The Power of Performance

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It’s not just how to express yourself better from your perspective, but how to understand others from their perspective. That’s what arts do.

Heads nod and fingers snap in the quiet lobby of Hoyt Hall as these three faculty members of the performing arts department reflect on the profound impact their work has on students.  

“I need to go home and write that down,” laughs Tian Zhou, music teacher and celebrated performer who brings a wealth of global experience to Tabor’s music program. His colleagues—Jesse Hawley, performing arts teacher, and Nadine Cunningham, music teacher—join in the laughter, reassuring him with a grin that the interview is recorded and his words preserved.

Their camaraderie fills the space of the Hoyt Lobby, blending moments of humor with heartfelt reflections as they share stories of student growth and success, as well as program evolution. In the building, they are surrounded by spaces that foster creativity and curiosity. The Fireman Center for Performing Arts, Will Parker ’04 Black Box Theater, and the various practice spaces within Hoyt—as well as others across campus like Wickenden Chapel and the Lyndons—have long stood as places that enable students to showcase their talents and creativity, all while building confidence and connections with the world around them.

“It’s not just about performing,” says Zhou. “It’s about helping students present themselves to the world. That’s a lifelong skill.” He continues, “And it’s not just about confidence on stage—it’s about showing up fully in life, learning to communicate who you are, and connecting with others. That’s the real power of music.” 

With the level of exposure today’s students have through their devices, they often experience music constantly, adding a level of challenge to music education. Zhou reflects on the impact of this digital culture, noting that students often use headphones, providing constant sound and stimulation, without the students truly hearing sounds produced outside the headphones. “But hearing music that way is isolating, it’s passive,” he says, noting that it is easy to miss the connection to the person making the sound, “the vibrations, the real-time energy of music … [It’s] almost like you take no responsibility of what sound you create yourself, because you only hear the right notes, while you’re just singing along with it, off pitch.”

It’s not just about performing. It’s about helping students present themselves to the world. That’s a lifelong skill. Dr. Tian Zhou, Director of Choral Music

The same goes for playing music, Cunningham points out. If students are playing instruments while listening to music through their headphones, they aren’t truly hearing how they are performing. “If it is supposed to be an F sharp and you play an F, we should be able to hear that. It’s an adjustment that we can make and that they can fix,” she emphasizes, “if they hear it.” She adds that the goal is to have students work to meet that proper standard of performance and not bring the bar lower just because a student is not there yet.

Hawley agrees, offering that this exposure to music often makes students think they know how to perform—play the music, take on the character, etc. “But then, we have to almost go backwards a little bit and say, ‘No, no, let’s start with the basics.’” Reflecting on how this mindset impacts the annual musical production, Hawley says, “I think a lot of kids come out for the musical and assume they’re going to be great. And then the first day of auditions comes, they’re like, ‘Oh, I actually have to do this on my own.’ There’s no help. There’s no backup. And so, it’s a little bit scarier to take away all the support [systems] that they’re used to having. But the empowerment that they can get­—when they do the work on their own and grow—as an artist is real.”

“We’re working to reconnect students to authentic music-making,” adds Zhou. “We want to help them rediscover the joy of creating something real and tangible. That’s where the magic happens.” These shared experiences are profound, he admits. “As soon as you open your mouth or play the first note, you’re in something much bigger than yourself. That feeling, everybody should experience it.” 

“To really put yourself on stage in front of the audience and feel that vulnerability, feel that helplessness, the students don’t know how to deal with it, and some tend to shy away from it,” explains Zhou. Stepping into that moment isn’t easy— the fear of imperfection and making mistakes can be overwhelming for some. Performing requires confidence and courage, the trio of teachers note, and there’s an undeniable element of vulnerability in it. Yet, it’s a necessary part of growth and self-discovery—one that music uniquely fosters.  

“The idea of music, and I’m going to include performing arts of all kinds in that, involves the concept of embodied learning,” adds Hawley. “And that is something that, when you are a kid growing up with a phone, is a disembodied experience. And everything is like a virtual experience. So having something where you are having to embody the thing that you’re doing, that kind of learning is rare and powerful.” 

To get to that point though, students must practice and embrace the journey of growth that accompanies the process of learning a piece, be it vocal or instrumental. Hawley notes that imperfection is expected and even necessary as artists grow, noting that when students do mess up, they should do it boldly and with bravado. “Practice what you want to get good at,” she emphasizes. “So, if you want to practice being timid, go ahead and do that. But if you want to fully express the piece, then practice that, and even the mistakes will get you there.” 

Cunningham agrees, saying, “If I can’t hear you mess up, I can’t help you fix it. So, if you’re going to play a wrong note, play it  with the dynamics and the forte and the articulation and the character that the piece needs, and then if it’s wrong, we can fix it. But if you’re sitting there quietly bowing along or not really putting a lot of air through your instrument, I won’t be able to help you play better.” 

The teachers all nod in agreement, as Zhou reflects on how this work relates to Tabor’s Portrait of a Graduate profile. The lessons learned in Tabor’s music program are reflected in the school’s profile, which was developed as part of the Strategic Plan.

Music fosters students who lead with courage, collaborate with purpose, think critically with curiosity, and care about what they’re creating, who they are working with , and about how the audience will perceive the performance.

These experiences prepare Tabor students for far more than performance; they prepare them for life. Whether mastering a challenging piece, performing on stage, or learning to trust the process, students emerge as empathetic leaders and confident individuals, ready to carry these lessons into whatever comes next. These outcomes are a testament to the enduring impact of Tabor’s music program and its impact on the lives of those who experience it.  

Hawley points out that students who engage in the performing arts often stand out in other areas of school life as well. “At the end of the year, when we’re looking at who earns awards every year, a lot of those are performing arts kids,” she explains. “There’s a natural crossover between people who are successful and people who are willing to put themselves out there, express themselves, be vulnerable, and take the long, slow process of learning to become proficient.” 

Hawley reflects on the process of learning music and how it relates to broader life skills, emphasizing the deep connection between the arts and leadership. “Understanding that slow-building process—whether it’s becoming good at an instrument or getting up on the main stage and singing in front of people—those are leadership skills. Those are life skills.” 

These qualities go far beyond the stage. Through music, Tabor students learn resilience and collaboration and develop the courage to express themselves authentically. The power of music lies not just in the performances but in the profound growth it fosters, leaving students equipped to lead, inspire, and thrive in all areas of life. 

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