The girls spent a bit more time figuring out their groups. After several brainstorming sessions, the girls reorganized and new groups emerged.
|N.B. & E.S. working on their movement piece.|
|Movement Sequence - E.S. & N.B.|
|Description of Movement Piece - E.S. & N.B.|
Initially P. wanted to create a song but was hesitant to share this idea with the class. We had many conversations on the matter privately, but she was still undecided about how to best pursue this course of action. We did give her the space to test the waters and to think about how to be true to her creative self. Of her own choice, she ultimately decided to join the other girls. Even though she came back to working with a larger group, P. developed an understanding that she can safely explore taking creative risks when the time is right for her.
And A.C. was already working hard independently on her Rainbow Flower play.
Like P., A.C. wasn’t sure where to find her place within the work of the group, and decided to try striking out on her own. This made things a little easier for her in that she did not have to manage the delicate process of negotiating with others, but it also made her work much more challenging – she had to be all the characters within her play, rehearse and remember her lines all by herself, and process feedback about her work on her own….and perform by herself, which can feel overwhelming in and of itself.
PART 2: The Value of Collaborative Work
When we met again, there would be yet another re-alignment of groups. As N.B. & E.S. began rehearsing, I could hear frustration in their voices. I sat with them to check in.
N.B.: I just don’t think there is anything we can add to this piece (the movement piece).
N.B. looks at the written description of the movement piece. She seems visibly frustrated.
As she is sitting I notice she keeps looking at the list of characters for the other girl’s group (The Rainbow Dance).
N.B.: I’m starting to think that I still really want to do this piece with E.S. but I am thinking that I want to join this other group on their project.
N.B. wanted to stay true to the original artistic vision she had developed with E.S., but she began to see the potential value of working with the larger group and became drawn to being part of that experience.
The two girls approached the larger group to inquire about how they might join in, even though the others’ storyline and characters were already fairly established at this point. N.B. & E.S. still wanted to perform their movement piece but wondered if there was a way it could be incorporated into the others’ performance. The group identified a place in the play were a rainbow bridge is created and unanimously decided it that it was a perfect place to weave in the movement piece. Additionally, the girls suggested that N.B. & E.S. take on secondary roles in the later half of the play ensure they got enough lines.
|The girls working through a revised script.|
P. was also considering joining the larger group, but wasn’t sure how she might fit in. The girls suggested she take on the role of Persephone – to perhaps tell more about the role of the seasons and maybe even take on the role of narrator. At first, P. was very hesitant about this opportunity. She expressed some concern at taking on the role.
P: I don’t know, I think that everyone might laugh at me.
This decision held risk and promise for P. It would take courage to go for it. I sensed her vulnerability. I asked P if she would like to read through the story that the girls had created so far to see if she wants to take on this challenge. It was rewarding to see her reaction after we read through the story.
|P looking through The Rainbow Dance script.|
P: I like this! I think this might work, it seems like it could be really great.