Spectrum Theatre: A Student Perspective

My work with Gretta on Spectrum Theatre began a little under two years ago. As I began to involve myself more in Sturgis Youth Theatre and other practical experience for my future career, Gretta told me of an opportunity she was offering for a student the next year;  an opportunity to work closely with her to develop a new project, one that would broaden her horizons and mine, as well as those of our program at UNI. This project would involve research of Autism Spectrum Disorders and the eventual implementation of Creative Drama lessons targeted toward youth with Autism. This project, of course, was Spectrum Theatre.

 Well, who wouldn’t jump at such an opportunity? A year of working on a brand new program, developing the project and building it from the ground up? It was a dream come true. After an interview in which I was sure I had thoroughly made a fool of myself, Gretta picked me. I couldn’t believe it, but I couldn’t wait for the next semester to start.

 My semester of research opened my eyes to so many aspects of Autism Spectrum Disorders, and even of my own field of study. I learned so much about both subjects, and became more and more eager for our work at Exceptional Persons, Inc (EPI) starting in spring of 2011.

Finally, the day arrived. I was decidedly nervous that first day. Armed with supplies, paperwork, and a sound understanding of theory, I knew – as with any classroom – that there was no way I could predict what our students would be like.  Well, that much certainly was true. I quickly realized that, even from one day to the next, the work of our students varied so much. This was a great challenge for me at first. While still inexperienced, I worried too much about the logistics of our work. I wasn’t working “in the moment” as I should have been, instead being more concerned with our schedule, what I was doing, the responses of others to what I was doing, etc.  It was a struggle for me, at the beginning of the project. I doubted myself and my personal work, and I felt I struggled to connect with my students.

 And then I realized something very simple: the work we were doing was fun. When I assisted Gretta, and (maybe especially) when I myself taught, I was having fun.  I could relax, I could relate to students. I could expand my understanding, if only I made sure I was open to our work.

Since then, I have been learning and growing. I have been making mistakes, and I have been laughing at myself. And more than anything else, I have loved the work I have done so far. I look forward to each and every adventure I have with our friends at EPI