what is the red kite the red kite project is a series of
the red kite project is a series of
the red kite project is a series of classes and
classes and
classes and and interactive multi-sensory theater
and interactive multi-sensory theater
and interactive multi-sensory theater productions for children on the autism
productions for children on the autism
productions for children on the autism spectrum these are called red kite
spectrum these are called red kite
spectrum these are called red kite adventures rep light adventures are
adventures rep light adventures are
adventures rep light adventures are multi-sensory interactive 30-minute
multi-sensory interactive 30-minute
multi-sensory interactive 30-minute theatre installations for about 10
theatre installations for about 10
theatre installations for about 10 children at a time with a caregiver or a
children at a time with a caregiver or a
children at a time with a caregiver or a parent music movement colorful
parent music movement colorful
parent music movement colorful projections props and puppets are all
projections props and puppets are all
projections props and puppets are all used they are designed for kids to
used they are designed for kids to
used they are designed for kids to participate fully in any way they desire
participate fully in any way they desire
participate fully in any way they desire they’re invited to move laugh talk sing
they’re invited to move laugh talk sing
they’re invited to move laugh talk sing and interact with the artist
and interact with the artist
and interact with the artist here’s a little film clip to give you an
here’s a little film clip to give you an
here’s a little film clip to give you an idea of what a red kite adventure is
idea of what a red kite adventure is
idea of what a red kite adventure is about this is red kite by the sea
the red kite project creates theatrical
the red kite project creates theatrical adventures for children with autism
Chicago Children’s Theatre launched the
Chicago Children’s Theatre launched the red kite initiative in order to meet the
red kite initiative in order to meet the
red kite initiative in order to meet the needs of an often overlooked and
needs of an often overlooked and
needs of an often overlooked and underserved community of children and
underserved community of children and
underserved community of children and balance red kite by the sea is the third
balance red kite by the sea is the third
balance red kite by the sea is the third and newest red kite production it offers
and newest red kite production it offers
and newest red kite production it offers these special children an immersive
these special children an immersive
these special children an immersive multi-sensory journey to the seashore
many parents of autistic children avoid
many parents of autistic children avoid taking them to the theatre because
taking them to the theatre because
taking them to the theatre because they’re not sure how their child will
they’re not sure how their child will
they’re not sure how their child will react they worry that their son or
react they worry that their son or
react they worry that their son or daughter may make too much noise or
daughter may make too much noise or
daughter may make too much noise or won’t sit still or will bother other
won’t sit still or will bother other
won’t sit still or will bother other pages red kite removes these concerns
pages red kite removes these concerns
pages red kite removes these concerns and allows parents to relax for a bit
and allows parents to relax for a bit
and allows parents to relax for a bit knowing that however their child behaves
knowing that however their child behaves
knowing that however their child behaves it’s OK at red kite beach it’s ok if the
it’s OK at red kite beach it’s ok if the
it’s OK at red kite beach it’s ok if the kids move around and wander through the
kids move around and wander through the
kids move around and wander through the performance it’s ok if they make noise
performance it’s ok if they make noise
performance it’s ok if they make noise or sing along it’s ok if they touch the
or sing along it’s ok if they touch the
or sing along it’s ok if they touch the scenery or the puppets
scenery or the puppets
scenery or the puppets in fact this is all encouraged
red kite creates a little world where
red kite creates a little world where children can play in the waves dive deep
children can play in the waves dive deep
children can play in the waves dive deep into the ocean and interact with the
into the ocean and interact with the
into the ocean and interact with the singing sea creatures but it also
singing sea creatures but it also
singing sea creatures but it also creates a little world where kids can
creates a little world where kids can
creates a little world where kids can simply be themselves a little world that
simply be themselves a little world that
simply be themselves a little world that celebrates the unique way each child
celebrates the unique way each child
celebrates the unique way each child experiences and enjoys red kite by the
experiences and enjoys red kite by the
experiences and enjoys red kite by the sea so a little bit about autism about
sea so a little bit about autism about
sea so a little bit about autism about one in 68 children have been diagnosed
one in 68 children have been diagnosed
one in 68 children have been diagnosed with autism
with autism
with autism according to the CDC autism spectrum
according to the CDC autism spectrum
according to the CDC autism spectrum disorder is a range of conditions
disorder is a range of conditions
disorder is a range of conditions they’re characterized by challenges with
they’re characterized by challenges with
they’re characterized by challenges with social skills repetitive behaviors
social skills repetitive behaviors
social skills repetitive behaviors speech and nonverbal communication as
speech and nonverbal communication as
speech and nonverbal communication as well as by unique strengths and
well as by unique strengths and
well as by unique strengths and differences it is a spectrum no two
differences it is a spectrum no two
differences it is a spectrum no two children on the spectrum are alike so
children on the spectrum are alike so
children on the spectrum are alike so they say when you meet one person with
they say when you meet one person with
they say when you meet one person with autism you’ve met one person with autism
autism you’ve met one person with autism
autism you’ve met one person with autism in 1997 I was with Looking Glass Theater
in 1997 I was with Looking Glass Theater
in 1997 I was with Looking Glass Theater and part of my job was to place teaching
and part of my job was to place teaching
and part of my job was to place teaching artists in classrooms and about a dozen
artists in classrooms and about a dozen
artists in classrooms and about a dozen Chicago Public Schools these artists
Chicago Public Schools these artists
Chicago Public Schools these artists would work alongside of a classroom
would work alongside of a classroom
would work alongside of a classroom teacher integrating arts into their
teacher integrating arts into their
teacher integrating arts into their daily curriculum one of the schools that
daily curriculum one of the schools that
daily curriculum one of the schools that I was looking to place artists into as a
I was looking to place artists into as a
I was looking to place artists into as a school called Agassiz elementary school
school called Agassiz elementary school
school called Agassiz elementary school Agassiz elementary school had a
Agassiz elementary school had a
Agassiz elementary school had a self-contained autism classroom that had
self-contained autism classroom that had
self-contained autism classroom that had about 12 children on the spectrum
about 12 children on the spectrum
about 12 children on the spectrum ranging from verbal to nonverbal about 6
ranging from verbal to nonverbal about 6
ranging from verbal to nonverbal about 6 to 9 years old I was trying to find an
to 9 years old I was trying to find an
to 9 years old I was trying to find an artist for that classroom and couldn’t
artist for that classroom and couldn’t
artist for that classroom and couldn’t find any drama artists who felt that
find any drama artists who felt that
find any drama artists who felt that they were qualified and had enough
they were qualified and had enough
they were qualified and had enough experience with children with
experience with children with
experience with children with disabilities to go into that classroom I
disabilities to go into that classroom I
disabilities to go into that classroom I called to let the teacher Mary peasley
called to let the teacher Mary peasley
called to let the teacher Mary peasley know that I wasn’t going to be able to
know that I wasn’t going to be able to
know that I wasn’t going to be able to put anybody in her room she then said to
put anybody in her room she then said to
put anybody in her room she then said to me please please please do not leave
me please please please do not leave
me please please please do not leave these children without a teaching artist
these children without a teaching artist
these children without a teaching artist in her classroom
in her classroom
in her classroom drama can do so much for these children
drama can do so much for these children
drama can do so much for these children so I felt really badly after that call
so I felt really badly after that call
so I felt really badly after that call and decided that I would give it a try
and decided that I would give it a try
and decided that I would give it a try myself so I showed up at Mary’s
myself so I showed up at Mary’s
myself so I showed up at Mary’s classroom
classroom
classroom and did a 30-minute drama class
and did a 30-minute drama class
and did a 30-minute drama class throughout the class the children were
throughout the class the children were
throughout the class the children were crying and screaming and pounding their
crying and screaming and pounding their
crying and screaming and pounding their fists on the floor make it stop make it
fists on the floor make it stop make it
fists on the floor make it stop make it stop and I kept going along with my
stop and I kept going along with my
stop and I kept going along with my curriculum and then the class ended it
curriculum and then the class ended it
curriculum and then the class ended it was a very long 30 minutes and when the
was a very long 30 minutes and when the
was a very long 30 minutes and when the class was over Mary jumped up and said
class was over Mary jumped up and said
class was over Mary jumped up and said that was fantastic and we’ll see you
that was fantastic and we’ll see you
that was fantastic and we’ll see you next week
next week
next week that was quite a surprise to me but I
that was quite a surprise to me but I
that was quite a surprise to me but I was actually kind of thrilled to be
was actually kind of thrilled to be
was actually kind of thrilled to be invited back and I started going on a
invited back and I started going on a
invited back and I started going on a regular basis to that classroom the kids
regular basis to that classroom the kids
regular basis to that classroom the kids started getting used to me and I got
started getting used to me and I got
started getting used to me and I got used to them and we started all looking
used to them and we started all looking
used to them and we started all looking forward to what was called drama time so
forward to what was called drama time so
forward to what was called drama time so as I was spending much time with those
as I was spending much time with those
as I was spending much time with those kids I started making up my own theater
kids I started making up my own theater
kids I started making up my own theater games for them one of those games I made
games for them one of those games I made
games for them one of those games I made up I’d used my then two-year-old
up I’d used my then two-year-old
up I’d used my then two-year-old daughters pink princess wand and I made
daughters pink princess wand and I made
daughters pink princess wand and I made up a game called with this magic wand so
up a game called with this magic wand so
up a game called with this magic wand so I would say with this magic wand I’m a
I would say with this magic wand I’m a
I would say with this magic wand I’m a ballerina and I would demonstrate being
ballerina and I would demonstrate being
ballerina and I would demonstrate being a ballerina or I’m a bullfighter so I
a ballerina or I’m a bullfighter so I
a ballerina or I’m a bullfighter so I didn’t have great expectations for my
didn’t have great expectations for my
didn’t have great expectations for my class but I thought I would give it a
class but I thought I would give it a
class but I thought I would give it a try I brought the wand in handed the
try I brought the wand in handed the
try I brought the wand in handed the wand to a boy named Dave Daniel and
wand to a boy named Dave Daniel and
wand to a boy named Dave Daniel and Daniel took the wand and said with this
Daniel took the wand and said with this
Daniel took the wand and said with this magic wand I am Martha Washington and he
magic wand I am Martha Washington and he
magic wand I am Martha Washington and he began to glide about the room very regal
began to glide about the room very regal
began to glide about the room very regal II as Martha Washington I was quite
II as Martha Washington I was quite
II as Martha Washington I was quite shocked and surprised very pleasantly he
shocked and surprised very pleasantly he
shocked and surprised very pleasantly he then handed the wand over to a little
then handed the wand over to a little
then handed the wand over to a little boy named Isaac Isaac took the wand and
boy named Isaac Isaac took the wand and
boy named Isaac Isaac took the wand and kept saying wit dis magic wand with this
kept saying wit dis magic wand with this
kept saying wit dis magic wand with this magic wand and he just could not come up
magic wand and he just could not come up
magic wand and he just could not come up with anything
with anything
with anything Daniel was sitting on the side and he
Daniel was sitting on the side and he
Daniel was sitting on the side and he was whispering loudly Mary Todd Lincoln
was whispering loudly Mary Todd Lincoln
was whispering loudly Mary Todd Lincoln Mary Todd Lincoln and I knew from that
Mary Todd Lincoln and I knew from that
Mary Todd Lincoln and I knew from that moment on that I wanted to be in this
moment on that I wanted to be in this
moment on that I wanted to be in this classroom more that these were
classroom more that these were
classroom more that these were fascinating people I wanted to spend
fascinating people I wanted to spend
fascinating people I wanted to spend more time with them
more time with them
more time with them and I also learned about this principle
and I also learned about this principle
and I also learned about this principle called presumed competence that it
called presumed competence that it
called presumed competence that it wasn’t about focusing on the disability
wasn’t about focusing on the disability
wasn’t about focusing on the disability about what these kids couldn’t do it was
about what these kids couldn’t do it was
about what these kids couldn’t do it was about focusing on what they could do so
about focusing on what they could do so
about focusing on what they could do so I then stayed on as an artist in
I then stayed on as an artist in
I then stayed on as an artist in residence at Agassiz for about 13 years
residence at Agassiz for about 13 years
residence at Agassiz for about 13 years so I then co-founded Chicago Children’s
so I then co-founded Chicago Children’s
so I then co-founded Chicago Children’s Theater it was a very busy time in my
Theater it was a very busy time in my
Theater it was a very busy time in my life
life
life but I was continuing to go over to
but I was continuing to go over to
but I was continuing to go over to Agassiz elementary school and continuing
Agassiz elementary school and continuing
Agassiz elementary school and continuing to do drama time with these kids
to do drama time with these kids
to do drama time with these kids creating lots of great programs with
creating lots of great programs with
creating lots of great programs with them I was trying to find a way though
them I was trying to find a way though
them I was trying to find a way though to really include them in the new work
to really include them in the new work
to really include them in the new work that I was doing at Chicago Children’s
that I was doing at Chicago Children’s
that I was doing at Chicago Children’s Theater and I was then at that time in
Theater and I was then at that time in
Theater and I was then at that time in 2006 the British Consulate invited me to
2006 the British Consulate invited me to
2006 the British Consulate invited me to meet some theatre companies in the UK
meet some theatre companies in the UK
meet some theatre companies in the UK and one of them was called oily carte
and one of them was called oily carte
and one of them was called oily carte and oily karte creates multi-sensory
and oily karte creates multi-sensory
and oily karte creates multi-sensory interactive productions profoundly
interactive productions profoundly
interactive productions profoundly disabled children they are not specific
disabled children they are not specific
disabled children they are not specific to autism but they work with kids with a
to autism but they work with kids with a
to autism but they work with kids with a great range of disabilities so I went
great range of disabilities so I went
great range of disabilities so I went and I did a summer intensive with them
and I did a summer intensive with them
and I did a summer intensive with them and it was their director Tim Webb who
and it was their director Tim Webb who
and it was their director Tim Webb who encouraged me to really combine the
encouraged me to really combine the
encouraged me to really combine the experience that I had had at Agassiz
experience that I had had at Agassiz
experience that I had had at Agassiz with the work that I was learning from
with the work that I was learning from
with the work that I was learning from oily carte and hence the red kite
oily carte and hence the red kite
oily carte and hence the red kite project was born and in Chicago so I
project was born and in Chicago so I
project was born and in Chicago so I want to talk a little bit about the
want to talk a little bit about the
want to talk a little bit about the successful ingredients for making
successful ingredients for making
successful ingredients for making successful theatre intervention okay so
successful theatre intervention okay so
successful theatre intervention okay so what is an intervention in autism an
what is an intervention in autism an
what is an intervention in autism an intervention is an activity that
intervention is an activity that
intervention is an activity that improves the quality of life for a
improves the quality of life for a
improves the quality of life for a person with autism so first thing you
person with autism so first thing you
person with autism so first thing you want to do is you want to make a
want to do is you want to make a
want to do is you want to make a judgement free zone children with autism
judgement free zone children with autism
judgement free zone children with autism can exhibit social behaviors that are
can exhibit social behaviors that are
can exhibit social behaviors that are really antisocial and especially in an
really antisocial and especially in an
really antisocial and especially in an unfamiliar environment or a setting or a
unfamiliar environment or a setting or a
unfamiliar environment or a setting or a new experience so you’ll often see
new experience so you’ll often see
new experience so you’ll often see flapping or biting running a myriad of
flapping or biting running a myriad of
flapping or biting running a myriad of stress indicators so what we really want
stress indicators so what we really want
stress indicators so what we really want to do is create a place where the
to do is create a place where the
to do is create a place where the parents do not feel worried about being
parents do not feel worried about being
parents do not feel worried about being judged these these behaviors make them
judged these these behaviors make them
judged these these behaviors make them not want to go out and do anything in
not want to go out and do anything in
not want to go out and do anything in public so at red kite we want to make
public so at red kite we want to make
public so at red kite we want to make sure that nobody judges you before you
sure that nobody judges you before you
sure that nobody judges you before you go we send you a pictorial story so it’s
go we send you a pictorial story so it’s
go we send you a pictorial story so it’s a PDF or a video that shows the child
a PDF or a video that shows the child
a PDF or a video that shows the child exactly what is going to happen before
exactly what is going to happen before
exactly what is going to happen before they get there it’s who they’re going to
they get there it’s who they’re going to
they get there it’s who they’re going to meet what they’re going to do what’s
meet what they’re going to do what’s
meet what they’re going to do what’s expected of them that they can say yes
expected of them that they can say yes
expected of them that they can say yes please or no thank you – any experience
please or no thank you – any experience
please or no thank you – any experience that’s offered to them we want them to
that’s offered to them we want them to
that’s offered to them we want them to participate but they’re never forced to
participate but they’re never forced to
participate but they’re never forced to participate
we want to make sure that we know your
we want to make sure that we know your name so before you go a caregiver pre
name so before you go a caregiver pre
name so before you go a caregiver pre registers the child and we find out a
registers the child and we find out a
registers the child and we find out a lot about those children their likes
lot about those children their likes
lot about those children their likes their dislikes things that will set off
their dislikes things that will set off
their dislikes things that will set off any of that anxiety behavior so we are
any of that anxiety behavior so we are
any of that anxiety behavior so we are ready for them when they come we know
ready for them when they come we know
ready for them when they come we know their name we greet them with a song and
their name we greet them with a song and
their name we greet them with a song and we also like to add an emotion to it so
we also like to add an emotion to it so
we also like to add an emotion to it so we’ll say hello Elliott you’re looking
we’ll say hello Elliott you’re looking
we’ll say hello Elliott you’re looking excited today throughout the whole
excited today throughout the whole
excited today throughout the whole adventure we continue to encourage
adventure we continue to encourage
adventure we continue to encourage Elliott to share with us how he’s
Elliott to share with us how he’s
Elliott to share with us how he’s feeling and then if we have nonverbal
feeling and then if we have nonverbal
feeling and then if we have nonverbal children we make sure that we include
children we make sure that we include
children we make sure that we include them a lot of them use assistive devices
them a lot of them use assistive devices
them a lot of them use assistive devices or we also give them picture boards so
or we also give them picture boards so
or we also give them picture boards so they can use either one to let us know
they can use either one to let us know
they can use either one to let us know how they’re doing we want to make sure
how they’re doing we want to make sure
how they’re doing we want to make sure that you remember to breathe transitions
that you remember to breathe transitions
that you remember to breathe transitions are very difficult for people with
are very difficult for people with
are very difficult for people with autism so we really want to make sure
autism so we really want to make sure
autism so we really want to make sure that we work on that pacing and
that we work on that pacing and
that we work on that pacing and transitioning in a red kite adventure
transitioning in a red kite adventure
transitioning in a red kite adventure you might do something really
you might do something really
you might do something really high-energy like a simulated river
high-energy like a simulated river
high-energy like a simulated river rafting ride or chasing butterflies or
rafting ride or chasing butterflies or
rafting ride or chasing butterflies or caterpillars and then we want to make
caterpillars and then we want to make
caterpillars and then we want to make sure that after that high level
sure that after that high level
sure that after that high level excitement that we bring everything down
excitement that we bring everything down
excitement that we bring everything down to a quiet place and so we’ll take the
to a quiet place and so we’ll take the
to a quiet place and so we’ll take the time out and we’ll do some deep
time out and we’ll do some deep
time out and we’ll do some deep breathing and we’ll say river rafting is
breathing and we’ll say river rafting is
breathing and we’ll say river rafting is over and now it’s time to sit back down
over and now it’s time to sit back down
over and now it’s time to sit back down and we’re going to then pet some baby
and we’re going to then pet some baby
and we’re going to then pet some baby birds that have just hatched or we’ll be
birds that have just hatched or we’ll be
birds that have just hatched or we’ll be rocking our baby stars so we want to
rocking our baby stars so we want to
rocking our baby stars so we want to make sure that we’re constantly working
make sure that we’re constantly working
make sure that we’re constantly working to modulate that behavior with them
to modulate that behavior with them
to modulate that behavior with them another thing is you want to really make
another thing is you want to really make
another thing is you want to really make sure that you have an agenda so here we
sure that you have an agenda so here we
sure that you have an agenda so here we like to be creative with our agendas
like to be creative with our agendas
like to be creative with our agendas this is really an itinerary of all the
this is really an itinerary of all the
this is really an itinerary of all the activities this is from our production
activities this is from our production
activities this is from our production of red kite brown box and right Pike
of red kite brown box and right Pike
of red kite brown box and right Pike Brown box is a series of activities that
Brown box is a series of activities that
Brown box is a series of activities that children are doing because they don’t
children are doing because they don’t
children are doing because they don’t want to go to bed so here you can see
want to go to bed so here you can see
want to go to bed so here you can see that these are night lights and as soon
that these are night lights and as soon
that these are night lights and as soon as you come in you see them and as soon
as you come in you see them and as soon
as you come in you see them and as soon as we complete an activity we turn off
as we complete an activity we turn off
as we complete an activity we turn off that night light so the very top one is
that night light so the very top one is
that night light so the very top one is the pillow fight and we’ll say pillow
the pillow fight and we’ll say pillow
the pillow fight and we’ll say pillow fight is over now and we will turn off
fight is over now and we will turn off
fight is over now and we will turn off the pillow fight light and then the
the pillow fight light and then the
the pillow fight light and then the children can see that they have four
children can see that they have four
children can see that they have four more activities to complete through the
more activities to complete through the
more activities to complete through the adventure we want to make sure that we
adventure we want to make sure that we
adventure we want to make sure that we stay present this is a sensory
stay present this is a sensory
stay present this is a sensory experience it’s about enjoying and
experience it’s about enjoying and
experience it’s about enjoying and touching the props and playful
touching the props and playful
touching the props and playful interaction it’s about being with our
interaction it’s about being with our
interaction it’s about being with our new friends at red kite it’s
new friends at red kite it’s
new friends at red kite it’s about character or plot development it’s
about character or plot development it’s
about character or plot development it’s really about staying in the moment and
really about staying in the moment and
really about staying in the moment and if a child is having a lot of fun
if a child is having a lot of fun
if a child is having a lot of fun petting a baby seal puppet then we’ll
petting a baby seal puppet then we’ll
petting a baby seal puppet then we’ll let them continue to pet the baby seal
let them continue to pet the baby seal
let them continue to pet the baby seal puppet or if somebody wants to hold on
puppet or if somebody wants to hold on
puppet or if somebody wants to hold on to their night-night bear we let them
to their night-night bear we let them
to their night-night bear we let them hold on to the props until they’re ready
hold on to the props until they’re ready
hold on to the props until they’re ready to freely hand them over
to freely hand them over
to freely hand them over nothing is ever forced and we’re always
nothing is ever forced and we’re always
nothing is ever forced and we’re always gently encouraging them to continue
gently encouraging them to continue
gently encouraging them to continue throughout the adventure we’ve had some
throughout the adventure we’ve had some
throughout the adventure we’ve had some children come and they don’t even want
children come and they don’t even want
children come and they don’t even want to enter the performance space they like
to enter the performance space they like
to enter the performance space they like to just stay in the doorway so we’ll
to just stay in the doorway so we’ll
to just stay in the doorway so we’ll bring the entire experience to them so
bring the entire experience to them so
bring the entire experience to them so we’ll continue to bring over every
we’ll continue to bring over every
we’ll continue to bring over every little song and musical instrument
little song and musical instrument
little song and musical instrument whatever it takes they can enjoy the
whatever it takes they can enjoy the
whatever it takes they can enjoy the whole show from there we’ve had parents
whole show from there we’ve had parents
whole show from there we’ve had parents contact us afterwards and say my child
contact us afterwards and say my child
contact us afterwards and say my child stayed in the doorway the whole time and
stayed in the doorway the whole time and
stayed in the doorway the whole time and they loved it they went home and they
they loved it they went home and they
they loved it they went home and they recounted the whole experience for their
recounted the whole experience for their
recounted the whole experience for their family it’s very important that you hire
family it’s very important that you hire
family it’s very important that you hire for the heart we have amazingly talented
for the heart we have amazingly talented
for the heart we have amazingly talented actors and designers and stage managers
actors and designers and stage managers
actors and designers and stage managers who work on red kite productions some of
who work on red kite productions some of
who work on red kite productions some of them have even gone on to star on
them have even gone on to star on
them have even gone on to star on Broadway in the last couple of years but
Broadway in the last couple of years but
Broadway in the last couple of years but the main thing is is that we’re really
the main thing is is that we’re really
the main thing is is that we’re really looking for big hearts we’re looking for
looking for big hearts we’re looking for
looking for big hearts we’re looking for people who are incredibly kind and
people who are incredibly kind and
people who are incredibly kind and generous and that they understand that
generous and that they understand that
generous and that they understand that this work is about the children
this work is about the children
this work is about the children it’s about being a friend it’s about
it’s about being a friend it’s about
it’s about being a friend it’s about being a fun guide so what are the
being a fun guide so what are the
being a fun guide so what are the rewards of red kite
rewards of red kite
rewards of red kite first of all with the parents we do a
first of all with the parents we do a
first of all with the parents we do a lot of surveying and we did this survey
lot of surveying and we did this survey
lot of surveying and we did this survey with the Chicago Community Trust and we
with the Chicago Community Trust and we
with the Chicago Community Trust and we found that before an adventure parents
found that before an adventure parents
found that before an adventure parents were very nervous and they really were
were very nervous and they really were
were very nervous and they really were expecting a lot of negative behaviors
expecting a lot of negative behaviors
expecting a lot of negative behaviors from their children and what we found
from their children and what we found
from their children and what we found post shows surveying is that it was
post shows surveying is that it was
post shows surveying is that it was actually the positive behaviors that
actually the positive behaviors that
actually the positive behaviors that were exhibited and the most highly
were exhibited and the most highly
were exhibited and the most highly ranked one was joy so we see this every
ranked one was joy so we see this every
ranked one was joy so we see this every time we take our red kite work out on
time we take our red kite work out on
time we take our red kite work out on tour we also find that the parents are
tour we also find that the parents are
tour we also find that the parents are really amazed that their child gets to
really amazed that their child gets to
really amazed that their child gets to be enjoyed in a place where actually
be enjoyed in a place where actually
be enjoyed in a place where actually they’ve never been before and they get
they’ve never been before and they get
they’ve never been before and they get encouraged to go other places after this
encouraged to go other places after this
encouraged to go other places after this Scobie is seven years old he just saw
Scobie is seven years old he just saw
Scobie is seven years old he just saw our latest adventure the red kite
our latest adventure the red kite
our latest adventure the red kite treasure adventure and afterwards he
treasure adventure and afterwards he
treasure adventure and afterwards he told his mother he wanted to write a
told his mother he wanted to write a
told his mother he wanted to write a review so this is the review he wrote
review so this is the review he wrote
review so this is the review he wrote and he said a couple things here as the
and he said a couple things here as the
and he said a couple things here as the show was like a fun play
show was like a fun play
show was like a fun play date with friends who are just like me
date with friends who are just like me
date with friends who are just like me and he also said theater is wonderful
and he also said theater is wonderful
and he also said theater is wonderful and people deserve to get a chance to
and people deserve to get a chance to
and people deserve to get a chance to experience it so a lot of people will
experience it so a lot of people will
experience it so a lot of people will say to me don’t you find working with
say to me don’t you find working with
say to me don’t you find working with people with disabilities depressing or
people with disabilities depressing or
people with disabilities depressing or doesn’t it make you kind of sad and I
doesn’t it make you kind of sad and I
doesn’t it make you kind of sad and I say no actually it’s the opposite for me
say no actually it’s the opposite for me
say no actually it’s the opposite for me I find that this work brings me a lot of
I find that this work brings me a lot of
I find that this work brings me a lot of joy and that these children have brought
joy and that these children have brought
joy and that these children have brought so much into my life that it’s really
so much into my life that it’s really
so much into my life that it’s really it’s been a wonderful intervention in my
it’s been a wonderful intervention in my
it’s been a wonderful intervention in my life as well I also I always thought
life as well I also I always thought
life as well I also I always thought that theatre was really about a
that theatre was really about a
that theatre was really about a performer it was about the actor taking
performer it was about the actor taking
performer it was about the actor taking center stage it was about great plays it
center stage it was about great plays it
center stage it was about great plays it was about scenes and dramatic tension
was about scenes and dramatic tension
was about scenes and dramatic tension and conflict and this work has really
and conflict and this work has really
and conflict and this work has really shown me that it doesn’t have to be that
shown me that it doesn’t have to be that
shown me that it doesn’t have to be that the theatre can be something else the
the theatre can be something else the
the theatre can be something else the theatre can really be about the people
theatre can really be about the people
theatre can really be about the people that it’s serving and that this work in
that it’s serving and that this work in
that it’s serving and that this work in particular puts children with
particular puts children with
particular puts children with disabilities center stage so I am now
disabilities center stage so I am now
disabilities center stage so I am now looking forward to what is next for me
looking forward to what is next for me
looking forward to what is next for me in this work and I’m not sure exactly
in this work and I’m not sure exactly
in this work and I’m not sure exactly what it is but I know that I’m going to
what it is but I know that I’m going to
what it is but I know that I’m going to continue working with children with
continue working with children with
continue working with children with disabilities and I know that one way I’m
disabilities and I know that one way I’m
disabilities and I know that one way I’m going to do it is with my red kite and
going to do it is with my red kite and
going to do it is with my red kite and now I just want to share with you that
now I just want to share with you that
now I just want to share with you that the title of red kite came from a song
the title of red kite came from a song
the title of red kite came from a song written by my favorite artist Sufjan
written by my favorite artist Sufjan
written by my favorite artist Sufjan Stevens it’s a song called sister and he
Stevens it’s a song called sister and he
Stevens it’s a song called sister and he says I have a red kite I’ll put you
says I have a red kite I’ll put you
says I have a red kite I’ll put you right in it I’ll show you the sky thank
right in it I’ll show you the sky thank
right in it I’ll show you the sky thank you
you
you [Applause]
”
Be First to Comment