When I was in high school, the fine arts became my sanctuary. As someone struggling with undiagnosed ADHD, I often felt out of sync with the demands of traditional academics. I worked tirelessly to overcome challenges like organization, distractibility, and time management, but I rarely felt like I was succeeding. Art was the one place where I thrived. It gave me the freedom to take risks, experiment, and learn without fear of failure. It was where I found my confidence and my voice.
Art became my lifeline during moments of personal struggle. It allowed me to process emotional turmoil and express my feelings about the world and the social issues I cared about. Every stroke of a brush or line drawn was a step toward understanding myself and the world around me. And as I poured myself into this craft, I saw firsthand how hard work pays off. The more I practiced, the better I became—a tangible reminder of the power of persistence and passion.
Now, as an art teacher, practicing artist, and master’s degree student, I see even more clearly how transformative the arts can be, especially for students who feel overlooked or discouraged. Too often, young people are defined by their test scores or their struggles at home, leaving them disconnected from school and unsure of their own potential. My years teaching at a residential group home taught me just how vital it is to offer these students a “win.”
I will never forget the joy in a student’s eyes when they created something they thought was beyond their ability. Hearing, “I never thought I could do that,” is the greatest reward of my career. Moments like these reinforce the incredible value of the arts—not just as a form of self-expression but as a means to build confidence, develop critical thinking skills, and foster empathy.
The arts teach students to see the world through different perspectives. They encourage collaboration, connection, and compassion—qualities that John Traxler exemplified. His passion for life and dedication to his craft remind us of the deep impact fine arts can have, not only on individuals but on communities. Like John, I have found a home and purpose in the arts, and I strive to create the same sense of belonging and inspiration for my students.
This is why I am pursuing higher education. I refuse to become stagnant in my teaching practice because I know my students deserve the very best I can offer. I want to deepen my own skills as an artist while finding new and innovative ways to bring the life-changing power of the arts into my classroom.
This scholarship would allow me to continue on this journey, giving me the tools to reach more students and make a greater impact. It would enable me to help young people discover talents they didn’t know they had, find their voices, and gain the confidence to tackle challenges in and out of the classroom.
The arts changed my life. Now, I dedicate myself to ensuring they change the lives of my students, especially those who need it most. This is not just my career—it’s my calling. And with your support, I can continue to grow, inspire, and honor the legacy of John Traxler by creating opportunities for others to thrive in the transformative world of the fine arts.
Growing up, one of my biggest challenges was finding something I enjoyed and sticking to it. Whether that be a hobby or extracurricular activity, I have always bounced around trying to find something that suited my wants and my mother's financial abilities. In my 6th grade year, I took a theatre course to fulfill the fine arts credit that I was required to have for graduation, I was not a very talented actor, but I liked the idea of doing interesting lighting effects. Towards the end of my 6th-grade year, I was asked to do some really basic lighting for our school's talent show; despite the absolute simplicity of it, I was infatuated with it. This was the first time in a long time that a hobby had me so in love with every aspect of it, everything from the idea process, the construction of the set and designs, to the actual performance itself. I came to adore every part of it. I then joined the technical theatre program at the middle school, where I fell even deeper in love through being given multiple stage management and design opportunities, and it was through all of those opportunities that I decided to continue to pursue this in my future, maybe even as a long-term career. In my high school technical theatre journey, I discovered my love for lighting design and technical direction. I have been given multiple opportunities in regard to lighting design, whether that be through a class scene design project or designing lights for one of our official shows, and it has completely drawn me in; the absolute gratification that comes with completing a well-done lighting design that is not only applicable to a scene or song but also something beautiful is one of the greatest feelings. The technical direction aspect of my technical theatre journey came a bit later with our school's annual horror attraction, The Zombie Experience. For my assignment on this "show," I was a technical lead on a designated area of the attraction, meaning I had complete technical control over one area and oversaw its technicians. This was the first stepping stone into what has led my senior year in my being the assistant technical director for our entire nine-show season. My love for technical theatre is best said by a former director of mine, "The satisfaction you get is from taking nothing and turning it into something absolutely beautiful you can be proud of."
