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When Kids are... Kids

Within 30 seconds of entering our performance space, regular theatre attendees recognize that this show is special. In fact, even as supporting artists have joined the production weeks prior to opening, their reaction has consistently been, “I have never been so drawn into a show.” This was even prior to adding the final layers of costumes, lighting, and set decor. Every time, my response has been, “I know! It’s absolutely beautiful!” I don’t say that to brag about our production (although, I have done my fair share of that as well); I say it because I have experienced the same awe from within the project.

When students brought this title to my attention, in June 2021, I knew M-A Drama needed to produce this show. Of course, I didn’t know how: How would we take a script written for 7 actors, and expand it to over 20? How would we create epic storm and battle sequences that traversed earth, sea, and sky- with the simplest of materials? How would we seamlessly incorporate musicians and actors? How would musicians, vocalists, and actors transition from and/or combine music, spoken lines, shadow puppetry, and movement- without an external conductor or director to manage the myriad of entrances, exits, and tempos during the run of the show? And how do we do all of the above in a way that seems perfectly natural? All I knew was the show was a goldmine for creativity and ensemble.

As it turned out, I didn’t have to solve all of the above by myself. Students, parents, colleagues, and fellow artists were just as drawn to this production as I was. People literally contacted me- asking if they could contribute to the project! People wanted to solve the challenges I had originally been concerned about!

The script of The Old Man and The Old Moon lays the foundation: a well-structured story, and inspirational messaging. From there- we started experimenting. In this environment, students voluntarily sought out learning opportunities, and challenged themselves and each other. I was prepared to do this production with the talent and resources I had already identified. But students started asking, “Can I learn the banjo (or piano) for a couple of songs?” or “Would it be helpful for me to organize costumes?” My answer (and I’m not proud of this- and probably should apologize) was, “Uh… DUH!” They picked up an instrument they had never played, tried a brand new skill or experience, turned to their creative peers to explore solutions and new ideas. All contributions were welcomed.