“Nightingale has had strong dance, music, and theatre programs for many years. This is a moment for us to consolidate and combine our excellence, to move out of silos into a connected and unified department, and to align our values and philosophies so our students have a similar experience whether they are acting on the stage, dancing in the studio, or performing in a concert,” Mr. Goede reflected.

To be a part of the performing arts department at Nightingale means embracing the philosophy that participating in the performing arts inherently teaches essential life skills that can be called upon in other academic classes, careers of any kind, and interpersonal relationships. Collaboration, futures-thinking, cultivating empathy, recognizing difference as a source of strength, and striving to reach one’s own potential while casting aside comparison are all a part of becoming a well-rounded individual that is capable of building strong relationships and respecting the value of hard work. Whether performing artists at Nightingale continue on in their chosen artistic path after leaving the blue doors or not, their training will always be a part of their identity, and that is the gift that keeps on giving from the department to its students.

Because the dance, theatre, and music programs are all built on the art of collaboration, the move towards a performing arts department could be viewed as inevitable. By combining them, students will now have access to the best aspects of the individual programs and also begin to speak a shared language between them. This will allow the curriculum and in turn, the student experience, to grow in new ways.

One example of this, will be the opportunity for students involved in extracurricular productions to work directly with Nightingale faculty, which will only serve to elevate the already high quality of the work and build stronger relationships within the Schoolhouse. Bria Tyner, dance faculty, joined the Nightingale community this fall, and will choreograph Pippin, the Upper School musical this year.

“Her background in musical theatre is a real asset to our community and dance program, and I think it’s wonderful that our students will see her in the building every day and then learn from her during their rehearsals,” Mr. Goede noted.

The academic experience within the performing arts department is not to be discounted either. “Sometimes there is a perception that creative classes are not rigorous, academic, or challenging. This couldn’t be further from the truth! Being a musician, dancer, or actor requires exceptional thoughtfulness, commitment, and courage. Performers are constantly multi-tasking at every moment…

The learning might look different from a math classroom or a science lab, but it is rigorous, academic work. And it is so much fun! There is deep joy and human connection found in creating something with other people,” Mr. Goede shared.

When looking ahead, the future of performing arts at Nightingale looks bright. Faculty who had previously been merely colleagues are growing into true thought-partners uncovering new methods of collaboration with more intention behind them. The programs are continuing to flourish in their excellence—working towards the goal of establishing Nightingale as a destination for students who want to experience a purposeful and thriving performing arts education in tandem with rigorous academics and a competitive athletics program.

In the years to come, Mr. Goede is also looking to incorporate a dedicated performing arts series that features outside musicians, dancers, actors, and artists both in the classrooms during the school day and then in performances open to the larger community in the evening. Constructing this bridge between the academic and the professional world will continue to open doors for students and further emphasizes that indeed, the world is their stage—and Nightingale is here to help them find their light.

Spotlight on Dance: Building a Strong Foundation in Lower School

Formal dance instruction at Nightingale begins in Kindergarten with the exploration of multiple genres of dance as a way of introduction to the practice and art form. This includes ballet, jazz, hip-hop, modern, and folk and students are able to fill their dancer toolboxes with a variety of techniques that they can bring with them in the future.

This year, welcoming Ms. Tyner to the dance faculty also meant the introduction of a full-year tap program in Class I. When asked why this age is particularly

well suited to the study of tap, Ms. Tyner noted that the combination of rhythmic movement and self-expression lights up young minds in a unique way. Plus, it’s fun! “Moreover, tap dance fosters creativity, builds confidence, and promotes a sense of community as students learn together. Overall, this early exposure to tap dance not only instills a love for the art form, but also contributes to the holistic development of young learners,” Ms. Tyner shared.

Class II delves into the world of classical ballet and Classes III and IV study the work of modern dance masters Isadora Duncan and Martha Graham by learning their repertory or creating their own etudes based on their well-known work.

A key feature of these classes, taught by Ian Spencer Bell, includes actively working with Lauren Aloia, collaborative pianist, in the classroom. By incorporating a live pianist in the classroom, and not only dancing to a recording, the dancers are able to respond to her playing in real time and vice versa. “This is the goal of live performance and creative practice: to be in the moment, awake to opportunity, alive with the pleasure of the senses and intuition,” Mr. Bell commented.

Dancing to live music also allows the students to play with the art of improvisation, which is deeply fundamental to the practice. Mr. Bell continued, “And in the case of our Duncan work, Ms. Aloia plays the Brahms, Chopin, and Schubert repertory so that we experience the dances as Duncan and her dancers and audiences did. Right now in Class IV, Ms. Aloia joins our choreographic process and is composing an original work for our Martha Graham-inspired etude. Modeling a collaboration between a musician and a dancer is essential for young people.”

Throughout their time in Lower School, students also learn about aspects of dance history, choreography, and yoga while gaining a greater understanding of musicality, ensemble work, body control, and awareness.

“My hope is for students to see themselves in the world of dance—no matter the color of their skin or their body type. My classes provide that introductory approach to dance where it doesn’t matter what you thought dance was, I want my students to see themselves in the room of dance surrounded by other dancers," Ms. Tyner said.

Spotlight on Music: Strings Players Find Growth Through Challenge

When students enter Middle School, they are given the opportunity to personalize their academic study of music by choosing one of three tracks: strings, guitar, or composition. By giving students this agency over their course of study, their buy-in is inherently higher, which leads to stronger and happier players overall. For students who select strings as their track, they further define their study by selecting violin, viola, or cello to learn in a small group setting.

Class V is a year dedicated to getting set up for success and learning the fundamentals of the instrument. Director of Strings Program Hannah Hens-Piazza lovingly notes that stringed instruments do not lend themselves to making a beautiful sound in the beginning of study, which only serves to highlight the patience and discipline that is required by this choice—also an important transferable skill for students at that age. “I say to them from the beginning, if it’s challenging, you’re doing it right,” she noted.

Class VI welcomes the art of collaboration as students begin to play ensemble music—each with their own part. “A key part of this journey is learning that it’s more important to be together and prioritize the group over the individual, than to be ‘right.’” A stark change from the way that Ms. Hens-Piazza grew up playing music. “Yes, I played in orchestras, but there was always a competitive edge about classical string playing. A lot of my work here at Nightingale is intentionally trying to decolonize the curriculum and move us away from the idea that the Western European traditions of classical music, and string playing specifically, is the ‘only way’ or the ‘right way,’” she shared.

Classes VII and VIII continue their course of study in the classroom and also have the option to join the Middle School String Ensemble, which meets twice in the eight-day cycle during the Enrichment period. This year also saw the advent of the Class V and VI string ensemble, which meets after school. In Classes IX through XII, Upper School Ensemble is officially a minor academic class that meets during the school day for a full academic period.

Taking advantage of all that New York City has to offer musically is a priority and passion for Ms. Hens-Piazza as well. She will frequently invite guest artists into her classroom, which is a unique opportunity for students to see how musicians make a life by carving out music as a career. “I think that it is really valuable for kids to hear from people with different perspectives and different musical expertise than what I have,” she said.

This year Class VI worked with Sugar Vendil, a Filipinx American artist, who combines movement and sound in creative and non-traditional ways. They were able to study the art of improvisation with her, which will inform their performance of a fully improvised piece of music in their winter concert. Last year’s Class VII string players worked with Chinese American musician Vivi Hu in a series of workshops learning about traditional Chinese instruments and how she incorporates Chinese folk melodies into her own pop songs. The students performed her original arrangement of a Chinese folk song called “Chasing Butterflies and Picking Tea Leaves” in the spring concert.

Attending musical performances throughout New York City is also an essential part of the strings program in both divisions and allows students the opportunity to expand their learning beyond the strings classroom. Highlights from last year include the Upper School Ensemble visit to Carnegie Hall to hear the group Sphinx Virtuosi, which is specifically devoted to elevating Black and

Latine voices in the field of classical music. In addition, Class VIII strings players and Upper School Ensemble members attended a performance by Imani Winds, a group that programs music with intentional connections to social justice. This year students have attended concerts by the Juilliard Orchestra, the Kaleidoscope Chamber Collective, and the Orchestra of St. Luke’s—with many more to come!

"I want students to leave the program having full confidence in themselves as musicians—to know that music can be meaningful in their lives and they can continue to engage with it in whatever ways feel right and natural to them," Ms. Hens-Piazza said.

Spotlight on Theatre: Class VI Musicals Bringing Down The House

A highlight of the Middle School theatre experience is the Class VI musical with Allen-Stevenson. This fall marked 30 years of collaboration between the two schools, which has brought together the entire sixth grade class from Nightingale and the majority of sixth grade boys from Allen-Stevenson. The initial goal was to provide a co-ed experience that wasn’t purely social in nature, such as a school dance. Coming together to rehearse a show ensures a creative and educational experience for the students, with the added bonus of making new friends along the way.

“I love standing backstage and watching the parents watch their children on stage. It is an amazing moment and one that always resonates with me. The final product is always special, but the best part for me has always been about the rehearsal process and the friendships made between the boys and
the girls that will last with them forever," Performing Arts faculty member Diane Davis said.

Auditions are typically held within the first weeks of school and curtain goes up in late October. The cast also has the opportunity to showcase their hard work in Lower and Middle School assemblies, which allows as many community members as possible to see the show. Class V students wait with bated breath in the spring for the announcement of their show and Lower Schoolers have been known to speculate years in advance as to what their musical will be. Recent productions have included The Lion King, JR., Willy Wonka, JR., Matilda, JR., You’re a Good Man, Charlie Brown, and Aladdin, JR.

“Being in The Lion King, JR. taught me how to collaborate with a very large group of performers and how every role was important to the production. We all had support and specifically in my situation being Timon I had Jonah who was Pumba by my side the entire time. The experience left me with memories and friends for years to come,” Skye B. ’30 said.

This article recently appeared in the winter 2024 issue of The Blue Doors.