Posted December 08, 2025 in Articles
When Kaia arrived at Lawrence School in 2020, she didn’t think of herself as an artist or musician. But by eighth grade, she had discovered something unexpected: the arts were her spark, the space where her confidence could truly shine.
At Lawrence, the fine and performing arts aren’t just electives; they’re essential. For students who learn differently, art and music become powerful tools of expression and empowerment. In these studios and rehearsal rooms, students discover their strengths, rebuild self-confidence, and find joy in creating something all their own.
The arts offer students a much-needed chance to succeed on their own terms, away from the demands of traditional academics.
Upper School Music Teacher Stafford Merk points out that many students arrive having been told they’re just not “good at” music. To remove that fear, a huge barrier for students with dyslexia or ADHD due to the focus on music literacy, Merk instead emphasizes the joy of performance and rehearsal.
“Once we remove that element of fear, it becomes a joyful experience that genuinely builds confidence,” she explains.
The program is carefully structured so every student contributes, no matter their current skill level. Instead of overwhelming a beginner with complex guitar chords, they might learn a simple, satisfying bassline.
“We blend skill levels so more experienced students can handle the harder parts while beginners still get to contribute and feel a sense of accomplishment,” Merk says.
This collaboration naturally fosters teamwork and essential listening skills. Ultimately, the single most important gain is self-confidence.
“My goal is simple: to show them that being on stage and creating music is a positive, rewarding experience that they can enjoy for years to come.”
The visual arts offer a crucial alternative language for self-expression.
“The visual arts tap into strengths students might not use in academic classes,” says Upper School Art Teacher Joy Hall. “It’s a safe place to explore identity and emotion when written expression feels difficult.”
Projects are intentionally designed to minimize fear of failure. Media like faux stained glass or collage emphasize creativity over correctness, helping students realize that art has no single “right” answer. Hall encourages students to embrace authenticity with a simple mantra: “If we all created the exact same thing, it would be boring.”
As confidence grows, students take on independent Studio projects, designing murals, sculptures, and outdoor installations that now brighten campus spaces. Peer critique sessions teach respectful feedback, building in collaboration and communication that reach far beyond the art room.
“I want them to leave feeling comfortable with their creativity and not be intimidated to try new things,” Hall explains. “I had a student who was once terrified of art class but now has her art all over my classroom. Seeing that transformation, that’s the power of art. This shows me that they’ve gained a love for creating and learned that it’s not something to be afraid of.”
The Foundation of Expression
In the Lower School, the arts are woven into early learning. Music Teacher Anna Shelow uses movement, rhythm, and group play to connect music to the body and mind. Instruments like ukuleles, xylophones, and guitars help students develop listening skills, rhythm, and pitch discrimination, all tied to reading and verbal expression.
“I keep it active so no one is just sitting and singing,” Shelow explains. “Singing together is incredibly powerful; it helps students feel part of something bigger than themselves.”
Music activities naturally become a team sport where every student must do their part, fostering a strong sense of belonging.
The simple act of performing provides an early, crucial lesson in resilience. Shelow recalls students realizing they could get through their first band concert, calling it “an important lesson for kids to learn that it’s okay to be nervous, but you can still succeed.”
By “dabbling” in different areas, students gain an access point for truly engaging with music later in life.
For Lower School Art Teacher Jason Sepsi, art is fundamentally a non-verbal language. His core philosophy emphasizes that the process is more important than the final product, offering a powerful platform for students who may struggle with written or spoken communication to express their emotions and ideas.
Tactile mediums like clay and painting on canvas are always popular, offering a crucial connection point for kinesthetic learners. Within a clear framework, students learn to plan, follow directions, and work with others. As Sepsi notes, “I often tell students that this is a great lesson for life: You can be as creative as you want within the given guardrails of any project.”
To protect this vulnerable process, the classroom maintains strict ground rules to ensure a safe, trusting art community. Sepsi believes the art room acts as a “microcosm of the larger world at an elementary level,” teaching essential life skills like time management and collaboration alongside creative expression.
Across every age and classroom, the arts at Lawrence help students rediscover joy in learning. They create the courage to try, to fail safely, to express openly, and to connect deeply.
“Visual art, music, performance, these aren’t extras,” Hall emphasizes. “They’re where so many students first feel the pride of mastery.”
For Kaia and countless others, the arts are more than an outlet; they’re a blueprint for confidence. “The arts help our students see themselves differently,” Merk says. “And once they do, they carry that confidence everywhere.”