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njpac arts education in-school residencies help students sing and study

The Schuyler sisters from the hit Broadway musical Hamilton were in the house.  There were several Angelicas, Elizas … and Peggys, plus a couple of Aaron Burrs wardrobed in button-down shirts and slacks. 

The lyrics were Lin-Manuel Miranda’s words, and some of the choreography was original to the hit Broadway show. 

But the setting wasn’t a stage on the Great White Way. 

Instead, this short performance of “The Schuyler Sisters” mashed up with Bad Bunny, Zara Larsson and a bachata and break dancing interlude, took place in a second-floor multipurpose space at The Gray Charter School in Newark. 

It was the culminating performance of a semester-long Musical Theater program, an in-school residency run by NJPAC Arts Education. 

“Happy children learn better, and our students are thrilled when the artists come,” said Christopher T. Pringle, Executive Director of The Gray Charter School. “Exposure to the arts is valuable and closely linked to academic success. It gives children confidence and helps with memory, physical fitness and reading and writing skills.” 

In-school residencies bring NJPAC Teaching Artists into classrooms for five- to 12-week stretches, to lead arts-related courses that align with state and national curriculum standards. The courses can be integrated into all kinds of subjects, from math and science to social studies, English and physical education.  

Some of the residencies currently offered by NJPAC to schools across Greater Newark include New Orleans to Newark: Journey of Jazz, Storytelling Through Dance and The Beat Makers Club, an introduction to musical composition and contemporary music production techniques. 

Gray Charter School’s lead fifth-grade teacher, Alysce Michel, described the “a-ha” moments experienced by her Musical Theater students. Coincidentally, they studied the American Revolution weeks before the students devised this short performance in collaboration with their Teaching Artist Emma Bilderback. 

Their American history lessons expanded through studying the script and lyrics of Hamilton. For instance, they learned about the effects of the war on the evolution of American cities and the conflict’s impact on families. They came to realize that the consequences of the war extended beyond achieving independence from the British.

“This program was an opportunity to nurture their growth outside of textbooks,” she said. “This was a test, but in a totally different form.”

Michel also noticed that the performing arts experience sparked curiosity. Her students would report to her on musicals they streamed or content they read about favorite actors or lyricists. 

Something else Michel enjoyed about the in-school residency was watching her students’ creativity bloom. “We didn’t realize who loves to sing and who loves to dance,” she said. “The expressiveness of some of them was amazing!”

That artistry came out in different ways, from the student who drew a poster advertising their musical theater performance to discovering those who carefully curated an outfit to best represent their character. 

“This program demands you pause and look at the artist within each student,” she said. 

Following their performance on a June afternoon, the students shared some of their takeaways: “I learned that history is amazing” and “Without teamwork you can’t accomplish anything.” 

The Teaching Artist was especially proud of her students’ overwhelming sense of accomplishment. 

“All I ever wanted was for you to feel amazing after doing this,” she told them. 

The boisterous applause from the audience (aka a small group of students sitting on the floor wearing their gym uniforms) was music to their ears.  

Learn more about in-school residencies here.