I watched as K. colored her backdrop to her play in a multitude of colliding colors. Her brain mixed and mashed the colors that splashed out slowly and deliberately onto the butcher paper. P., her partner, sat under the table with her fox ears on, and golden red eyes focused on editing the play they created on a screen. Her legs were folded and she was intensely reading and rereading the script.
The topic was a science fiction play originally set on a corn farm but moved to an outer space little-known planet. It involved talking dogs and cats and a lack of carbon dioxide, a queen named Shinoka, with a patch of white blond hair and the survival of alien species hanging on by a thread.
The girls work bit by bit, a little moment of focused intense concentration followed by stories in their heads and ideas about scenes and backdrops and future plays. The girls negotiated every line, every event, and every act with passion and purpose. Heated debates ensue, but the script goes on and the play unfolds.
"No, I am Shinoka's character and I get to decide what she says, " states K.
"But don't you think it would move the story along if she replied with a "woof?" replied P.
"Maybe...."
I view my role as facilitator in the adventure of script writing. I show a video about character arcs, explain archetypes and symbolism, and lean into problem and solution. I try to step back a lot though so my students have freedom to create, collaborate and come up with their own product free from adult neurotypical ideas.
By May, a semi-edited script is complete. Characters are being created and backdrops are forming. Relationships are being built and a new idea comes to life in the classroom. Friendships and forming and the small moments of compromise and promise occur.
The process takes time and is slow. I remind myself that I am one small step in the long journey of life and will do my best to help my students find and keep their authentic voice and creative ideas.
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