Story Map, Dance Party

ACT 1  (est. 45 min)

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Song: When You’ve Got a Friend

Scene 1 School playground  (4 min.)

Main characters are introduced through an exchange of play and conversation. One is new to the school, and the new friendship is obvious. One 3rd grade child will be having a birthday party and tells the new child that he will be inviting him. They are both thrilled with the idea. These two have siblings in 2nd grade that are experiencing the same thing, different gender. They recognize that they discovered a great idea for both new students to come over to the party.

 

Scene 2 The two homes  (10 min w/song)

The stage is split to reveal the two children’s homes. Here the parents and children will discuss the birthday invitation idea. The parents will each respond negatively, with minimal explanations.  The negative response will give way to a song, which the two boys will sing, as if looking out the window, singing to the stars, It’s Just Not Right.

 

Scene 3 Two classrooms  (8 min.)

Again this is a split stage, showing the two classrooms and the discussions that take place in each. During a “sharing” part of each morning circle, the children share their problems and others respond in ways that are supportive and compassionate. The response is so inspiring, the teachers allow further discussion. After several student comments, one teacher suggests that they all ask their families: What do we stand for? What are the values that describe us (when we’re at our best)? The teacher informs students to keep the focus on the goodness in each other, even when disappointed by what we see and hear.  The teacher thinks this question may move the community to more common ground.  Song: At Your Best  

 

Scene 4 (same as scene 2) The two homes (4 min.)

The kids try again that evening, but, the second attempt does not work. The parents respond to the question about values, but reject the idea of the birthday party get together. In the process the parents reveal that the problem is deeper than it first seemed. The song: Them and Us presents the divided perspective. The kids are confused and surprised.

 

Scene 5 Two classrooms come together in one circle (8 min.)

The teachers announce that this problem involves students from two classes, so the circle is widened include both. Students go around the circle sharing the responses to the question about values. When it’s learned that the problem was not solved, students offer up ideas. They invent some whimsical and imaginative approaches in More Than One Way.  This is when the idea of a dance party comes up, and becomes the focus.
 

Scene  6 The Principal’s Office (6 min.)

The two teachers speak with the principal about the idea, in order to get approval and buy-in. They acknowledge the risk of bringing people together in this way.  The principal questions the intent of the event, and asks for certain assurances before finally agreeing. The kids are called in. The principal wants to confirm their commitment. Older students interrupt and offer support, joining in for the last verse of  “We're Not Quittin”

 

Scene 7 (Like scene 1) School Playground (4 min.)

This scene shows the students making preparations. It appears to be a regular planning meeting for the group. Younger and older students are working together, making contributions towards making the dance party a success. We feel the momentum building and a collective sense of wanting to contribute, cooperate, and make it fun and meaningful.

 

Intermission

Ten minutes into the intermission, the T-shirted crew enters the gymnasium and begins to break down folding chairs and remove them from the gym, preparing for the dance party. As they interact with the audience, they are “in character” saying “Hello. Welcome to the Dance Party”. And “How are you tonight? Are you ready to dance?” Or, “We’re making space for the dance party.” This clearing effort will be consistent with the plan, leaving designated sections with chairs for those who need them.

 

ACT 2   (est. 35 min)

Scene 8 The School Gym

Intro and 1st song, a choreographed dance, “You Can Dance” (7 min.)

The curtains open and there is a meeting taking place at center stage. All of the organizers with the teachers and the principal are finalizing the plan. Parents are in the audience and we hear from them first, surprised to see their kids on stage. Then the principal speaks, followed by the teachers and the kids as they prepare the audience to hear the first song: If You Can Walk  (choreographed tune) While some students enjoy the tune and dance and sing, the buy-in from parents is limited, with many conspicuously clustered with like-minded families, just watching.

 

Introduction to 2nd song, a choreographed dance “It’s Not Them and Us” (6 min.)

Allison and Anita introduce their song, addressing the concept of “black and white” and how it doesn’t work with categorizing people. They thank the person who helped with the song, which focuses on the common good in all people, and our need to accept each other, recognizing and working with the good in others. Song: It’s Not Them and Us.  More of the audience begins to loosen up.
 

Introduction to 3rd song,  a freestyle dance, “I See the Values” (10 min.)

Sienna and Michelle explain how the T-shirts were created for the event. This includes the values circle and the survey of families. The girls are comfortable and informative as they give context for the next song, which presents the 6 most common words that families used to describe themselves. Each word has its own short dance, with audience members encouraged to dance when they hear a “value” that describes them. When the last value is called, both Cheryl and Doug go up onto stage. They end up trying to outdance each other. Other dancers drop off, and we watch them dance to exhaustion as the song ends. They shake hands, introduce themselves and react!

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Introduction to 4th song, a choreographed dance “I Believe” (7 min.)

Nine students line up facing the audience. They pass a mic and introduce the next song, thanking parents, and making “We Believe” statements. The two sets of parents hug their children as the song begins. Believe is sung by students, teachers, and then by both parents. The song encourages engagement, it shares hope, promotes acceptance, and shares gratitude.

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Introduction to 5th song, a choreographed dance “Dance” (6 min.)

The principal shares his appreciation for the efforts to put the dance party together. A group of dancers lines up on the edge of the stage to lead the dance. This song is like a line dance, where folks move in a coordinated way. This one accommodates all audience members, even those in confined quarters. It is meant to be fun, inclusive, and playful. It is the last number.