Blake Stadnik and Matt Monaco in a scene from Rift, or White Lies by Gabriel Jason Dean, directed by Ari Laura Kreith, at Luna Stage in New Jersey. Photo credit: Valerie Terranova.
There is a sad irony in hearing that a play about repairing relationships and rescuing people from racist ideologies through listening was shut down at a New Jersey high school less than 10 minutes into its performance, with silencing standing in opposition the act of hearing. The play’s title? Rift, or White Lies.
Currently in production at Luna Stage in West Orange NJ, playwright Gabriel Jason Dean’s Rift is the story of two half-brothers’ encounters while one is incarcerated, and their meetings after a long silence resulting from the convicted brother’s embrace of white supremacy. It is a strongly autobiographical story, echoing that of Dean and his own half-brother, who, as Dean explains in a playwright’s note, was sentenced to life in prison plus 40 years for murder and other felony charges in 2000.
The presentation at Montclair High was only to be of one scene of the play, its third, accompanied by discussion of the issues within it. Luna Stage artistic director Ari Laura Kreith, who commissioned and directed the production, said that the company approached several schools about bringing students to the show, but the offer to bring the show to Montclair High was a unique offer, as the school doesn’t typically have the funds to arrange school buses for field trips; the company also solicited outside funds to cover their expenses for taking the two-actor play to Montclair. Montclair High accepted Luna Stage’s opportunity, with a local news outlet reporting that it was targeted for students in the school’s Center for Social Justice program (CSJ) and the Civics and Government institute (CGI).
In an email chain with Montclair educators in advance of the school presentation, Kreith included a detailed synopsis of the play, as well as a content note regarding the scene which included: “White supremacy, physical violence (including a discussion of violence and staged injuries—no physical violence takes place on stage), mention of sexual violence (discussion/not staged), prison, discussion/examples of racism and sexism.”
Kreith was on hand for the Montclair presentation of Rift’s scene three, and verbally provided the same notice previously given to teachers in writing for the assembled students and teachers. Recalling the day, Kreith said, “I introduced the whole piece as being about a character who had become a white supremacist while in prison, and that the other character has choosen not to speak to his brother for 12 year and then resumes contact.”
Referencing Dean, who was interviewed with her, Kreith continued, “I talked about you in 2020 and your sense that maybe the moral thing to do was not to shut your brother out, but to attempt to re-engage and try to see what could be accomplished by listening and talking. I definitely talked about how he became a white supremacist in prison that the piece was about your journey to try and to shift that.”
Despite the advance cautions, Kreith describes a series of rapid events unfolding in the span of perhaps ten minutes once the scene began by her account, the timing corroborated by the participating actors. An email request to Jeffrey Freeman, the school’s principal, for an interview received no response.
Very quickly after the start, Kreith says that someone came to get her saying the performance needed to stop and bringing her straight to the principal. According to Kreith, one teacher believed that the actors had spoken the n-word from the stage and raised an alarm, though the play does not contain the epithet. When the teacher spoke with Kreith and Freeman and was assured they had misheard, they seemed satisfied.
Nonetheless, when Kreith returned to the auditorium, she almost immediately witnessed a different faculty member getting on to the stage in order to stop the show. Matt Monaco, playing the character referenced in the script as the “inside brother,” recalled the moment saying, “Blake [Stadnik, playing the outside brother] and I are in the middle of the scene. It’s getting to the point where we are starting to get into a deep conversation about James Baldwin. The scene ends in a type of catharsis. Unfortunately, we weren’t able to get there. But we were working our way towards that and the teacher jumped on the stage and is filled with some passion and concern. She says, ‘I’m sorry, we need to stop.’ Blake and I exited the theater out into the hallway.”
Stadnik described the moment adding a personal detail, saying “I’m actually legally blind. When I’m on stage, really, the only person I have any semblance of seeing is Matt. So I’m very focused on him. But you can kind of feel when the audience is there with you. You could tell that there were several students – I mean, many actually more than several – who were sitting forward, engaging. When it was stopped, I was just confused. I wanted to make sure that because I can’t see it, I wanted to make sure everyone was okay, because we are dealing with some intense topics. And if anyone has experienced these sorts of things in real life, I wanted to make sure that they weren’t having any sort of traumatic event.”
Monaco concurred with his impression of the student response, saying, “I was feeling quite moved and touched by the active listening. I’ve performed for high school students before and this was a completely different experience. They were engaged. And I even looked at some of them, eye to eye. They were in it.”
Monaco said that the teacher who had mounted the stage continued to speak after the actors had exited into the hallway, but that only partially hearing what was being said, and prompted by a student who came into the hallway to express upset over what had happened, he felt compelled to return to the stage.
“I was driven to walk out there,” he describes, “and just apologize for any confusion or concern that may have entered the room. I apologized to her. I said, ‘I’m sorry for barging in here. I just want to tell everybody what this play’s about, where this was going.’ I couldn’t leave that way. I had to go back out there and explain what this what this play is about and where we were headed before we were silenced.”
Kreith said at that point she and the actors were told they must leave and did so. It’s her understanding that conversation may have continued in the auditorium, but she and the actors were not privy to it.
Subsequent to the presentation and its abrupt cutoff, Luna Stage has offered complimentary tickets to any Montclair High students wishing to see the entirety of Rift, and she says that several have begun to take her up on her offer. The two actors, Kreith and Dean, in conversation, were clearly struggling with the experience.
Kreith immediately attributed the problems to a lack of communication. She believes that while the email chain arranging the presentation included a number of teachers, not all of those who brought their students on Monday were part of that communication. Kreith suggested that the cutoff came from “a moment of panic.” They agreed that what has happened must be an opportunity, as the presentation intended, to open up communication both on the topic of the play and for opportunities like their presentation to remain available at the high school.
After listening to the actors and director recount the experience, Dean, who was not present at the school and relied on various reports, including one on a local news site, said his perspective on the incident had changed.
“I’ve moved from my anger to having sympathy for this person. This person who’s an educator who is –in the time that we’re living in, in the in the in the world that we’re living in – struggling with what kinds of conversations can I am I allowed to have with these kids? The idea of suddenly having to contend with white supremacy, childhood abuse, trauma – all of that puts that body in a place of fear puts, that body in a constricted place, rather than an embracing place. So I can understand that. But at the same time, if we could have gotten to the end of the scene, perhaps some catharsis could have occurred.” Both Dean and Kreith were emphatic that what transpired should not provoke a situation where teachers or administrators are demonized or penalized, only that something positive come out of a difficult moment.
The Luna Stage cohort has, to date, not been told exactly why the performance was stopped, but what is evident from their retelling is that while the school admirably chose to bring in work that raised important issues, it appears to have not properly contextualized that work in advance for students and teachers, resulting in misunderstanding and silencing. The school now has a responsibility for transparently addressing what occurred and making certain that the shutting down of ideas, on the page or in performance, doesn’t become an accepted part of their pedagogy. Better internal communication between the administration and teachers is essential.
Nonetheless, even in truncated form, Rift made a connection that showed the students were more than mature enough to handle the content. Kreith shared one email she received from a student, which read in part, “I saw part of the performance yesterday while in school and was very disappointed when it was abruptly stopped. I feel like the play reflects the reality of the world we live in, I thought the actors were great, and overall I really enjoyed the part of the performance we got to see. A group of us would like to see the show Sunday at 3:00pm. I don’t know exactly how many people yet, but I thought I would just reach out to make sure there are seats available. Apologies on behalf of my teachers for cutting your performance short and thank you for allowing us the opportunity to see what we missed.”
While his half-brother may not know about the incident at Montclair High, he is fully embracing of the play. Dean related, “He sent the guys an opening night message, to say, thank you, thank you for this work.”
As for his brother’s white supremacist beliefs, Dean says, “He has moved away from it. He’s moved away from the ideology, and he’s moved away specifically from acts of violence in prison. The rift that existed between us has been mended as a result of this project, of writing this play. The play leaves us with ‘I don’t know what’s going to happen tomorrow,’ but he knows about it and has been changed by it as have I.”
The communication announcing the cancelation of a production of the musical The 25thAnnual Putnam County Spelling Bee at Hyattsville Middle School in Maryland could not have been more terse.
Unfortunately we have decided to cancel the Spring Musical dates of May 2nd, 3rd, and 4th.
Additionally, we will hold a parent meeting after spring break, Tuesday April 23rdat 4:30pm in Mrs. Gee’s Room to address next steps and to answer any of your questions, comments, or concerns.
The letter was signed by Genese Gee-Schmidtke, the Hyattsville Middle School Theatre Arts Director. The signature included the tagline, presumably common to all of her communications, which reads, “Respect Art, Create Art, Live art…Do good!”
Inquiries regarding the cancelation to the office of Dr. Monica Goldson, who holds the title of Interim CEO at Prince George’s County Public Schools (in lieu of the more typical title of Superintendent), which includes Hyattsville, received the following reply:
Thank you for contacting me concerning the cancellation of the play at Hyattsville Middle School. Staff spoke with the Principal and listed below is what actually took place.
Teachers expressed concern given the extended use of profanity in the play even though it was play was identified as PG13 appropriate. The supervisor for Performing Arts, was then requested to review content during which time it was decided that the play should be cancelled since copyright laws did not permit the change in language when she reached out to the company. It was then deemed more appropriate for high school and not middle school.
A letter will be crafted and sent home to the school community this week.
In addition, we will work with the central office Creative and Visual Performing Arts team to create a process for approval of plays prior to students practicing and preparing to ensure this does not happen again.
The 25thAnnual Putnam County Spelling Bee is the comic recreation of a student spelling bee. It ran on Broadway from May 2005 to January 2008 and received a Tony Award for Best Book of a Musical for Rachel Sheinkin, as well as a Tony for Dan Fogler who played one of the student competitors. It has widely been produced since, however for school productions, the lyrics of one song, “My Unfortunate Erection,” have been revised to “My Unfortunate Distraction” to remove the obvious sexual connotation.
According to news reports, the Hyattsville production has been in rehearsal for months, and as Gee-Schmidtke’s brief communication indicates, the cancelation came over spring break, with the performances scheduled for the weekend following the return from break. Presumably, Gee-Schmidtke did not cancel her own show, but rather was communicating the decision of others above her in the school or district hierarchy.
With the material most obviously problematic already revised and implemented for the Hyattsville production, precisely what concerns remained? A report from WJLA TV references a statement from the communications office for the district, saying that a review of the script yielded, in WJLA’s characterization, “concerns surrounding profane language, sexual innuendo, and several lines in the play that could potentially be viewed as racist.” Coverage of the Tuesday meeting in The Washington Post characterized school officials as citing “a number of concerns — with racial humor, sexual innuendo and what one described as some ‘cuss words’.”
Arts Integrity has written to the CEO and the Hyattsville principal, as well as the communications office asking for those specific examples. As of publication time, the only response received, from Raven Hill in the district communication office, read, “I will follow up with you later today.” This post will be updated with that response upon receipt.
It has been widely rumored online that the main concern about the show pertains to the characters of the two gay dads of one of the student characters. Schools spokesperson Hill was quoted by the Post as saying, “I know that there was a rumor and a concern, but we’re not seeking to remove gay characters, nor was the play canceled because of gay characters.”
James McGonnigal, an area resident who does not have a child who is a student at the school, but attended the meeting, characterized the conversation in the meeting in an e-mail with Arts Integrity, writing:
The meeting last night was not only filled with contradictions to the statement made earlier in the day about reasons for the production’s cancellation. The meeting began with Principal Thorne reading the county’s prepared statement and followed with questions and replies. During the questioning from parents and community members, the Principal and County representatives first attempted to blame MTI for not allowing the changes being requested.
McGonnigal went on to write:
There was more discussion of the list of requested changes, this time from Ms. Gee – the director of the show. One parent asked for that list to be shared and they said it would take a few days to compile it. And then I asked if the director could confirm that the inclusion of gay parents was not on the list of requested changes. After replying “Well, there were several requested changes made and we just want to make sure that we’re offering a show that’s appropriate for all ages.” When I asked again, “Can you confirm that the inclusion of gay parents was not a concern brought to MTI,” she replied “No, I cannot confirm that.”
In a video recording of the start of the meeting, the school principal, Thornton Boone, reads a prepared statement which includes making a distinction between MTI school edition scripts, which he says are prepared for high schools, and Broadway Junior editions, which he cites as being for elementary and middle schools, noting that there is no Broadway Junior edition of Spelling Bee. He proceeds to say, “Based on this information, it is recommended that this production not be presented by Hyattsville Middle School.” He then outlines the intention to develop a plan for the future approval of shows for the 2019-2020 school year and proceeds to cite the school’s adherence to policies against discrimination and harassment.
Boone goes on to recount a conversation between MTI and Ms. Gee-Schmidtke in which she was ostensibly told that any changes to the script would be in violation of copyright. He goes on to state that LGBTQ content was not the reason for the cancelation, and announces that in a June performance, students will present excerpts from prior school productions, including Into The Woods, Fame, Once on This Island, Romeo and Juliet and Annie.
The impression that no changes to the Spelling Bee text are permitted, even when properly requested, is rebutted by WJLA’s report, which also cites McGonnigal:
“There are a handful of ‘damns’ or ‘Jesus Christs’ that are in there, that could easily be cut out, I don’t think with any complaint from the licensing agency,” said Jamie McGonnigal, who says he is very familiar with ‘The 25th Annual Putnam County Spelling Bee’.
ABC 7 reached out to the licensing agency, Music Theatre International, and a spokesperson confirmed that they have accommodated similar requests in the past.
If gay dads aren’t the issue, if mild curse words can be altered with permission, what remains a problem with Spelling Bee? Again, the school district isn’t being specific. The most likely point of contention may well be a brief scene when one of the student spellers utters, “Jesus, can’t you come up with a harder word than that?” and Jesus appears to that student in a one-page scene in which he explains that spelling bees aren’t something he much concerns himself with.
If it is the depiction of Jesus which is a problem under the PGCPS guidelines, then presumably that is not a matter that would be any different in the high school than the middle school. Is this the “extended use of profanity” alluded to in an e-mail from Goldson to the Justine Christianson, president of the school’s PTSO? Are we to parse the language carefully to distinguish profane from what is often seen as its synonym, obscene?
There may be a solution at hand, namely that the show proceeds, despite losing days of rehearsal, with a “mature content warning” appended in materials promoting the show, as if anyone in the community isn’t now aware of such reservations on the part of the administration after major press coverage. The school and the district will reportedly issue their decision by tomorrow. But what’s worth noting is that the solution didn’t come from anywhere in the school hierarchy. Rather, it was proposed by a student at yesterday’s meeting.
It seems that Hyattsville Middle School’s leadership, and the district leadership, has an awful lot of work to do very quickly if they are to dispel both rumors and establish the clear facts about any censorious intent. They need to be transparent about what changes they’re requesting and to eliminate any sense that gay parents aren’t a problem and that their reasoning isn’t in any way arbitrary or that they have failed to seek genuine solutions.
But it also seems clear that in both this decision and their plans to implement a review process, which would likely only serve to reduce the variety of work available for performance at the school, they should listen to their students and include them in that process going forward. Because, with teachers often silenced in such cases, it seems the students may have the most creative ideas about how to solve problems, and get on with the show.
Update, April 24, 12 noon: Actor Jesse Tyler Ferguson, well-known for his role on the comedy Modern Family, wrote the following on Twitter shortly after 11 am this morning.
As one of the original “Gay Dads” in Spelling Bee & a hopeful future Gay Dad I am so annoyed by this. Pull it together Maryland Middle School. I’m sure there are gay students in your school. Think about how this is impacting them. What a disappointment.
He subsequently added:
The arts are so vital to our school system. They teach kids compassion, trust and team work. The arts build bridges between kids with different backgrounds and economical upbringings and they have always been a safe space for LGBTQ youth. The arts are NOT about discrimination.
Update, April 24, 4:30 pm: A letter from Principal Thornton Boone to the school community has announced that Spelling Bee will go on, however it is delayed by two weeks to make up for lost rehearsal time and with one less performance than originally scheduled. The students participating in the show will be required to have signed permission slips from their parents and students at the area elementary schools will not be invited to performances, which will be noted as being rated PG-13, adopting the movie rating nomenclature.
The letter repeats much of what Mr. Boone said at yesterday’s meeting regarding the show, including concerns about “profane language, racial jokes and sexual innuendo/content and its appropriateness for our young performers.” It reiterates that “the theatre licensing agency declined our requests to alter the musical, which led to our original decision to cancel the upcoming performances.”
While the letter states that, “There are no plans to remove the characters or references from the production,” it also states that on Friday this week, during two one-hour sessions, the school’s CPA Coordinator will be available “for any parent to review the script and suggest changes.”
Because the school has not provided the list of its original request for changes ostensibly made to MTI, which it claims were denied, it is impossible to ascertain what was actually asked of the company and through it, the authors of the show. In addition, if the school stands by the claim that no changes may be made, why is it providing parents with a platform to suggest changes, when it has no certainty that such suggestions may be acted upon. The school does not have the unilateral right to make changes, which it previously acknowledged, so what exactly is the plan of action going forward? As noted in the WJLA TV coverage, MTI has previously accommodated requests for changes, so why does Hyattsville paint them as intransigent, then suggest changes may be forthcoming?
While it is a positive step that the production appears to be happening with its LGBTQ content intact, Hyattsville Middle School and Prince George’s County Public School District remains opaque in both their specific concerns and verifiable efforts to resolve them with the licensing house. Mr. Boone writes, “We understand the anger, confusion and frustration over this matter.” If that is indeed the case, then perhaps he and his colleagues can do better in their communication now by fully documenting their actions, from beginning to end, instead of trying to placate everyone without getting to the root of the issues that have played out so publicly.
Editor’s preface: Austin Tichenor of the Reduced Shakespeare Company wrote an extensive Facebook post after seeing a production of 1776, directed by his sister, the author of this essay, at their old high school in California, 38 years after having directed his own production in their hometown. His reflections prompted Arts Integrity to solicit this post, about how the production had come together; it is certainly only one example of how 1776 and many works for the stage are being reexamined in high school productions, especially in the wake of the success of Hamilton. Amy Tichenor Moorhead, teaches dance and musical theatre at Piedmont High School in Piedmont CA.
The musical 1776 has been a favorite of my family’s for decades, but I never considered it for my high school’s annual musical until I realized the opportunity that lay in gender-neutral, as well as color conscious, casting.
Like most high school musical theater directors, I’m always looking for shows that have lots of roles for female actors. While researching online, I learned of Kansas City’s Musical Theatre Heritage all-female 1776 in 2010. There was precedent for this in our 2011 production of Les Misérables in which two women were cast in small roles written for men. I realized right away that there’s no reason women couldn’t play any of the male roles in 1776, and that in this way, we could fully embrace trans* and non-binary students as well.
Keith Edwards, son of the late composer and lyricist Sherman Edwards, told Playbill.com in 2010, “An inclusive society is roughly what the Founding Fathers desired with the launch of the Declaration of Independence, and although they did not emancipate slaves or women at that moment, they prepared the way for both.” Inclusion is always one of my primary objectives and though I don’t think of 1776 as a show frequently performed in high schools, it felt like a valuable way to include young women in discussions from which they’ve been largely excluded. With the addition of an ensemble, plus color-conscious and gender neutral casting, the experience could be powerful.
The announcement that I would employ gender neutral casting was met with enthusiasm, and the audition process began in September for our February 2018 production. The casting process is challenging, more of an art than a science. It revives memories of my own auditions which makes me sensitive to the actors’ hopes as well as despair in not being cast as they’d wished.
I entered the audition process with no plan about how I would cast each role. I asked the actors to indicate on their audition form if they were comfortable playing either male or female characters as well as playing opposite either male or female actors and almost all were fine with both.
I could have cast the show a number of different ways, but I chose the actors I thought were strongest for each role, taking the whole cast into account. I didn’t plan to cast Abigail/John and Martha/Thomas traditionally, and I looked seriously at other combinations. During callbacks, certain actors emerged for roles that I never could have anticipated and this is the marvel of the audition process.
I hoped a student with a decent Scottish brogue would audition for McKean, and it turned out there was more than one – a woman won the role. One casting intent I did have was that the Courier would be played by a woman, but it was ultimately cast traditionally. At the conclusion of casting, only 30% of the roles were cast gender typically.
With the rehearsal process underway by early October, I decided the production would be costumed in traditional dress of the period. I considered modern-day gender neutral costuming, like formal concert attire, but found this was actually going to be more expensive, and the cast was excited about wearing 18th century coats and trousers, with buckles on their shoes, cravats, the use of canes, and a few powdered wigs.
Though 1776 calls for a cast of 26, I chose to add an ensemble to help bring the streets of Philadelphia to life — and to be inclusive of more students who wanted to participate in this musical — bringing the cast to 48. About half of the ensemble were costumed as female and the other half were dressed as male.
In addition to costume and staging choices, the physicality of each character is vital, because in a classic musical like 1776 the characters need to be defined as following the social expectations of their particular gender. How to shake hands, how to sit up straight, how to stand tall, how to bow in the manner of a stereotypical 18th century male required extensive rehearsal for all in the cast. The issues of correctness are more about the time period and region, so the women worked just as hard as the men to achieve the proper physicality. Even though the male characters are dressed as males, the fact that many are female actors in male roles is still apparent and it allows us to see these eighteenth-century congressMEN in a new light.
Rehearsals provided ample opportunity to take note of gender equality. In scene two, Richard Henry Lee declares, “I’ll stop off at Stratford just long enough to refresh the missus” and the bawdiness continues when he launches into the song “The Lees of Old Virginia” with the lyrics “may my wife refuse my bed if I can’t deliver . . .” Seeing a 21st century teenage girl portray an 18th century slaveholding man – conceived by a man in the 1960s to be an energetic but righteous buffoon – was both entertaining and eye-opening. It also emphasized that women’s roles in the story of our nation’s founding are missing from 1776, and when they are present, it is as a partner in bed.
Early in scene three, Thomas Jefferson announces he is leaving for home on “family business”, Stephen Hopkins’s response required attention in rehearsal. Hopkins chimes in and tells Jefferson, “Give her a good one for me, young feller.” We tried several different deliveries in attempt to retain the spontaneous, lighthearted intent of the line and the female actor, ultimately, embraced the notion that Hopkins is completely unaware that he is being offensive and was not considered to be so at that moment in history, though he is today. He’s not evil, he’s just of another time and set of sensibilities.
Benjamin Franklin is probably the most inappropriate character by 2018 standards with riotously suggestive dialogue throughout the show. Upon the arrival of Martha to Jefferson’s room in scene 4, Franklin asks, “Well, Halooo, and whose little girl are you?” Hilarious (because impropriety is often a source of humor) – and creepy – whether Franklin is played by a male or a female. With a female in the role, it is even more difficult for the audience to ignore the impropriety because we can’t overlook the fact that a female delivered the line.
While the Thomas and Martha engage in a lengthy kiss, Franklin explains, “Of course she’s his wife. Look how they fit.” I had thought this line would be even funnier delivered by a female actress, but it never got the laugh that I expected. Perhaps because we know more about Thomas Jefferson than we used to, and times have changed. Later, Franklin jumps up from his nap at the invitation to go to New Brunswick “for the whoring and the drinking” – and once again the idea of women as “little brides” or whores is highlighted by the young women in the male roles saying these lines. It’s arguable whether the casting or the fact that it’s 2018 made the line more, or less funny.
Abigail Adams, a more fully-developed character than Martha Jefferson, still revolves around her husband John. She does reference their sick children and their farm’s struggles, alluding to how difficult it must have been for the women left at home. I initially planned to bring Abigail’s home to life with little children scurrying around to suggest all she would have had to contend with while still scraping out time to correspond with John. I had to let this staging idea go given the complexities it presented with the congress set and the placement of Jefferson’s house, and given Abigail’s primary role within the script as her husband’s main source of strength and support.
* * *
“The Lees of Old Virginia” in the Piedmont High School 2018 production of “1776” (Julie Reichle Photography)
Piedmont High School is predominantly European American (68%); however, the audition pool contained African-American and Asian-American students, as well as students of Indian and Pacific Islander heritage. As a white, cisgender woman I gave a great deal of thought in casting deliberations as to how to cast the individuals not historically granted access to privilege and power. In prior years, I have practiced color blind casting. But as Diep Tran, associate editor of American Theatre magazine told the Los Angeles Times, “Color-conscious” means “we’re aware of the historic discrimination in the entertainment industry . . . and we’re also aware of what it means to put a body of color onstage”. Snehal Desai, artistic director of the Asian theater company East West Players in Los Angeles, the longest-operating theater of color in the United States, said in the same article, “The thing about colorblind casting is that it denies the person standing in front of you. It ignores identity, and for people of color, that further alienates us”.
In casting a high school production of 1776, does color matter ? Yes it does. I was aware of the critical need to becolor conscious. On casting Hamilton, Lin-Manuel Miranda told The Atlantic, “This is a story about America then, told by America now…and we want to eliminate any distance between a contemporary audience and this story”. One-quarter of the actors featured in my 1776 production were students from communities traditionally underrepresented on stage, playing historical characters who were, in real life, white.
There are two roles in particular that gave me pause. In the casting of Joseph Hewes (North Carolina) and Dr. Lyman Hall (Georgia), although I knew the actors would be wonderful in their roles, it occurred to me that the audience might be troubled and unsure how to interpret African-American students portraying Southern delegates, that is, stepping into the shoes of slaveholders. As Jessica Gelt wrote in the Los Angeles Times, “Color-conscious casting implies an understanding of the profound implications of skin color.”
I wrestled with how the Southern delegates were arranged on stage. Initially, I followed the Director’s Stage Guide’s furniture positioning for the scenes in the chamber which called for Hall and Hewes to be upstage left. I worried that the audience might see the casting of Hall and Hewes as resulting in an unfortunate accident which placed these two students in the back, behind others, rather than a conscious casting choice that would cause people to think. I tried several subtle variations on the arrangement of the delegates in that up-left corner, and eventually placed Edward Rutledge (cast typically) between them, and further upstage than Hewes. We did have a stage level change that gave some flexibility.
I worried about what the audience would think about the casting during Rutledge’s “Molasses to Rum to Slaves”. Even more than worrying what they might think, I worried that they wouldn’t think about it at all. At the conclusion of the song, the stage directions call for Rutledge to walk out as Hewes and Hall follow him. I directed Hewes and Hall to exchange a look and a nod before they began to follow Rutledge to suggest that they were making the independent decision to walk out rather than to simply be followers of Rutledge, under his authority.
* * *
From the 1980 Tichenor family production: “But, Mr. Adams” (l-r) Austin Tichenor (John Adams), John Tichenor (Benjamin Franklin), David Stein (Roger Sherman), Chris Stevens (Robert Livingston), and Bruce Turner (Thomas Jefferson)
I noted previously that 1776 has been a favorite of my family, dating back to when my brother Austin directed it in 1980. It was a community theater production that we produced with alumni and then-current students from Piedmont High School, performed in the same high school auditorium as my production 38 years later.
Austin cast himself as Adams, my other brother, John Tichenor, played Franklin, our dad played Hall, I assisted the choreographer and dressed the wigs, Mom sold tickets and cleaned the toilets — it was very much a family affair. In a post on Facebook after seeing my production, Austin noted an example of the benefits of diverse casting: “When Dr. Lyman Hall reveals his famous epiphany (“A representative owes the People not only his industry, but his judgment, and he betrays them if he sacrifices it to their opinion”) the moment retained all its irony but gained added resonance by being spoken by a young African-American woman. It became a fantastic and moving moment about the power of representation: Not only on our stages but in our governments.” Just the reaction I’d hoped for.
With a gender neutral, culturally diverse cast, 1776 facilitates dialogue about our 2018 political panorama and reminds us of our responsibility for making sure that all voices are heard as we move forward. Rehearsals presented frequent opportunities for discussion and making connections to our country today – and there would be even more if we were doing the show this summer. The experience provided us with an opportunity to consider gender, racial and ethnic equality through the lens of musical theater.
As I continue to unpack the adventure five months later, the production still informs my thoughts about casting and directing. I’ve realized that my casting process must be color conscious rather than color blind and even more than before, I will consider the gender spectrum. Instead of auditioning two distinct groups, men and women, I will look beyond the strictures of gender expectations, and, as I have in the past, the racial and ethnic default to casting roles as white unless specified as characters of color when choosing actors for roles. Yet I will be carefully aware of how the words and messages of the text resound when embodied by actors who do not replicate the characteristics of those who may have created the roles.
As I anticipate RENT, which I’ll be casting in September, a show that embraces characters all along the gender and sexuality spectrum, I’m eager to see what revelations we’ll come to when we cast consciously.
I am tired of reading posts about “my rights” to a hobby that includes automatic rifles. You like guns, fine. But accept the fact that guns are dangerous and require strict regulations.
I am a teacher. I am tired because my job is hard. Don’t get me wrong, I love this gig, but it is hard work. It is emotionally draining, mentally challenging, and physically demanding. I am talking about a normal day here folks, and this past week was NOT NORMAL.
On top of all I do, I must also include drills where we hide in the theatre from a shooter. I must take time out of our day to discuss my students’ fears and concerns about their safety in our little town. I must plot with them strategies for when a shooter actually gets inside the theatre, what do we throw at them? I must remind them that if the fire alarm goes off to let me get to the door first to make sure there is no shooter out in the hall.
This last bothers me because normally I stay behind to look for stragglers and to shut doors. I must take time from my work to plan safety routes, and to devise strategies for my students for any given circumstance. What if someone is in the bathroom down the hall? What if it is lunchtime, which way should they run? What does gunfire sound like? What should I do first?
I can’t describe to you the silence that followed some comments about what to do if I, the teacher, do not return to the safe zone: “You shut the locked door and you stay quiet.” Yes, you forget about me and take care of each other, would you promise me that please?
The kids are terrified. Yesterday was even worse than Thursday, because of a threatening Snapchat, we were on alert. The phone lines were flooded with concerned parents, the halls had security and police patrolling. But you know what broke my heart? Sitting in my office working on my computer while I listened to our music teacher, a truly lovely man, kindly talking to his beginning level choir class, showing these young and frightened children how to cross the music hall to the band room as it is safer than the choir room.
As a teacher, I am privy to the emotional and mental health assessment of every student in my classroom. I am seeing more and more students suffering from debilitating anxiety and the label PTSD appears more and more often. THIS IS NOT OKAY. It angers me that the rest of our country is so quick to judge kids without really understanding their motivations. Theatre teaches us to develop empathy, if only to understand our character and put on a better performance. I wish everyone was required to study theatre in school, if only to help them gain compassion – not just for others, but for themselves as well. Our country would be so much healthier for it.
Thank you so much, adults. On top of your own issues that plague my students thus making learning a difficult task already, you now have introduced terror into their daily classroom routine. Because of your inability to grow up and be responsible, unselfish and willing to sacrifice for others we are now living in this messed up, full of rage and extremely polarized country where children died because they attended school.
Rachel Harry received the 2017 Tony Award for Excellence in Theatre Education. She has taught theatre for 30 years at Hood River Valley High School in Oregon, and she also teaches at Columbia Gorge Community College. Much of this essay began as a Facebook post on February 17, 2018, following the mass shooting at Marjory Stoneman Douglas High School in Parkland, Florida. It is reposted here by permission.
If you ask the average parent whether, in the abstract, they want to hear a student, any student, saying the n-word from the stage of their local high school auditorium, the answer (hopefully) would be no. Put that word in its full context in the musical Ragtime, or in the plays of August Wilson, and those familiar with the works may feel differently.
Ask parents whether they’d like to hear students say words like “ass” and “skanky” from a school stage, and odds are they wouldn’t be keen on it. But put it in the context of the significantly edited school edition of Avenue Q, which is vastly less transgressive than the original, and it’s not quite so jarring, since its language is heard in network television comedies regularly.
The social media post from rehearsal of The Foreigner at New Prague High School
So when a photo of students dressed as Ku Klux Klan members began circulating on social media in the New Prague High School community in New Prague, Minnesota, with the message “I think you’re gonna want to come to the spring play,” there was understandable concern and outrage.
The image was from a dress rehearsal of Larry Shue’s mid-80s comedy The Foreigner, and the Klansmen appear briefly in sheets and hoods at the climax of the show as a threat to the shy title character, after the racist behavior of the Klan and their like have been clearly made out as ugly and malignant in the show. The Foreigner is hardly a social justice piece and it does use the Klan for humor, but it in no way endorses their real-life behavior.
Because this took place just a week before the performances, New Prague High School decided to quell the furor by shutting down the production entirely on Monday, three days after the post went up and just days before the performance dates. The school’s e-mail read as follows:
Dear Parents and Students,
We are sending this communication to notify you that our spring play, The Foreigner, has been cancelled. On Friday afternoon, a NPHS student involved in the play posted a captioned photo on social media of some fellow cast members in KKK costumes that are used in the final scene of the play to depict an evil force in the story. Administration was made aware of the posting, and the insensitive nature of this post.
As we reviewed the social media post and conducted meetings with our theatre director and concerned community members, we feel it is in the best interest of New Prague Area Schools to not present the show this weekend.
This situation will also allow us the opportunity to have conversations with our students, staff and community as we continue to work at embracing a culture of acceptance and respect for all students within New Prague Area Schools.
Is it disappointing? Yes, I’m disappointed for the kids that invested so much time in the play and performing. But I think we also need to look at the big picture of our students and I’m disappointed some of our students had to go through the feelings that they went through seeing that (social media) post.
As Paul Walsh reported in the Minneapolis Star-Tribune, there are only twelve black students at New Prague High School, in a student body of 1300 (he didn’t include data about other students of color). But regardless of the number of black students or all students of color at New Prague, a social media image of Klansmen and a mention of the school play created a fraught situation, presumably unknowingly on the part of the student who shared the photo. The school’s desire to send the message that it did not support either the Klan or clueless depictions of the Klan on its stage, with the clock ticking towards performances, was swift action with a commendable goal at heart, namely to send an anti-racist, anti-Klan message.
The question remains as to whether they made the right decision, since they shut down the show rather than trying to immediately grapple with the issues it raised. As acknowledged earlier, The Foreigner is not a nuanced depiction of racism and violence, but rather a light comedy bordering on farce, written with a sensibility that’s now 30 years old; past productions have engendered comments about the use of the Klan as comic foils, as well as concerns about its portrayal of a character with an intellectual disability. The show was last seen in a major New York production in 2004 at the Roundabout Theatre Company, with Matthew Broderick in the title role, but it is a staple of school and community theatre.
In a report on WCCO-TV, a CBS affiliate, Ben Thietje, the school’s drama teacher and director said that the cancelation “was a unanimous decision made by school administration and myself. The play has a positive message of acceptance and celebration of differences. However, if it also causes stress to a portion of our student body, the point of performing it has been lost. The well-being of our students is the main concern. I take full responsibility in not doing a better job of communicating this message with students from the beginning.”
But could the school have scrapped some lesson plans this week to focus on the insidious, vicious history of the Klan and explored how the play does or doesn’t represent that well? It would have taken a concerted effort, with committed faculty and administrators calling on outside experts to swarm and address the issue. It could have been managed if everyone committed very quickly.
Unlike Ragtime in Cherry Hill, New Jersey, where the school had six weeks to prepare students for the racial slurs that would be uttered onstage, New Prague was certainly under pressure. Unfortunately, in alleviating the concerns provoked by the photo, the school negated the work done by the students in the show and sent the message that cancelation, censorship, is the best response when the arts are challenged, even with legitimate concerns.
Promotional button for the 1984 Off-Broadway production of The Foreigner
There are works of theatre, both comic and dramatic, that when picked apart, can often reveal some element that might prove objectionable in the abstract, shorn of its context within the work. There can also be objections when older shows are blithely presented simply as the “entertaining” school play, without educational and social context. It’s for others to decide whether The Foreigner remains a funny farce for today’s sensibilities, or whether it has aged into a work that reflects a less aware time in an unflattering mirror.
No matter whether a piece of school theatre is overtly speaking to political and social issues or merely touches upon them casually, it’s essential that educators take a good look at what they’re producing, how it speaks to students today – rather than how it spoke to audiences when it was first written, or even a decade ago – and create the appropriate context for that work, above and beyond just producing it to the best of their and their students’ abilities. This shouldn’t be construed as making the case for safe work, but rather for insuring that school productions aren’t islands unto themselves, for making them part of a comprehensive approach that grounds all school theatre in multiple contexts: as theatre, as literature and as a valuable part of the broader educational process not only for those involved in the production, but for the school community at large.
Note: Before this piece was written, Arts Integrity sent e-mails requesting interviews with New Prague principal Lonnie Seifert and Assistant Principal Tom Wetschka, and also left voice mail for Seifert. No response was received by the time this piece was posted, but updates will be made, as appropriate, should they respond. The school district office said there was no communications officer for the district and that all questions should be directed to Seifert and Wetschka.
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Howard Sherman.
