This month was an exciting one where we guided the students through a process of bringing their characters to life. The first week was spent trying out the different physical characteristics and personalities that their characters might have and embody. Once the students had worked out how their character might walk, sit and move around the space, they each had to take up the “hot seat” and answer questions (posed to them by their peers) as their character. We got to know some very interesting characters over the course of the week! It was amazing to see how imaginative the students were when they answered questions as their characters. It was very valuable for both those asking and answering the questions to learn how different people can respond to the same situation, depending on their unique personality and characteristics. We did notice that many of them had brought their characters to life as gangsters. While there was definitely an inherent understanding that these were not people to admire as model citizens, it became clearer and clearer as the week went by that many of our young students saw them as successful navigators of their circumstances, and that their alternatives were few and often unattainable. In the society that these children inhabit, the gangster is often the only role model of financial independence and entrepreneurial success. This is a reality that we as facilitators have to be cognisant of as we progress.    

During the second week our students became composers and, through a guided process of musical exploration, composed a short piece of music that could be considered to be their character’s musical signature. They were encouraged to think of musical signatures that we have all come to know (Jaws music for a shark, Pink Panther music, the musical signatures of their favourite Anime characters) and to create one for their own characters. Our marimbas and other instruments were put to good use and some budding composers were discovered!

The following week saw them flex their choreographic muscles as we guided them through a process of choreographing unique movement pieces for their characters. This was great fun for all involved and some very interesting steps were achieved! It was very inspiring to see how creative our students could be through musical composition and dance choreography. Often we assume that these skills lie with the professionals and are not accessible to all. Our students learned that they could all be composers and choreographers if they chose to be, and that their creations were valued and admired. All their pieces were performed for their peers and they were very proud of showcasing their original compositions and dances.

Week three was a more introspective one, where they explored the possible secrets that their characters could have. This was an interesting exploration into the secret lives we all live in our heads, and what that means for our lives and relationships. The conversations that arose were not always easy ones, but Tatu and Lawrence facilitated these with the thoughtful care that is an essential and integral part of all the work that we do. We had many debriefing sessions that week in order to ensure that all issues and concerns were dealt with in such a way that no participant felt threatened or compromised at any time during the process. It was ultimately a very rewarding week for all involved, and contributed to a greater depth of understanding of the complexities of the people alongside whom we live and work.

During the last week of August, we created the beginnings of little original pieces of music theatre. This is an amazing process that enables the students to tell their own stories through a democratically created scenario in which their chosen character has to redefine their life after an irrevocable occurrence that permanently disrupts it. Their stories ranged from corrupt pastors to the tragic loss of a pet with many more interesting scenarios in between! There were some beautiful scenes created, with many innovative ways of stage presentation explored. At this beginning stage their stories are told by a narrator and enacted through mime, with musicians providing background and mood music. These will be taken forward into scripts during September and October and we hope to perform them for our next volunteer when she arrives on 29 October. The students will be proud to be able to offer her something of their own on her arrival.