Lyric Opera 2022-2023 Issue 2- Fiddler #1

39 | Lyric Opera of Chicago For many students,the residency program is their rst contact with opera. This process begins with the work of Lyric’s teaching artists. The relationship between classroom teachers and teaching artists is fundamental, often creating lasting bonds that extend far beyond Lyric’s initial involvement. But how does it work? “Teaching artistry is a lot of feeling out the room,” says LaBarge. A former teaching artist herself, LaBarge is no stranger to adapting to classrooms full of boisterous students. Activities like singing, acting, and opera education are intentionally left exible, helping to foster connections throughout the classroom. The program “expanded my understanding and my students’ understanding of the creative process, and opened them up to a new genre,” shares one elementary school teacher from the 2021/22 school year. Often, through consistent meetings between teachers and teaching artists, outside elements can also be incorporated into the overall curriculum, supplementing core goals such as teamwork, team-building, and social-emotional learning. Even though Lyric’s 2021/22 educational programs were mostly virtual, these exible programs were able to transcend even the con nes of Zoom to establish successful residencies across 15 Chicago schools. Thankfully, Lyric is returning to in-person instruction this season, allowing for a new team of teaching artists to continue this momentum into the new school year. “Teaching artistry is a lot like a performance,” LaBarge explains. “If you’re not getting feedback from an audience directly, it’s guring out other ways to get that feedback, and continuing to move the room in a positive direction.” Positive direction, indeed. Many classrooms still feel the effects of previous partnerships with Lyric today. Jonathan Zielinski, a teacher from Drummond Montessori who previously worked with LaBarge, replicated Lyric’s residency with an adaptation of Romeo and Juliet that his students created and performed. “He was able to apply the exercises that I had run with the students in his own way. It’s like he became his own teaching artist,” says LaBarge. This season, LaBarge most looks forward to being in-person. “I’m excited to be back in classrooms!” she says. “That, to me, is just everything we’ve wanted.” Although Lyric had great success with its virtual residencies, there’s nothing quite like the vibrant energy of an in-person classroom learning about opera for the rst time. “I just can’t wait to see everyone in the room together, learning alongside one another, and being creative,” says LaBarge. Typically, an elementary residency lasts for a Fall or Spring semester, with teaching artists working closely alongside classroom teachers at least once a week as they plan a lesson for the duration of one full class period. Fondly referred to as “opera class” by students, each lesson begins with icebreakers and name games, then shifts into warm ups with movement, encouraging students to get active. Students will then transition into vocal exercises and improvisation. Finally, their lessons culminate in art-making, such as writing dialogue, creating different characters, and potentially creating their own opera. Not only is art-making signi cant for students and their development, but LaBarge herself continues to be motivated by Lyric’s impact and community. Re ecting on the nal performance of Cook Elementary’s residency with Lyric, LaBarge fondly remembers “two classrooms of 3rd grade performers and audience members—including parents and siblings of the performers—were singing and dancing together. It was a beautiful sight!” Kyle Flubacker