he said. 

It’s this dedication from students that makes seeing his students progress as they become more confident in their talents Briguente’s favorite aspect of teaching. 

“When we get close to the end of the process, and you see these students, who at the beginning of the semester were unable to play a song, perform, you can see how happy they are because they became a better version of themselves in a very short period of time,” he said. 

Planning for the future

Briguente thinks of the future in terms of performances and arranging pieces, often beginning preparations for the next semester before the current one has finished. 

“I’m always excited for the next program,” he said. “The process is always different because you don’t have the same rehearsal technique or model, there’s different music, and different students.” 

As the spring semester begins, Briguente looks forward to embracing the change that comes with it and is excited to challenge his students with pieces that will help them hone their skills even further.

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�㽶�� director of choral activities Kipper Ackerman never imagined she would one day stand on the conductor’s podium at Carnegie Hall, baton in hand, with more than 100 voices and a full symphonic orchestra following her lead.

But this summer, the 1997 �㽶�� graduate did just that—bringing not only her vision to life, but also guiding 20 �㽶�� students, members of the Laurens County Chorale, and singers from across the country into a moment they’ll never forget.

“This truly is just a reminder that it is so worth the amount of work that you put into it,” Ackerman said. “As a professor, I think when you stop doing the extra, that’s when things are going to slow down. And we don’t need to slow down.”

The Call to Carnegie

Ackerman was invited to serve as a guest conductor by MidAmerica Productions, a New York-based organization that helps musicians of all levels perform at prestigious venues. The connection came through Dr. Sonja Sepulveda, a longtime colleague and choral director from Ackerman’s hometown of Sumter.

“They were looking for one more female guest conductor,” Ackerman said. “They have an easy time finding male conductors at that level, but a harder time finding female ones. Sonja told them, ‘I know just the person.’”

At the time, Ackerman had not yet started her position at �㽶��, but her vision was forming. Having witnessed a post-COVID hunger for community and connection in Sumter’s choral scene, she saw music—and choir specifically—as a way to rebuild something bigger than just a performance.

“People wanted to get off the computer screen and feel a sense of community again,” she said. “Creating music lets you serve the music together. You depend on others.”

Reviving the Program

When Ackerman arrived at �㽶��, the college choir had just 12 students and had seen four conductors in three years.

“I’m the fourth conductor for the current junior class,” she said. “I’m sure they didn’t trust me at first.”

Rather than push Carnegie Hall right away, she built support from students, colleagues, and administrators—particularly Dr. Erin McAdams, �㽶��’s provost and vice president for academic affairs. With help from the college’s advancement office and community donors, she secured enough funding to make the trip financially viable for students.

In a single year, the choir grew from 12 to 25 members, with 20 making the trip to New York. Ackerman also brought along members of the Laurens County Chorale, which she directs, several vocalists from the Sumter community, and formed a larger ensemble by partnering with the Brookdale Concordia Chorale from New Jersey, the Arizona Lutheran Academy Choir, and the Virtual Chorale of New York.

In all, more than 120 voices filled the stage at Carnegie Hall.

The Music and the Magic

The �㽶�� performers joined in presenting two works by renowned British composer John Rutter—Te Deum and Gloria—accompanied by a professional symphonic orchestra. Months of rehearsals, including separate Monday, Tuesday, and Thursday evening practices, were paired with self-study using part-dominant rehearsal tracks.

“This wasn’t just teaching students their parts,” Ackerman said. “It was studying the entire score, preparing to stand in front of professional musicians who knew their music and expected precision.”

The pressure was high, especially during Ackerman’s first rehearsal with the orchestra.

“I was terrified,” she admitted. “They’re professional musicians in New York City. They don’t care who you are sometimes. But once we started, they asked questions—‘In measure 49, are you giving us a large downbeat?’—and I realized they did need me. That gave me confidence.”

At the final dress rehearsal, students and performers were allowed a moment to take selfies on stage and soak in the history of Carnegie Hall.

“That was a special moment,” Ackerman said. “Watching them on the monitor backstage—seeing them take it all in—I knew they had no idea how this was going to feel.”

Angel’s Story

For �㽶�� student Angel Wells, the trip was nothing short of life-changing.

Wells, a chemistry major from Hampton, S.C., is also in ROTC and hadn’t been able to attend many rehearsals. Initially, she hadn’t planned to join the trip—until Ackerman spotted her on campus and asked, “Do you want to go to New York?”

“I couldn’t resist,” Wells said. “I practiced hard on my own and made sure I was ready.”

Standing on the Carnegie stage, Wells said she felt no fear—only excitement.

“When it was time to perform, I looked out at the crowd and got excited,” she said. “We put in the work to get to this moment, and now it was time to show it. My favorite part was hearing all of our voices with the orchestra. I love hearing live instruments, and to be performing with them was amazing.”

Wells also enjoyed the cultural experience of New York City. Her highlights included seeing Gypsy on Broadway—her first live theater show—and hearing a worship band perform in Times Square.

“It reminded me that God is the one who allowed me to be in this position,” she said. “I definitely was feeling blessed.”

A Lasting Impact

Ackerman said she hopes the Carnegie Hall experience becomes more than just a memory for students—it’s a foundation to build from.

“We joked about how to get to Carnegie Hall—practice, practice, practice,” she said. “But the opportunities are there. Not everybody walks through the door. It is hard and it’s scary, but I didn’t shy away from that with the students. I told them: this is my first time doing this too.”

That vulnerability became a lesson in leadership, one that helped her earn the trust of a previously skeptical group.

And when she walked out on stage for the final performance—after shaking the concertmaster’s hand, opening the score, and taking a moment to look at the faces of those amazing vocalists with smiles adorning their faces, filled with anticipation—everything fell into place.

“All the things I missed in rehearsal that morning—different time signatures, cues for the orchestra—we nailed them,” she said.

Ackerman insists that her performers not have jewelry, etc. on their wrists when they perform, yet she accidentally walked onto the stage that afternoon with a simple rubber band on her wrist, a practical tool most choir directors carry. It became a symbol of the journey.

“I might keep it on until it dry rots,” she said with a laugh. “It reminds me that we actually did this. We held ourselves tight and did it together.”

From One Stage to the Next

Ackerman said the momentum from Carnegie is only the beginning.

“We’ve started to build something again,” she said. “These students now know what they’re capable of.”

For students like Angel Wells, that means seeing themselves in a new light—not just as chemistry majors or ROTC cadets, but as artists.

“I never would’ve thought I would be in that position,” Wells said. “But I’m so glad I said yes.”

From a casual question on campus to one of the most renowned stages in the world, Ackerman and her students proved what can happen when talent meets opportunity—and when a choir director dares to dream big.

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�㽶�� president Dr. Anita Gustafson said the reorganization is designed to strengthen the college’s commitment to the fine arts by uniting them, which will provide opportunities for innovation and growth.

“The establishment of the new Visual and Performing Arts Department ensures that the fine arts remain a vital part of �㽶��’s liberal arts tradition,” Gustafson said. “I believe that combining the knowledge and experience of our talented fine arts faculty will focus resources and creativity where it counts the most – towards our amazing students.”

Interim provost and vice president for academic affairs Dr. Erin McAdams said the new department will create a synergy between the arts disciplines without sacrificing their individuality.

“We will continue to offer high-quality curricula in these areas and invest in the visual and performing arts,” McAdams noted. “The advantage of this organizational merger is that it will allow for more interdisciplinary connections that enable our faculty and students to interact and connect in innovative ways, while also having a more efficient organizational structure.

“By having one department where everyone is coming together, we can get more creative, more interdisciplinary, and more connected. This will benefit our students, who will have more opportunities to feel a greater sense of belonging in a larger community that is focused on the visual and performing arts.”

McAdams also emphasized that, while the current majors and minors will remain intact, there are also opportunities to expand current course offerings, such as in graphic design or digital art, that modernize the curricular options that students have. She also noted the importance of the fine arts to the College’s overall curriculum.

“Art and music are not just an important part of the �㽶�� experience for majors in these fields, but also of our general education curriculum,” she said. “Every single student who attends �㽶�� will continue to take at least one class from a faculty member who is in the visual and performing arts.”

�㽶�� students from all disciplines will also continue performing in a wide variety of ensembles, including the �㽶�� Orchestra, the Jazz Band, the �㽶�� Choir and others.

The college is also strengthening its efforts to recruit students interested in the fine arts. This summer, �㽶�� hired alumna Kipper Edens Ackerman ’97 to serve as assistant director of admissions for visual and performing arts and director of the choir – a new position devoted to uniting talented young artists and performers with the college’s equally talented faculty. In addition to directing the college choir, Ackerman’s role is to help reinvigorate interest in the arts at �㽶��.

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Why did you choose to come to �㽶��?

I chose �㽶�� because of the unique opportunity it provided me to both play in the chamber orchestra as a cellist, and soccer.  To find a blend in an institution where I could explore both passions of mine were available was quite difficult, and ultimately �㽶�� was the right place to achieve my aspirations in those areas. Moreover, I decided to choose �㽶�� because of the value of the education, in that nearly 100% of graduates were accepted into their desired graduate school or entered the workforce very shortly after graduation.

What made you interested in majoring in history?

Before I arrived at �㽶��, I was interested in studying history because of its emphasis on research skills and critical thinking, as well as just a general fascination with the subject. From a young age, I became familiar with the importance of history when visiting the South Carolina State Museum with my grandparents. Not long thereafter my interest in the subject blossomed into a true passion, as I wanted to learn more about the people, places, and locations of the past.

How would you describe your experience in �㽶��’s History Department?

I have loved being a part of the History Department here at �㽶��. The faculty in our department are incredibly gifted and intelligent and push students to examine history in a challenging and beneficial way, without corrupting the true joy of learning. Moreover, the History Department here is a welcoming environment from the moment you arrive, providing a variety of opportunities (both social and academic) from which students may develop relationships with fellow history majors/minors and professors.

What advice would you give to students considering coming to �㽶�� and majoring in history?

My advice in considering both �㽶�� and a history major is to recognize the intimacy and attention you’ll experience while studying here. Unique to �㽶�� is the fact the institution provides a much smaller class size in comparison to larger Universities. The value of smaller class sizes is found in a more individualized approach to learning in comparison to the monstrous class sizes that exist in many institutions today.  My advice to those considering a history major is to assess the unique benefits the major offers. When it comes to the history major, I’ve improved significantly in areas of research, writing, and critical thinking, all of which are valuable assets to graduate schools and employers alike.

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�㽶��’s Music Department invites fans “Behind the Scenes” in a new guest series that explores the making of music.

This spring, the series kicks off with composer Ben Robichaux at 6:30 p.m. Thursday, Feb. 24, in Edmunds Hall.

�㽶��’s director of bands Dr. Giovani Briguente will host the talk with Robichaux, whose music has been performed by bands around the country, including the Air Force Concert Band in Washington, D.C.

“’Behind the Scenes’ allows people to meet the composer, hear his stories, get to know his music, and ask questions,” said Briguente. “This is a unique opportunity for music lovers and the beginning of a new phase in our county where not only can we welcome visiting artists of this caliber but also interact with them.”

Robichaux’s composing career has focused on writing music for all levels of ensembles. His chamber works were featured at the International Saxophone Symposium, the National Gallery of Art, the Rapido! Composition Competition, the Alba International Music Festival, the New York City Electroacoustic Music Festival, the Society of Composers, the Atlantic Music Festival, and others.

His choir music has been performed by the Academy of Voices of Minneapolis, Minn., the Dekalb Choral Guild of Atlanta, Ga., and the Repertory Singers of the University of Georgia.

Robichaux is the recipient of a James E. Croft Grant for Young and Emerging Wind Band Composers and was selected to participate in the National Band Association Young Composers and Conductors Mentor Project. His work, “As the Lights Go Out” for wind ensemble, earned him the American Society of Composers, Authors, and Publishers’ Morton Gould Young Composer Award in 2021. His middle school band piece, “Gregorian Fantasy,” won an honorable mention in the first annual Barbara Buehlman Composition Competition.

Robichaux earned his bachelor’s degree in instrumental music education from Nicholls State University in Thibodaux, La., where he is currently the director of athletic bands and assistant professor of music. He earned his master’s degree and doctor of musical arts degree from the University of Georgia.

“Behind the Scenes” is open to the public. Masks are required inside Edmunds Hall.

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A trio of �㽶�� students will participate in the state’s Intercollegiate Honor Band this weekend in Columbia.

Senior band members Noah Burkett (saxophone), Anna West (bassoon), and Rachel Vondergeest (French horn) were selected to represent �㽶�� during the S.C. Music Educators Association’s Professional Development Conference Feb. 3-5 at the Columbia Metropolitan Conference Center.

They and their peers throughout the state will rehearse for two and a half days ahead of their Saturday, Feb. 5, concert in front of the state’s music educators and a general audience.

�㽶�� director of bands, Dr. Giovani Briguent, said all three are all active instrumentalists who have played as members of the Wind Ensemble, Chamber Winds and Jazz Band.

“We could not be better represented,” he said. “Noah, Anna, and Rachel are fantastic students and absolutely great people. Everyone is going to love their music and personalities.”

The SCMEA is a music education advocacy group affiliated with the National Music Educators Association and made up of music educators across the state. Their goal is to promote and support quality music educations in South Carolina schools and communities.

�㽶�� is a private, church-related liberal arts college founded in 1880.

Located in the historic city of Clinton in the Upstate region of South Carolina, �㽶�� has built a rich tradition of service honoring its motto, Dum Vivimus Services — While We Live, We Serve.

The College offers a wide variety of undergraduate majors and has established three graduate programs — an occupational therapy program, a physician assistant program, and the �㽶�� School of Pharmacy. �㽶�� student-athletes — the Blue Hose — participate in 19 sports at the Division I level. For more information about �㽶��, go to www.presby.edu.

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It is one thing to have a big dream – and another to have the skill and the will to pursue it.

�㽶�� senior Jared Smiling has all three.

The senior business major has already recorded and released two albums and an EP over five years. Smiling dropped his first album when he was a senior at A.C. Flora High School in Columbia. He produced the others while studying full-time at �㽶��.

Smiling, the son of George and Barbara Smiling of Columbia, said music has been with him from the beginning.

“Music has always been a part of me,” he said. “Probably since birth, because my mother sang all the time, and my sisters also sang.”

In elementary school, though, music began playing a much more significant role.

“I remember joining the choir in elementary school, and I guess that’s when it really started because ever since then, I’ve stuck to choir and singing. I also started playing the piano in elementary school, so I guess that was the inception of me and my music.”

Smiling performed in choirs throughout elementary, middle, and high school and discovered the joy of performing solo – a move that undoubtedly sparked professional music ambitions.

Smiling began creating original songs using a music mixing app on his phone. He took the tracks to a studio, recording vocals for his first two albums. His first, “Dreamer,” was released during the spring of 2018, and his second, “New Beginnings,” dropped following his freshman year in 2019.

Smiling followed those projects by releasing singles throughout his sophomore and junior years at �㽶��. This fall, he released the EP “Low Expectations,” his first full-length project in several years.

A variety of musical genres influence Smiling. Pop. R&B. Gospel. Christian contemporary.

“But in terms of music I like to make, it usually comes from pop music,” he said. “And then I add my own little twist to it. Some originality and uniqueness.”

Like many artistic types, Smiling has a process for creating music.

“I normally start with the tunes,” he said. “I hum something and see how it goes. Sometimes I play around with the studio software and hear something I like and hum something to go with that.”

Putting words to his songs is more of a challenge, Smiling said.

“I can go through songs like crazy sometimes, but when there’s a song I really want to finish, it might take me longer than others,” he said. “It really depends on how I’m feeling. I write through emotions and feelings, so I just put them down on paper. Some songs flow better than others, and on some I get stuck.”

A business major with a music minor, Smiling is also an intern in the marketing and communications office at �㽶��. Those learning experiences influence his passion for pursuing music as a career.

“I’ve learned a lot more about marketing through my business major and my internship,” he said. “I know more about styles of marketing and social media and that really guided my latest release. Musically, the voice and piano lessons I take have made me a better performer. �㽶�� had a lot to do with that.”

Smiling also has built a system of support from �㽶��.

“�㽶�� is where I’ve met some of the best friends I’ve ever had,” he said. “They support me and my music and are just as excited as I am when I release music. That gives me a little fan base that I didn’t have at first.”

As a solo performer during an Inauguration Week event last October and as a soloist in this month’s “Christmas at �㽶��” concert, Smiling reached even more future fans.

As he approaches the end of his college career at �㽶��, Smiling contemplates his future as both a musician and business professional – hoping for and working on making both a reality.

“I would love to be able to make music as a career and profession because it’s something I really enjoy doing,” he said. “If I can find some way to make a living at it – that’s one of my goals.”

The other goal, in the meantime, is to become a more accomplished artist.

“I want to continue to progress in my musical production because I’ve noticed where my music was in its beginning stages and where it is now is a lot better,” he said. “I think I can get better. I also want to engage with other people and ask them for advice on areas I can grow in. I want to perfect my craft before I release anything else super big like an album and keep working on music.”

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