This article is one of the winning submissions from the New York Post Scholars Contest, presented by Command Education.
Dressed in Renaissance velvet gowns and doublets with ruffle collars, the Moorestown Madrigals perform their annual holiday concert for the town. Ten-year-old Katrina Roberts sits wide-eyed in the crowd, gripping the edge of her chair.
This was more than just a concert. It was a glimpse into a dream—one that seemed out of reach.
Finding Solace in Choir Amid Stage Fright and Anxiety
Surrounded by Bob Dylan, Demi Lovato and Pink Floyd—as well as some piano lessons—Ms. Roberts was no stranger to music when she was young. However, she was plagued by severe stage fright, stifling her dream of becoming a Madrigal for a while.
A sweet spot between her security and love for music, “Choir was always safe for me in terms of my stage fright because I never had to perform by myself,” Ms. Roberts says.
For some, choir is an extracurricular. For others, it’s survival. Ms. Roberts knows this firsthand—because she clung to music the same way. Since middle school, it has served as her lifeline. “As many students do, I struggled with my mental health in middle school and beyond,” Ms. Roberts says. “It was during this time that I realized just how powerful music could be.”
The Person Who Changed it All
Upon meeting Kristen Markowski, Moorestown High School’s choir director at the time, Ms. Roberts was nudged out of her comfort zone to audition for solo opportunities in the Concert Choir.
With Mrs. Markowski’s encouragement, she took a leap of faith—auditioning for the famed Moorestown Madrigals, a decision that would change everything.
Earning a spot in the Madrigals wasn’t just an achievement—it was the moment she found her place. “When I became a Madrigal, I became a part of a family,” she remarks. “The choir room became my sanctuary—whenever I was dealing with any sort of anxiety or tough time, I would find solace in looking forward to the next rehearsal, in practicing my repertoire, and in talking with Mrs. Markowski.”
From that point on, music was integral to her future. “I thought creating a career in music was a far off dream, thinking only of pop stars and famous producers,” she says. “Then, one day, it was like my eyes were opened and I realized that if I became a choral director, I would be able to create the safe space for others that Mrs. Markowski created for me while also engaging in my passion.”
Having her eyes set on one of the nation’s most prominent choir conservatories, Ms. Roberts auditioned and was accepted into Westminster Choir College. That was something that her high school freshman self couldn’t have imagined.
David v. Goliath: Fighting for the Arts
At Westminster, it felt like a dream come true. Surrounded by like-minded musicians, she found herself in a community that valued music as profoundly as she did—until disaster struck.
During Ms. Roberts’ first month as a freshman, Westminster faced the threat of closure as its parent university sought to cut costs. The choir college had long been a beacon of choral excellence, producing Grammy-nominated artists, world-class choirs, and an unmatched legacy of musical scholarship.
Yet, despite its century-long history and contributions to the arts, financial strains led its parent institution to consider shutting its doors. “As is the case with schools across the country, when economic times get tough, often the first thing to go is funding for the arts,” Ms. Roberts notes.
“This attack on our beloved school of fewer than 400 students inspired us to band together and to fight for its existence. We engaged in peaceful protest (picture 400 students singing at the offenders), raised funds for lawyers, and raised awareness for our situation,” Ms. Roberts recalls.
The fight continued throughout her five years of undergraduate and graduate school. Ultimately, Westminster Choir College was relocated from its Princeton campus to Rider University.
Ms. Roberts and the Westminster community hope it will “be restored to its home campus, where it rightfully belongs.” Until then, she will carry its legacy forward, fighting for music education like Westminster fought for its survival.
“I was quickly faced with the reality that our society as a whole still does not place as much importance on the arts as it is owed,” she concludes. “This experience showed me right from the jump that I will always need to fight to defend the importance of music education and arts education as a whole.”
Starting from Scratch
Upon completing her graduate studies, Ms. Roberts pursued her dream as a choir director at Holmdel High School in the prelude of post-pandemic 2021. After Westminster, she was no stranger to uphill battles. However, in a time when masks were still mandated, and Google Meets were frequently used for sick students, a different issue arose.
“I came from a high school choral program of about 150 students,” Ms. Roberts says. “When I walked into HHS on my first day, I had ordered music expecting to be met with an equally large choir, yet when I stepped into my first Concert Chorus class I found…8 students.”
It was a shock and a case of panic all in one, and she wasn’t alone. In speaking with other local choral directors, Ms. Roberts “learned that low enrollment post-pandemic was a problem across the board.” Students also had to be spaced out, so the choir looked even more sparse in the large room.
Eight students hardly made a choir, but in that small group, she found unexpected advantages. “I’m able to get to know my students and their voices on a much deeper, individual level,” Ms. Roberts reflects. “The smaller choir size also necessitates that each singer is independent and capable in terms of their music reading abilities.”
As a result, she has instilled core musical literacy skills in her students. “Ms. Roberts has helped develop my skills as a musician by implementing rigorous sight-reading techniques and choosing challenging repertoire to grow my voice,” Senior Mark says, highlighting the impact of her teaching style.
“I want the students to be able to construct their own knowledge of the music with my guidance, rather than having them just echo back their parts,” Ms. Roberts emphasizes. “I would much rather have a group of 16 independent, self-motivated individuals than 100 singers who rely on others to learn their parts.”
A Growing Legacy
Over her years at Holmdel High School, Ms. Roberts has continuously expanded and refined the program, introducing new music, innovative teaching methods, and exciting performance opportunities. Four years later, there are almost fifty dedicated students in the choral program, with numbers increasing each year.
She has also worked with students to bring back the Treble Choir, an inclusive after-school club for alto to soprano voices of all levels. The choir is currently thriving, with almost thirty students gathering every week. Many of her former middle school students have gone on to continue choir in high school.
More than Just a Teacher
Ms. Roberts’ influence extends beyond just the choir room. Although still young and considered new to teaching in the district, her presence is strong with students and colleagues alike.
“Just the other day, I remarked to her—and to the students—how much fun everyone was having in rehearsal,” says Holmdel’s theater director, James Devivo. “I think it has a lot to do with the culture she’s established in her classroom. She’s had a big impact helping me do the same in the theater program.”
Dr. Devivo also works with Ms. Roberts during the musical season, and he credits their strong teamwork to her commitment to excellence.
“You can have fun with anyone, but what makes the work successful is being able to disagree for the betterment of the craft,” says Dr. Devivo. “Ms. Roberts never shies away from saying what she thinks is right—and that’s what makes her such a great collaborator.”
Sophomore Hailey adds, “Along with being a talented teacher, she is also a great person to have there for you.” As one of the many students who talk to Ms. Roberts outside of class hours, Aquilano emphasizes that “she never fails to put a smile on anyone’s face and is always checking up on us.”
Lessons that Sustain a Lifetime
Before rehearsals begin, Ms. Roberts starts each class with a “question of the day,” sparking conversations about everything from her three cats to pop culture debates—all within the welcoming walls of the choir room.
“I also want my students to always be able to rely on music to sustain them through challenging times and for them to be able to utilize music as a way to express themselves,” Ms. Roberts says. “As long as we have music, we are never alone. Now, more than ever, it is important to continue connecting with others in authentic ways.”
The little girl who once sat in the audience, too afraid to sing alone, now stands before a growing choir—not as a student, but as the voice guiding them forward. Through her passion and perseverance, Ms. Roberts has not only rebuilt Holmdel’s choir program but also created a space where students find their voices, just as she once did.
While some of her students may follow in her footsteps, Ms. Roberts’ hopes for her students extend beyond music. “More than anything, I want my students to be good, empathetic, caring people,” she highlights. “I want them to be able to take the lessons they’ve learned in choir, about how to be a team player, about how to be considerate and empathetic towards others, and to go out into the world and spread that compassion and love in whatever way they are able.”
A 10th-grader at Holmdel High School in Holmdel, NJ, Hong aspires to be a journalist who covers film, theater and music.