Carolyn Talbert Performing Arts Scholarship

My name is Marissa Lazovick. I am 18 and so proud to share that I have been accepted to Boston Conservatory at Berklee (BoCo) beginning in September to study dance. I have been dancing since I was five and it is one of my greatest passions; however, it is not my only passion and it has not been an easy journey from a kindergarten student starting dance to a soon-to-be college freshman. At the age of 7, I began to tic. It started as sniffing, inspiration, and expiration and progressed to uncontrollable picking of my nails and stretching and contracting of my shoulders. It impacted my ability to sit still and focus at school. People noticed and it made them uncomfortable. I was always asked to stop. No one, not my parents, my teachers, my family or my friends understood what was happening. In middle school, my tics changed. I began squinting my eyes uncontrollably. I could not focus or read, and I could not stop or hide it. I then developed a stomach tic that forces me to bend over and stretch back up. It happens all day long making it difficult to sit. It also began to give me stomach pain. At the same time I began having migraines. And still, we weren’t sure why this was happening. My pediatrician referred me to a neurologist and within minutes I was diagnosed with Tourette Syndrome (TS). As he described what was going on in my head, I finally felt as if I was understood and I finally felt like there was something I could do. Most interesting to me, but quite common according to my doctors, is that I don’t tic while I dance. Apparently there are so many examples of singers and athletes and others whose tics stop when they begin performing. So beyond my love for dance, its movement, expression, connection, and challenge, it also was a break from my constant tics. Rather than focusing on my involuntary movements as an obstacle, I have focused on the movements and energy that I can control and this has led me to my greatest passions: helping others believe in themselves and inclusion. I was asked to show how dance can help us understand one another by choreographing a piece that gave insight to my life with TS. This result is called (TIC)kled. I choreographed this piece to express how my tics have felt to me at different points in my life. It was a challenge first to create the soundtrack I needed. Then I had to communicate the pain, the confusion and struggle, and finally the acceptance. I have been able to share this now with many others, adults, peers, and younger children. It always generates incredible conversations and everyone has shared how the piece helped them feel safe enough to ask questions and share their own struggles. (TIC)kled gave them the courage to reflect and the willingness to try and understand others. This is my story and it is an example of how I hope to use dance to tell stories that matter and bring us together. You can see the dance here. I am thrilled to continue my studies at BoCo and pursue dance at the highest level. I am committed to finding ways to communicate and inspire through this incredible art form. By supporting my dreams, you are supporting the dreams of all of the people I can impact, as a person, as a teacher, as a choreographer, as a performer, and as a person with TS who didn’t let their disability define them.

Music has always been a profound influence in my life, shaping my identity and instilling a deep passion for the arts. From my early years, I found joy and solace in the melodies and rhythms that filled my home. As I matured, this passion evolved into a desire to pursue music not merely as a pastime, but as a career. My love for music was deeply nurtured by my grandparents, both of whom are accomplished musicians. Their lives revolved around music, and they imparted this devotion to me. Family gatherings were often enlivened by their beautiful melodies and harmonies, and it was in these moments that I learned the essence of music. They taught me that music transcends mere notes and rhythms, serving as a profound language of the soul capable of expressing the inexpressible. Under their guidance, I learned to play the guitar and sing, developing a deep appreciation for the art form. I plan to major in music with a concentration in music education. My musical journey has been diverse and enriching, particularly highlighted by my experience in playing guitar and singing for mariachi. This genre has not only connected me with my cultural roots but also deepened my love and appreciation for my heritage. Through mariachi, I discovered music's power to unite people, evoke deep emotions, and celebrate traditions. It has instilled in me pride in who I am and where I come from, and I am eager to share this joy with others. My high school years were significantly shaped by my involvement in band, where I had the privilege of serving as a leader, drum major, and woodwind captain. These roles taught me the value of teamwork, dedication, and perseverance. They also ignited my passion for teaching and leading others. I realized that the same joy and fulfillment I found in music could be imparted to others, inspiring them to discover their own love for the art. Choosing to pursue a career in music education is a decision rooted in my desire to spread the joy of music and positively impact others' lives. I aspire to create an environment where students can explore their musical talents, appreciate diverse musical genres, and develop a lifelong passion for the arts. Music has the power to transcend boundaries and touch lives, and I am committed to being an educator who fosters this transformative experience. If I could do one thing in my community, it would be to establish a music program that provides free lessons and instruments to underprivileged children. I believe that everyone should have the opportunity to experience the joy and benefits of music, regardless of their background. By creating such a program, I hope to inspire a new generation of musicians and bring the community closer together through the universal language of music.