Lucy School: Creative & Challenging, Preschool - Middle School

Our arts-based curriculum is designed to provide the power, challenges, stimulation, and creative problem solving inherent in the creative process. This multisensory approach celebrates individual learning differences – nurturing all of the intelligences: linguistic, logical-mathematical, musical, spatial, bodily kinesthetic, interpersonal, intrapersonal, and naturalistic.

Arts Integration: We integrate drama, creative movement, dance, music and visual arts to enhance learning. Research on the effects of early arts experience show their positive relationship to improved overall academic performance and demonstrate that when creativity is developed at an early age, its benefits are continual and transformative. Integrating the arts builds 21st century skills including critical thinking, collaboration and communication, reasoning, creative problem solving, and divergent thinking.

A Project Based Approach: This hands-on approach guides students through in-depth studies of real world topics. Whether if be a heated debate between two middle school students who are taking on the roles of Civil War soldiers during Process Drama, or a preschool student’s observation of a decomposing banana peel in her classroom’s compost jar, project work provides children with ample opportunity for constructivist learning.

A Rigorous Academic Curriculum: Our curriculum is aligned with Maryland State’s Curriculum objectives and we are able to teach our students with acceleration and remediation as needed. Small class sizes afford us the opportunity to know our students’ strengths and areas of development well. The arts provide for deep enrichment and cross-curricular learning opportunities. This approach results in our students being highly invested in their own learning, yielding high achievement and academic excellence.

A Deep Commitment to the Environment: As a National Green Ribbon School, we were fortunate enough to be recognized on a national level for our commitment to the environment. From our Platinum LEED certified Green School building, to our grade specific Environmental responsibilities, a respect and love for the environment infuses our daily life at Lucy School.

Outdoor Free Play: Each class spends at least one hour in woods play per week, and has at least 30 minutes of free play per day, regardless of the weather. We recognize that children’s health, attention, academic achievement, and overall mood is enhanced through frequent movement breaks and fresh air.

A Strong Sense of Community: Teachers begin each school year building a strong class community. This classroom community spreads to a school community through cross-grade classroom buddies, shared play and learning times, school wide Singing Meetings, and special learning days. We nurture a family community through active parent committees, social events, volunteer opportunities, an active PTO, and family nights.

Interested in enrolling? Have questions? Call 301-293-1163 or email us

Lucy School Middle: Fifth - Eighth Grade

With a progressive curriculum that reflects the best in Lucy School education, our focus remains on nurturing strong academic progress, creative problem solving, critical thinking, and ease in social relations. Our students develop confidence in their abilities to explore, learn and create, and comfort with themselves and their peers.

Our Middle School promises a solid academic foundation in an environment that nurtures creative expression, social connections, spirited exploration and enthusiastic curiosity. It consists of two Divisions: Division 1 (5th and 6th Grade) where the program will build on elementary core knowledge and skills, teach important study and life skills, and provide a gradual, positive and successful transition to secondary school; and Division 2 (7th and 8th grade) where the program will provide a solid base for future academic and artistic success, encouraging the students to take on leadership roles in independent and group projects. The program is housed in our turn-of-the-century farm house, which has been renovated for this purpose.

Students identified as gifted and talented are scheduled for accelerated courses in the areas of language arts literacy and mathematics. Enrichment is provided for all students through a variety of grade-level team-planned activities and experiences. Individual students needing assistance for personal, academic, and social concerns are supported within a comprehensive guidance program that includes staff-supported peer-mentoring and leadership programs. Additionally, numerous after-school activities are provided to enhance the overall educational experience of the student and promote confidence and self-esteem.

Four Curricular Strands

Within our innovative Middle School program, these strands, on their own and integrated with one another, incorporate activities, topics and projects that cycle over a three-four year period, culminating in knowledge and comfortable practice in all areas and led by subject-specific teachers.

Core Learning Areas: Study Skills, Mathematics, Communication, (Writing, Reading, Presentation), Global and American Studies, STEAM (Science, Technology, Engineering, Arts and Math), Spanish, Physical Education and Electives, such as American Sign Language, instrumental music, pottery class and classes proposed by students.

The Arts. In addition to using the arts as a learning medium, students will study the arts, including practice, theory and history. Students will also develop art portfolios and continue to have opportunities to work with visiting artists.

Project Based Learning. A set of teaching strategies that enable teachers to guide students through in-depth studies of real world topics. Teachers serve as models and resources, rather than solely dispensers of knowledge. Project Based Learning encourages a relationship between teacher and student that embraces the innate curiosity and rich potential of each child. Students are actively involved in self-initiated Service Learning projects led by students.

Social and Emotional Learning Skills. This includes a continuing focus on mindfulness and centering strategies, human development education and projects connecting students to the community.

Breaking News for Those Interested in Arts Integration!

President's Committee on Arts & Humanities Releases Report Regarding the Importance of Arts in Education.

The document, Reinvesting in Arts Education: Winning America's Future Through Creative Schools (May, 2011), calls for developing the field of arts integration, expanding in-school opportunities for teaching artists, building collaborations among different arts education approaches, and utilizing federal and state policies to reinforce the place of arts in K-12 education. "At this moment in our nation's history, there is great urgency around major transformation in American's schools... Students who graduate from high school are increasingly the products of narrowed curricula, lacking the creative and critical thinking skills needed for success in post secondary education and the workforce. In such a climate, the outcomes associated with arts education - which include increased academic achievement, school engagement, and creative thinking - have become increasingly important. Decades of research show strong and consistent links between high-quality arts education and a wide range of impressive educational outcomes.... Arts integration models, the practice of teaching across classroom subjects in tandem with the arts, have been yielding some particularly promising results in school reform and closing the achievement gap. Most recently, cutting-edge studies in neuroscience have been further developing our understanding of how arts strategies support crucial brain development in learning."

"The PCAH envisions schools in cities and towns across our nation that are alive with the energy of creative thinking and fresh ideas, full of art, music and movement. All of our research points to the success of schools that are "arts-rich," in which students who may have fallen by the wayside find themselves re-engaged in learning when their enthusiasm for film, design, theater or even hip-hop is tapped into by their teachers. More advanced students also reap rewards in this environment, demonstrating accelerated learning and sustained levels of motivation."

Lucy School is proud to be on the cutting edge of integrating the arts as a powerful medium for learning. The report was released this past weekend at the Arts Education Partnership National Forum in Washington DC. Lucy School was one of six model arts integration schools invited to present its practice and methodology at the same forum. Deloris McCafferty, principal from New Albany K-1 Elementary School in New Albany, Ohio, (also showcased at the forum), transformed her school into an arts integrated model after bringing nine teachers to Lucy School's Summer Arts Integration Institute. She included a slide of Lucy School in her presentation and told the audience, "When I saw the Lucy School, I was determined to give my students and teachers the same quality program."

You can download a free copy of the full report of "Reinvesting in Arts Education: Winning America's Future Through Creative Schools" at, the website of the President's Committee on the Arts and the Humanities.

21st Century Learning Skills at Lucy School!

Schools Across the Country Scrambling to Adjust to Recent News of Importance of 21st Century Education!

What's the deal? In short, this is an initiative put forth in 2002 by the Department of Education in response to growing concern that our current system of schooling is not preparing children for the demands of the 21st century. This educational paradigm, designed in the 19th century to prepare students for work in an industrial age, is thus being revised to meet the needs of a global economy transformed by technological advances and environmental changes. A new education paradigm, based on current research on how children learn, promotes creativity, innovation, critical thinking, communication and collaboration as essential learning skills. Indeed, learning and innovation skills are increasingly being recognized as the skills that separate students prepared for a rapidly changing world, and those who are not. Yet, as evident by the past 150 years, school change does not happen quickly – particularly when we have moved to a further extreme that places a burdensome emphasizes on testing and standardization.

Lucy School families know that these are precisely the learning skills Lucy School values and has valued – long before the 21st Century bandwagon came to town. We use the arts as a learning methodology, not only because they engage and motivate children, but because they provide the most effective strategies for nurturing imagination, creativity and innovation and provide opportunity for divergent thinking – the ability to see lots of possible way to interpret or solve a problem. For example, in drama children improvise solutions for challenges and conflict within the plot. Teachers are often heard asking, “What else could we do to solve this problem?” In the art room you would never see Andrea showing the children how to draw a tree, or what colors to use – we value purple leaves and “dragon tail” branches. In dance/music you can hear Monica eagerly pointing out children’s different interpretations of “cats walking in snow” or helping primary children notate the melody to the song they have created. Story dramatization, long know to enhance literacy skills, also provides practice in divergent thinking as students make choices in character personification, inference making and acting out alternate scenarios. In primary grades, children are engaged in imagined conversations and debates between characters from literature and history. All of the arts provide rich opportunity for exploring the open-ended question, "What if...?"

Another excellent methodology we utilize at Lucy School for fostering creativity, innovation and collaboration is project-based learning. This is a hands-on instructional methodology that provides authentic learning opportunities to engage students and motivate curiosity. The project comes from the interests of the students. Children must work collaboratively, as their decisions influence the approach to the project and its outcomes. The arts enhance and support project based learning.

These early years are the most critical for fostering children’s natural ability to think divergently – an essential capacity for innovating. At Lucy School, children are fully engaging their imaginations and practicing creativity when they participate in extended free play – indoors and out. Young children, in particular, need extended play times daily. Lucy School teachers enhance creative thinking by providing a variety of open-ended play materials, such as assorted fabrics, large and small blocks, and non-representational props such as pine cones, tree branch "cookies," cardboard tubes, boxes, plastic piping, yarn, and plastic straws for example. DO TRY THIS AT HOME! Your child stretches her imagination “muscle” when she uses a pine cone into an apple or pretends to be a bird with "pine cone" eggs. Turning a paper towel tube into a spyglass, stethoscope, soup ladle, and then a flashlight is practice in divergent thinking!

You can learn more about 21st Century Learning and Innovation skills from the website: and in this interesting animation of “A New Paradigm for Education on youtube: by Sir Ken Robinson, a leading thinker on the development of creativity.

We also recommend the highly praised book on the subject: “A Whole New Mind: Why Right-Brainers will Rule the Future” by Daniel Pink.

Visit the
Lucy School Art Gallery


9117 Frostown Road
Middletown, MD

google map wordpress widget