Category Archives: Theater

Team Work (Collaboration Part 2)

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Do you work well with others?

My youngest and his co-director continue to have communication challenges. It came to a head when they disagreed on something and his peer got upset with him. As he was recounting what happened to his father and I it became clear he knew why they had been having so much trouble getting on the same page. The co-director misheard something he’d said early in the process and she thought he was deferring all decisions to her and all the responsibilities that go with them. I would have been unhappy too. She shared with my son that he would send out a list of things that still needed to be done, late at night, before he went to bed, thinking she and the cast would see the messages in the morning, but her ADHD caused her to need to respond to the message(s) and take action immediately even if that didn’t need to happen. “I feel like I’m a bad person,” my son shared. “I had no idea she was going through this. I just thought she was up late like I was and wanted to respond.”

There’s no way he could have known. Communication is complex and being open and honest isn’t always easy. We referred back to our previous discussion on this topic. “Have you had a heart to heart with her like we talked about?” we asked. His response indicated he’d hoped the problem would resolve itself. I understood. I, too, struggled with these types of conversations when I was younger. We reminded him that while they’re hard to have, once done, it makes moving forward much easier.

I’m not convinced he and his peer are on the same page still, but the show is coming up in two weeks and he knows he has to power through. At least he has a better appreciation for what his co-director is going through and can bring more empathy (which he’s good at) to how he collaborates and communicates with her.

How do you help your child navigate challenging conversations?

Collaboration

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Working with someone else can be challenging, right?

My youngest is co-directing a play this Fall. He is paired with a female student who has some strong opinions about what her role and his role should be. My son is fairly easy-going and while he wants to have input, and the ability to direct, he doesn’t feel strongly about her wants (total creative control, for example). 😳

My son also wants a friend of his, who has theater experience, to help them. His co-director has strong(er) feelings about this, not wanting the friend’s name mentioned in the program or really wanting them involved at all. My son tried explaining why his friend participating would be a good thing — we’ll have extra help. If one of us can’t be here, they can fill in. She pushed back. My son tried to get her to express where her hesitation came from, but she couldn’t, and could only state she wasn’t comfortable with anyone else working with them. I can see her point — she might be concerned my son and his friend would team up and leave her out, or she would somehow not be able to realize her vision for the experience, she fears she’ll lose “control”, or something else. My son, on the other hand, wants to advocate for his friend, not only because he believes his friend can contribute but is from a marginalized group, and a slight against his friend, never sits well with my son.

My son talked my husband and I through the situation during dinner. We discussed why the strain between he and his co-director could be happening, but the best way to address the situation is to talk to her. Let her know she can be honest with you, you with her, and you’ll listen. You both want the same thing — a successful show.

We also discussed how having these conversations aren’t easy, but if he can start having them now, he’ll be better prepared in the future because these situations come up throughout life.

Easier said than done, I know. Particularly as a teen. The following day he came home following play practice and we asked how it went. “Better,” he said. We asked if he’d talked to her. “Well, no, I was going to, but she was being really nice. Almost like she felt bad, and I didn’t want to bring it up since she seemed over it.” 🤷‍♀️ Hmmm. I encouraged him to have the talk with her regardless because this will likely happen again. He agreed, but said he wanted to wait until the situation arose. I understood. Having these discussions isn’t easy, even I have to muster up the courage sometimes at my age. My guess is many of us do.

Does your kid struggle being on a team, in a club, or other setting where they have to collaborate with others they don’t necessarily agree with? How are you helping them navigate the complexity that comes from working with others?

Feedback is Hard

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How do you get feedback?

Feedback can be hard to give and get. My youngest tried out for the school Spring musical in early December. He thought he did well, or better than years past, and thought he had a good chance of getting a speaking role. The cast list came out the Friday afternoon before winter break. The teachers were clear, no one comes to them once the list is posted with questions, the student can schedule time during feedback sessions that will happen once school is back in session.

The list came out. My son was anxious — nerves and excitement. Unfortunately, he didn’t get a speaking part. He was cast in the ensemble. He was devastated. He broke down and talked about his disappointment—the work and practice he’d put in, how much he’d wanted a speaking part, and how bad it hurt. As a parent, it was hard to witness, but I tried to give him space to experience his emotions and reassure him he’d be okay. I did encourage him to take the teachers up on their offer to provide feedback. He didn’t want to even think about it, at first. The hurt was too fresh and hearing any criticism, even constructive, would be too tough.

I encouraged him to get time with the teachers again over break, for no other reason than to know clearly why he didn’t get a speaking role. Was it skill? Meaning he didn’t sing or dance well enough? Or was his acting not a match? Or something else? If he knew he’d know what he needed to work on vs. guessing and not giving himself the best chance in future auditions. I told him getting constructive criticism is a gift — the intent is to help you get (or be) better. My son listened, but still wasn’t convinced. It helped that his grandfather also encouraged him to get feedback and the value in hearing it even if it’s hard. My son now had to decide for himself.

When school resumed I asked my son what he was going to do. “I already signed up to get feedback,” he said, “I’m worried they’ll tell me I’m not good at something, but hoping they’ll just say it wasn’t my year.” The musical the school will be performing does have a small cast. I was glad he was going to get the feedback even though it wasn’t easy.

After getting the feedback, he came home and shared what they told him, it was a mix of some things he could do to improve on (work on parts of his stage presence), and with so few roles, he just was a little short of getting a speaking part. He was at peace with the feedback and I was really proud of him for doing it.

Getting feedback is hard. What’s the most helpful feedback you’ve ever gotten? How are you helping your child be more open to receiving feedback?

I’ll be off again next week for the long weekend and back later this month.

Losing Control

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What do you want to have control over?

I might answer, “Everything?” The question mark is on purpose…having control of everything, in theory, sounds ideal, but could also quickly become overwhelming and problematic.

My youngest’s play will be performed on stage in the upcoming weeks. While he is beyond excited his work was picked, anxiety has crept in. Other students are producing the play and he hasn’t been asked for any input. While he was able to produce a snippet in the Spring playwright show, it was limited in showing his full intention for how the play should be preformed. The students producing the play have creative liberty to interpret and make the show as they see fit, with the characters and lines remaining as my son wrote them.

My youngest has extended his desire to help the producers as they work on his show, but they haven’t taken him up on it. Two things are causing his angst — being on the spectrum he wants things a certain way (don’t we all?) and fears too much of the play details are in his head (vs on paper), and he has essentially lost creative control of his baby. You pour your heart and soul into something — a book, music, or a play! — and someone might see it through a different lens than you, and not perform it the way you intended (content serious, not funny, music fast, not slow, etc.). There really isn’t anything he can do about this.

My son asked my husband and I for advice. “No one has reached out to me for my input on the show. Should I ask them again? Or maybe I should just drop by when they’re practicing?” We responded with a resounding, “No!” We talked to him about his concerns and how he doesn’t have control and how uncomfortable it can be, but he needs to trust his peers will do their best. He heard us, but having a hard time letting go of the idea he’ll have more influence or say in what gets performed. We also discussed what he might take away from this — can he be more detailed in his notes and stage direction, or anything else to lessen his concern in the future?

Losing control is almost always unsettling. It can leave you feeling untethered which can be scary, frustrating, and more. How do you or your child handle times when you don’t have control?

Growth Spurt

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My youngest is trying out for a part in a school play. He went through tryouts early his freshman year, and his experience was much different. His freshman year, everything was new—people, process, and place (he was still figuring out where things were in the school building). It was overwhelming and made him flustered. He overcame being upset when he struggled with the audition process with the help of patient teachers and time to calm himself down. We talked with him about what he’d learned after he had settled down and the audition was behind him, and what he’d do differently in future new situations.

Fast forward to this school year. Tryouts again, but nothing new, with the exception of a few new faces (younger or new students). He was confident, and excited. A dramatic (pun intended 😁) improvement from his freshman year. We talked about what was different, how he’d grown since his freshman experience, and how he’d survived—maybe a strong word, but it helped him understand he could weather new (tough, uncomfortable, unfamiliar, etc.) situations, He had grown based on his initial experience. It was a steep learning curve for him, but a needed one.

As he shared more details on how the tryouts went with his father and I we talked about this, and how when you’re young and go through steep learning curves it can feel overwhelming and scary, but they often level out, and you work towards the next big learning experience but normally have time to build up that next it (getting a job, going to college or trade school, living on your own, etc.). You could see him realize he had it in his to rise to whatever that next challenge may be, and that he had time to grow to it.

What growth spurt is (or has) your kid going through?