- in the power of arts integrated learning and emotional exploration to provide a safe foundation from which to engage with the world.
- that this environment is essential for developing resilience, empathy, and a secure sense of self.
- in developing love and appreciation for the arts and classical music through live performance and collaborative education.
- in creating a diverse and inclusive space for all.
Members of Lyrica Baroque partner with music therapists, psychologists, and local New Orleans educators to develop resilient behaviors and social-emotional intelligence in children. These workshops use live chamber music and arts integration techniques to foster joyful and meaningful education, enhancing the quality of learning and increasing retention. In the classroom, we build emotion-based vocabulary, learning to identify emotions and understand their meaning. Paired with a variety of art forms, including music-making, acting, movement, writing, and visual art, we practice feeling and expressing emotions. With increased familiarity, students develop empathy, learn coping strategies, strengthen a sense of self, and become more effective communicators.
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
- 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
“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
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