The Power of Language

Deeply Dedicated to the New Orleans Community

The Power of Language

Lyrica Baroque is dedicated to giving back to the New Orleans community by promoting the city’s significant historical contributions to classical music, and the powerful musical culture that has thrived for over 300 years.

The Power of Language 
An Arts Integration workshop using music as a tool to foster social-emotional education and resilience in New Orleans’ Youth.

Lyrica Baroque artists partner with New Orleans educators to present a series of workshops. Through music, young students are introduced to strategies that foster resilient behaviors and facilitate social-emotional intelligence. The workshops aim to enhance students’ imaginations by exposing them to art forms such as classical music, providing students with a secure and safe foundation from which to explore the world, emotionally connect, reflect, empathize, and empower their sense of personal voice.

Additional Materials

Deepest Thanks to our amazing team for their guidance, creation, collaboration and development of our Power of Language curriculum and program:

  • Jaren Atherholt
    Executive Director, Lyrica Baroque
  • Matthew Daniel
    Technical Writing, New Orleans Charter Science and Mathematics High School
  • Gabrielle Fischler
    Community Director, Lyrica Baroque
  • Michael Fischler, PhD
    Psychologist
  • Roxanne Fischler
    Teacher, Redding Connecticut Elementary
  • Maurya W. Glaude, PhD, MSW, LCSW
    Tulane School of Social Work
  • Brittany Lindsey
    Owner, Master Minds Private Tutoring
  • Tiffany Lewis
    English Teacher, Benjamin Franklin High School
  • Welbie Prinston Tabet, MT-BC
    Music Therapist

“As musicians we have tools that allow us to express some of our deepest emotions. These tools are not unlike those that writers have to delve into the human psyche and condition. With the power of music to introduce writing concepts and techniques, we are able to arm the students with their own tools to explore their own psyches. The depth and level of emotional connectivity they are able to reach as a result is powerful and transformative for everyone in the room. When the students share their vignettes with the class, they take ownership of themselves and their emotions in a way that is rare to see in children of that age, let alone any adult.

“One student was reading his writing through tears. He along with the rest of the class had been asked that day to go deeper with his writing – to add detail and color, just as a musician does to notes of music. The rest of the class listened attentively. I then played the opening of Bruch’s Scottish Fantasy. At that point another student who had been guarded and emotionally resistant for the first couple of days began to shed tears, as the combination of story telling and music had allowed her to open up and connect to something of her own. That is empathy. It was amazing.”
– Gabrielle Fischler, Teaching Artist and Community Director

“The Power of Language program truly transformed the way my students think about their emotions. My students learned about how to identify their feelings, communicate them, and relate them to Music. The instructors taught our students strategies for how to self-regulate and gave them a true appreciation for what it means to communicate through the Arts and through word!”
– Mattie Eason, Music Teacher and Enrichment Coach, KIPP Leadership Primary

“The children were truly engaged in all activities and truly enjoyed their experience with the incorporation of music.”
– Ingrid Hicks, Itinerant Gifted Teacher, Algiers Charter

Sample writing from one of our residencies:

“Run, run, run! It caught her and him and those two as well. Boy do I have a story to tell. As I was running I fell. It took my friends. All four. Every time. I moved. I heard foot steps. Then I was in my bedroom. For the fourth time!!! Seriously! But it was weird. There was too much black shadows. It smelled like fish and the things I touched felt so real. I saw strange beings. No, beings at the sight. A shadow figure. It’s voice sounded like an old lady speaking backwards. Saying “tunnel go to”. I couldn’t tell what time of day it was. Was it a vision of something? This place was too dark and I was chased. I now know that shadow woman was the demon in my sleep.”
– Eisenhower Academy of Global Studies 4th Grade Student

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