The Transformative Power of the Arts: Goin’ Buggy in 3rd Grade

A Journey of Curiosity, Creativity, and Civic Voice

A joyful, arts-integrated project in which 3rd-grade students explored life-science, civics, and self-expression through a charming musical about insects, community, and change.

It started with a question.

What does it mean to change?

Not just to grow, but to truly transform. To shed who you were, embrace who you are, and begin to emerge as who you’re becoming.

That question sparked the beginning of Goin’ Buggy, a charming musical that combined the students’ science unit on entomology with lessons in civic engagement. Led by Lucy School’s 3rd-grade students, this joyful, arts-integrated project became a journey of exploration through drama, movement, music, and inquiry.

Fueled by curiosity and creativity, students didn’t just learn about insects—they became them. And in the process, they discovered just how powerful their voices—and imaginations—could be.

EGG — The Spark of Wonder

Like all transformations, this one began quietly. The drama studio was filled with the hypnotic rhythm of Philip Glass’s Metamorphosis as students moved slowly, curiously, letting their bodies explore what it might feel like to be in the midst of change.

Glass’s minimalist style, with its repetitive patterns and subtle shifts, mirrors the very process of metamorphosis, inviting listeners to notice how even the smallest changes can create a powerful sense of transformation. Through music and movement, students tapped into something both universal and deeply personal.

They imagined growing wings, sensing the world through antennae, and adapting to new environments. This early stage—soft and reflective—laid the foundation for everything that followed. It was a place of possibility, and it invited bold, beautiful questions:

Who are we becoming?

What can we achieve together?

These questions, like tiny eggs full of potential, began to hatch.

LARVA — Learning in Motion

Soon, the classroom was alive with motion, energy, and excitement. As students began their scientific investigations into the world of insects, they were anything but passive learners.

How do living things grow, adapt, and thrive in their environments?

They crawled, fluttered, buzzed, and danced their way through lessons about life cycles, physical structures, adaptations, and ecological roles. They examined how insects survive, how they interact with their environment, and how human activity can impact their ability to thrive.

But this wasn’t just science class. It was a stage, a studio, a rehearsal space. Through music and movement, students brought their understanding to life. Each song in Goin’ Buggy added depth and texture to their learning. “The Honeybee Song” helped them understand pollination and community. “Firefly, Firefly” glowed with wonder as they learned about bioluminescence. “Buggy Wuggy Hop” bounced with energy, capturing the spirit of nocturnal insects that come alive after dark.

And then there was “Fuzzy Little Caterpillar.” With its funky rhythm and easy groove, this song became something more than a science lesson—it became a vibe. It reminded students that change isn’t just natural—it can be joyful. Change is necessary- and groovy.

PUPA — Reflection and Transformation

As the project deepened, so did the questions.

What does fairness look like in a community? 

How can we use our voices for change?

The classroom slowed, just a bit, entering a stage of reflection and synthesis. Students began to see how insect communities mirrored their own—how bugs worked together, faced challenges, and relied on one another to survive.

It was in this stage that civics came into sharp focus. Through the musical’s storyline, students explored themes of fairness, leadership, and advocacy. 

A particularly powerful moment came in the solo “That’s No Way to Treat a Ladybug!” In this scene, the Ladybug tells her story of being mistreated, simply for being small and misunderstood. But instead of staying silent, she finds her voice. And once she does, she’s not just speaking for herself—she’s speaking for every bug, anyone, who’s been treated unfairly.

This song hit home. The students discussed justice, empathy, and the importance of standing up—not just for yourself, but for others. Through the Ladybug’s story, they saw how the arts can create space for hard conversations, how storytelling can inspire action, and how every voice—no matter how small—matters.

ADULT — Emergence and Expression

How can we express what we’ve learned in ways that inspire others?

As the performance date approached, something remarkable happened. The students emerged—not just as insects or characters, but as collaborators, creators, and confident young thinkers. They weren’t just rehearsing lines—they were designing costumes, choreographing bug-inspired dances, and crafting protest signs that called for fairness and change.

And then came the final number: “We’re Marching Off to Washington.”

With antennae raised and voices lifted, the bugs united—moving together in rhythm, purpose, and joy. What began as a playful song became a spirited anthem of civic action, filled with hope, humor, and heart. Students weren’t just pretending to advocate for bug rights—they were learning what it means to march toward a better world.

In that moment, the metaphor of metamorphosis was complete. These students weren’t just pretending to be insects advocating for justice. They were young citizens, marching forward with knowledge, empathy, and agency.

Their message was clear: Every little thing is important, and even the smallest voice can make a big difference. 

The Artistic Process as Inquiry

How do artists use movement, sound, and story to explore big ideas?

Throughout the journey, students moved through the full artistic process: creating, connecting, responding, and performing. But these weren’t abstract phases—they were living experiences. Students choreographed dances that mirrored insect movement. They drew connections between ecosystems and human communities. They reflected on how their voices could communicate emotion, ideas, and change. And they stood before an audience, proudly sharing everything they had learned through song, story, and motion.

This was inquiry in action: observing, questioning, exploring, and expressing. The metamorphosis wasn’t just in the subject matter—it was in the students themselves. 

More Than a Performance: A Celebration of Transformation

What did I discover about the world—and about myself?

Goin’ Buggy was more than a performance. It was a living example of how arts-integrated, inquiry-based learning can engage the whole child—mind, body, and heart.

At Lucy School, we believe that the arts are essential. They help students see the world more clearly, ask better questions, and share what they’ve discovered in meaningful ways. In this project, students didn’t just study science or civics—they became scientists and citizens. They didn’t just read about change—they lived it.

Like the insects they studied, not every transformation looked the same.

Some students experienced a complete metamorphosis—emerging with new confidence, new ideas, and a new sense of identity as artists and citizens. Others moved through an incomplete metamorphosis—still transforming, still growing, and exactly where they needed to be. Both pathways were valid. Both were powerful. Because transformation isn’t always linear—and learning, like life, comes in stages.

And they left us with a lesson that lingers:

What matters most is the willingness to grow.

A reminder to all of us that transformation can be curious, courageous, and beautiful.