Notes on CAT’s 43rd Anniversary

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Hello Friends,

It is Friday, October 27th, and I am sitting at my desk poised to write a newsletter in celebration of the Creative Arts Team’s 43rd anniversary on October 31st.

My challenge is how to relate, in an e-newsletter, the vibrancy of CAT’s programs and the passion of CAT’s innovative staff, educators, partners, and most of all, the reason we do this work – our amazing participants throughout the city.

In lieu of live streaming, I’ll take you on a walk around the office hallways and share with you what I see…

SCENE: CAT’s office windows at 31st and 6th look out on a beautiful autumn day in Herald Square. While most offices in the city are winding down for the week, the CAT offices are bustling with energy. It is an energizing time at CAT as we now are full swing into the school year.

Friday is our liveliest day in the office. It is a planning day for CAT staff and teaching artists who deliver programs in all five boroughs throughout the week.

Rehearsals of dramatic scenes and discussions of pedagogical strategies are taking place in corners, by the coffee pot, in offices, training rooms and hallways. I hear – and feel drawn to participate in – impassioned dialogue on strategies for social issue engagement. Along with the serious discussions there is laughter, song and sometimes puppetry.

On this particular Friday morning, the Cultural After School Adventure (CASA) team is working on their after-school storytelling programs for middle school students. We are now in our 10th year of delivering CASA programs, funded by NYC Council Members.

Next to the CASA office is the Early Learning Program (where the puppets live), the team is working at this moment with colleagues from CUNY’s Office of Research, Evaluation and Program Support (REPS). Together, they are in the third year of evaluating a teacher-mentoring project supported by the New York Community Trust.

In the meeting room next to my office, CAT’s Literacy Through Drama (LTD) team is in training for upcoming middle and high school sessions on topics such as gender equity, justice and friendship. Today, they are working on strategies for dual language classrooms. The LTD program, with support from the NYC Dept. of Youth and Community Development (DYCD), uses drama to examine the world and build skills in social and academic literacy.

The CAT Youth Theatre team is also in the office using Friday as a training and preparation day. BTW! Save the dates for this year’s Youth Theater performances on February 23-25 and March 2-4, with a special Youth Groups performance on Tuesday, February 27 at 5pm (contact Maureen to reserve group tickets)! The Junior Youth Theatre will share on December 6 at 6pm. There will be an Ensemble improv performance on Saturday, December 9 at 8pm (featuring Youth Theatre Alumni). Now in its 22 year, CAT Youth Theatre helps young people thrive– on stage and in life. Members create socially relevant, artistically sophisticated original plays.

This Friday morning, the College and Adult Program (CAP) team is off-site, leading a “Campus Sexual Assault” symposium at Brooklyn College, organized by the Brooklyn District Attorney’s Office, to address root causes and challenge social norms. CAP uses interactive drama and skill–building strategies to capture a panoramic view of our society and zoom in on specific issues and behaviors that create challenges in our lives. The CAP team works with numerous organizations and initiatives, including (but definitely not limited to): CUNY Black Male Initiative (BMI); the Department of Corrections at Rikers Island; Homes for Homeless (H4H); middle and high schools throughout NYC; and created and runs the Theatre Arts Program (TAP) at CTEA High School in Queens.

Next to the training room is our marketing and communications office, which, as part of Arts and Culture month, has been sharing staff responses to the prompts, #BecauseofArtsEd and “Why CAT?” Responses include: “helping students express themselves and have agency;” “I Have a village and I have a purpose;” “I can do work I love and help people;” “Students are empowered”; and “Heal the World with Art!”

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It is auspiciously dramatic that 43 years ago on Halloween night in 1974, original company members sat around a kitchen table and conceptualized the founding of CAT. Lynda Zimmerman and the founding members envisioned a company dedicated to creating innovative and exciting theatre and education programs that engaged students and the public in learning through drama by addressing timely social and curricular issues. As we gear up for the next 43 years at CAT, we all look forward to seeing you at CAT events, sharing opportunities to participate and updating you on the work ahead.

Until next time,
Jeanne
Executive Director


UPCOMING IN NOVEMBER
  • November 3rd is the Early Bird registration Deadline for CAT’s NYC Student Shakespeare Festival (NYCSSF), a program for 2nd-12th grade students that provides a structured process of CTLE-credited teacher training, in-school residencies and a culminating festival at the Lucille Lortel Theatre. NYCSSF is supported in part by DCLA and NYSCA.
  • CAT’s Young Adult Literacy Technical Assistance program (YALTA) is organizing a cross-site trip to the Intrepid Sea, Air & Space Museum for Young Adult Literacy Program (YALP) staff and their students in mid-November. YALTA delivers professional development to YALP, a program of the Mayor’s Center for Economic Opportunity (CEO) and DYCD, for youth, ages 16-24, building skills to enroll in a Test Assessing Secondary Completion (TASC™) Preparation Program and eventually earn their HSE (High School Equivalency).
  • The MA in Applied Theatre Program is conducting a Racial Justice Weekend on Saturday and Sunday, November 4th & 5th, from 10:00am-6:00pm.
  • An MA in Applied Theatre Introductory Workshop will be held Saturday, November 14, 2:00-5:00pm. MA in Applied Theatre/CAT Studios, 101 West 31st Street, 6th Floor. For more information on MA events click: here
The Creative Arts Team (CAT) is one of the K-16 Initiatives under the Office of the Senior University Dean for Academic Affairs, at The City University of New York (CUNY).
Support for CAT FY18 Programs Provided By:
Anbinder Family Foundation • Birch Family Services • Broadway Artists Connection • Chinese-American Planning Council • The City University of New York • Community Service Society of New York • HistoryMiami Museum • Homes for the Homeless • Jewish Communal Fund • Jujamcyn Theatres • The Lucille Lortel Foundation • Morgan Stanley • New York City Council: Speaker Melissa Mark-Viverito and 51 Council Members; Additional allocations from Councilmembers Barron, Constantinides, Cornegy, Eugene, Gibson, King, Koslowitz, Lancman, Levine, Miller, Perkins, Rosenthal, Torres, Vallone, Van Bramer, Williams, Wills • NYS Assemblymembers Dendekker • NYC Department of Correction •  NYC Department of Cultural Affairs • NYC Department of Education • NYC Department of Youth & Community Development • NY Public Library • NYS Council on the Arts • New York Community Trust-Brooke Astor Fund for NYC Education • Penguin USA • RBC Wealth Management • Seoul National University of Education •
Participating Schools, and many generous individuals
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Ready for Anything

When it comes to theatre, devising new work has always been the thing that has excited me most. Yet past attempts to create plays in professional theatre settings often ended with lackluster results. What was I doing wrong?!  It wasn’t until I became a Master’s student in the CUNY/SPS M.A. in Applied Theatre program, that I began to learn how to work from the ideas of participants – using their assets, skills, and interests to make original theatre. And now I feel like the luckiest guy in the world, because I get to do what I love, full-time, with the young people of the CAT Youth Theatre and Junior Youth Theatre.

Joey & Kevin at AATE 2014

Joey & Kevin at AATE 2014

Last fall, Kevin Ray (my collaborator in running the Junior Youth Theatre program) and I decided that we wanted to share some of the work we do with middle-school aged students in a conference setting.  Kevin and I had been working together for some time and had been striving to think about how to make theatre activities and devising prompts accessible to this age group. Through our work we had constantly been exploring the question: how can we, as practitioners, support middle school youth in sharing their ideas, navigating group dynamics, and using theatre to say something about the world? We thought that actively examining this question in a room of professionals would generate a rich dialogue in which Kevin and I could share some of our ideas, and hear from others about what approaches they use.

Face-to-Face-2

Face to Face, NYC 2014

Kevin and I designed a workshop during which attendees could wear two hats—one as a participant, engaging in some of the practical exercises that we do with the Junior Youth Theatre; the other as a reflective practitioner, considering how our approach may—or may not—speak to some of the challenges of working with this age group.  An emphasis was placed on collectively exploring different ways that facilitators can guide youth through the creative process so that all of us could learn and grow.

Face-to-Face-1

Face to Face, NYC 2014

Our session proposal was accepted by two different conferences. First stop was the 2014 NYC Arts-in-Education Roundtable Face-to-Face Conference held on the beautiful City College campus last April. The 32 NYC-based participants in our session jumped into our activities – and had a lot to say about them.  One participant expressed how she found the flow of our questioning useful in the way it gradually encouraged youth to think about the world in which we live. There was a general excitement in the room about how we, as educators, can begin to create potential opportunities for youth to delve more deeply into content.

Face-to-Face-3

Face to Face, NYC 2014

Exploring content in a meaningful way with middle-school youth is an area that I continue to circle back to in my practice—how can I really take their ideas seriously and “get underneath” them to begin to understand what they want to say? And once I do—how can this content be developed both intellectually and theatrically? Participants in the Face-to-Face session had a lot to offer on this topic. Several spoke about how we might expand images we had created in our practical session together through different approaches. Others stressed the value of metaphor as a way to get inside issues. One participant described how she uses writing prompts as a way to expand work.

In July, Kevin and I traveled to Denver, Colorado to present at the 2014 American Alliance of Theatre and Education (AATE) Conference, a much larger conference than Face-to-Face, featuring educators, professionals, and practitioners from all across the country. Our session for nearly 30 AATE participants was similar, but further developed using the discoveries made at Face-to-Face – and the post-session conversation was strikingly different. Rather than the sharp focus on developing content that occurred at the previous conference, this discussion moved quickly towards the political implications that may emerge as a result of exploring content.

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AATE Denver 2014

Several participants in the room questioned whether the way we gave youth freedom to address real-world topics could actually create a political divide amongst them. One young woman brought up the issue of gay marriage, and how when her youth brought it up, a huge debate ensued. As a result she averted the issue and made the choice to not pursue it in the rehearsal room. She explained that she couldn’t have angry parents calling and chiding her for teaching “hot topics” to the youth. Her response was not what I had been expecting. My surprise continued when others in the room went on to express similar concerns. One young man offered that he would have opened up such a dialogue with youth, but would only include issues they face in school; another said that youth this age are only expressing what they hear at home from their parents—so we have to be really careful in dealing with what comes up.

The young people from the Junior Youth Theatre wanted to make a scene about gay marriage in a recent show. And while nearly all of our youth expressed being pro-gay marriage, when creating the scene they felt it important to include a perspective that wasn’t in favor of the issue. At CAT we encourage youth to explore different perspectives; we aim to create theatre that is not message-driven or preachy, but rather seeks to open up a dialogue about issues and the world we live in. When talking about this at AATE, a participant in the room mentioned how lucky I am to live in NYC where “everyone is so liberal”. The conversation that was taking place continued to catch me off-guard—how could one session yield such different responses?

In reflecting upon the session, I realized that while I may be able to lead similar sessions with different groups, what emerges in the room will inevitably be dissimilar. While I went in to the AATE session understanding this in theory, the reality of it emerging in practice reminds me that I always need to be “on my game” and continue to sharpen my listening skills. For not only will there be different responses from various groups, but within these responses there will almost always be difference of opinion. If I had thought more consciously about this in advance of AATE, I could have put my surprise aside, been more present and asked questions to interrogate what the participants were bringing up.

I understand it’s not a question of whether anyone is right or wrong when it comes to multiple perspectives. Rather, it’s about how I can facilitate a dialogue between participants where all of them can offer their opinion, listen to others, and think critically. In such a process, all—including myself as a facilitator—have the potential to learn and grow.

JYT

Winter 2014 Junior Youth Theatre dress Rehearsal

My experience during the conferences—and my work with the young people of the Junior Youth Theatre, who have radically different opinions—affirms that I can’t make assumptions about how this work will land or what will emerge. I have to be ready for anything. And while this thought can be kind of scary, it’s also what makes this work so exciting to me—that it is living and breathing, and thus always changing.

Joey-Schultz

Joey Schultz
Associate Program Director
CAT Youth Theatre

Follow CAT Youth Theatre on Facebook

‘Tis the Season to be… Forty!

Lynda in 1977, part of a CAT cast photo

Lynda, 1977, in a CAT cast photo

Forty years ago, I never imagined that my fledgling creative efforts would help seed an entire field, give birth to a Master’s degree program and become a leading force in the world of arts in education.

Back then, I was an NYU graduate student looking only as far ahead as the next semester. My perspective soon changed to a 5-year plan, and then a 10-year plan. It grew to a 30-year tenure at NYU, followed by our wonderful move to CUNY, where we are now celebrating our 10th Anniversary! I couldn’t envision a better “marriage” for CAT, joining forces with CUNY’s commitment to serve young people across campuses and neighborhoods throughout NYC.

CAP-team-2

CAP team L-R: Priscilla Flores, Eboni Witcher, Keith Johnston, Eric Aviles, Jerron Herman

Yes—I will take a long breath to celebrate…but also to reflect on how CAT will go forward for the ‘next’ 40 years. During this holiday season, I’m asking for your support to build a strong base – not just for now, but to fund this wonderful organization as it grows and adapts to the challenges that arise beyond my tenure.

Why is it important to have CAT around for the next 40 years?

Picture a room full of East Harlem youth from local housing projects gathered at the community center with local police representatives. Who is asked to create a workshop to break through the tension and entrenched perceptions held by all the stakeholders in the room? Our CAP (College and Adult Program) team engaged both teens and officers in thinking and interacting about the issues. Not “my” issues or “your” issues, but human issues – things that affect all the players.

CAT-treeThis is just one example of how CAT uses drama to change lives. By turning the ‘what is’ into the ‘what can be.’ By helping young people be the best they can be by tapping their potential, and developing their academic skills and resiliency to negotiate challenges in classrooms, in careers, and in life.

Building an organization like CAT is not about me. I have nurtured the CAT “tree.” But it remains vibrant and alive because of the talented and visionary people – including the students and adults we serve – who have built a collective vision for success, and continue to look forward to what else can we be doing? Our “tree” thrives thanks to public and private sector partners who so generously support CAT with donations, contracts, advice, and advocacy. I hope to count on your ongoing support as we lay the groundwork for another 40 years of extraordinary achievement.

My thanks for your ongoing support of CAT’s past, present and future!

Happy Holidays,

Lynda Lynda

Lynda Zimmermanfacebook_logoSupport CAT button
Executive Director
CUNY Creative Arts Team

My First Steps at CAT

Nothing dries out my tongue, churns my stomach and makes my palms sweat as much as the prospect of starting a new chapter in my life. Heading towards the Creative Arts Team office, I was mortified at the thought of meeting anyone there. Now, I’m not a shy person; I consider myself to be pretty outgoing actually, but there’s something about a completely new environment that kicks me out of my comfort zone. Even with Google Maps on my phone to navigate my journey, I walked past the entrance at least five times before a city worker took pity on me and directed me to the right building. I could hear my heart beat furiously in my chest as the lobby clerk took my I.D. and sent me on my way to the 6th floor. A kind face greeted me as I exited the elevators, pointing me towards the meet-and-greet; whom I later found out was Nancy Clarke, Director of Finance & Administration.

You see, I wasn’t here for an interview; I was meeting my future coworkers and supervisors for the first time as an intern. My school, Queens College, is one of eight schools currently involved in the CUNY Service Corps, a program dedicated to contributing to communities throughout New York by working with a vast number of organizations, as well as providing work opportunities for college students. I wasn’t completely sure what to expect here at CAT, even with all the training and prep in order to accomplish every task handed to me. What worried me was much more simple: What if I make a bad impression? What if they decide I’m not cut out for the job? What if I mess up? These questions and more raced through my mind as impressive introductions were made about everyone involved in CAT, from administrators to actor-teachers, and directors of entire departments. I never felt as inexperienced as I did hearing all the accomplishments and job titles of everyone around me, making me realize I was the only intern there that day. My face must have been devoid of color as my supervisor, Lexy Nistico, called my name for my introduction. As I looked out onto all my coworkers giving me curious looks and polite smiles, I swallowed my fear and made my introduction, which was followed by applause. Afterwards, many came up to me curious about my position and my fears ebbed away with every new person I talked to.

CAT All Team Breakfast - and Natalie's first day at the office!

CAT All Team Breakfast – and Natalie’s first day at the office!

Looking back on that first day, it’s silly to think I was so scared. Everyone here has been the epitome of support and kindness; working together seamlessly on projects for the betterment of kids in the NYC area. Learning more about the specific projects such as Project CHANGE, and CAT’s Youth Theatre program (which I’m proud to say I am a part of!) gives me the initiative to push forward and work hard with such great people who are doing the same. I can’t wait to see the effect of CAT’s involvement with the schools of New York will do, and how it will impact our communities, starting with our students. I intend to use this entire year of service to see it through.

Natalie BernabeNatalie
CUNY Service Corps Member
(working with
CAT Youth Theatre,
Early Learning, and
After-School Programs)

Play On

I am getting old, and my feet hurt.  This is a big problem because I like to run.  So I was very cranky the other day when I was taking off my Asics and putting on my swim cap.  As I hit the pool wall over and over again, the rhythm brought forth a sonnet I memorized as a child:

Since brass, nor stone, nor Earth, nor boundless sea
ShakespeareBut sad mortality o’ersways their power
How with this rage shall beauty hold a plea
Whose action is no stronger than a flower?
Oh, how shall summer’s honey breath hold out
Against the wrackful siege of batt’ring days
When rocks impregnable are not so stout,
Nor gates of steel so strong but time decays?
O fearful meditation! Where, alack,
Shall time’s best jewel from time’s chest lie hid?
Or what strong hand can hold his swift foot back?
Or who his spoil of beauty shall forbid?
O none, unless this miracle have might,
That in black ink my love may still shine bright.

Funny that Shakespeare inserted himself to drive home the fact of disintegration I was trying to work around. Maybe it’s because I just started working for Creative Arts Team this month, and my drama neurons are being reawakened. But why do I even have that poem in my memory banks in the first place?

My mom is a Shakespeare enthusiast, a cosmopolitan culture fiend, and generally a force to be reckoned with.  She carted all five of us to the Metropolitan Museum of Art on a regular basis; she stuck Post-Its in French on kitchen table items (sucrier, pomme, saler); and she instituted an annual tradition of celebrating Shakespeare’s birthday.  On April 23, we would at the least memorize sonnets or soliloquies; at the most we’d produce full-on performances with one sibling playing her newest viola piece, another baking a cake, and another staging a skit using the dining room louvered doors as a “curtain” and the young ones as “actors.”  (As the smallest, I usually got to do the sound effects.)

Having art and culture at the center of my childhood gave me a broad life perspective. Making various kinds of art made me feel able to do things.  And living with art constantly proves to me the value of seemingly ephemeral things – poetry, music, drama; emotions, morals, spirit.  In the pool, my inner resources bubbled up to comfort me with beauty and resonance, and to ask: If 450-year-old Will can swim with you, is it really so tragic that you can’t run today? Are there other things you thought were not possible that in fact are?

My feet might forsake me but I still have Will – as an integral part of me.  My mother gave me a tremendous gift that feeds me no matter how much I earn, or how long my to-do list is, or what else is happening in my life.

I am thrilled to be part of a team that brings these questions and gifts to thousands of children and adults each year.  And I’m looking forward to stocking up on new resources this work will undoubtedly bring to me, too.

Chris TokarChris-Tokar
Director of
Resource Development

Editor’s note: We are very happy to welcome Chris to the team – her love for the Bard will come in handy during our annual NYC Student Shakespeare Festival!

The title of this post comes from Shakespeare’s Twelfth Night: “If music be the food of love, play on!”

It’s International Literacy Day!

Invitation-shel-silversteinKofi Annan wrote that “Literacy is a bridge from misery to hope. It is a… vehicle for the promotion of cultural and national identity… For everyone, everywhere, literacy is, along with education in general, a basic human right…. Literacy is, finally, the road to human progress and the means through which every man, woman and child can realize his or her full potential.”

In honor of International Literacy Day, our team is recalling our favorite books from years past. Have a look at some of our favorites, and remember what books made an early impact on YOU!

Aabha-AdhiyaAabha, Development and Grants Manager
I don’t have a favorite book. Just childhood authors I read in the order of aging. Famous Five, Nancy Drew, Hardy Boys, Agatha Christie, Perry Mason, Allister  Maclean, John Le Carre…argh, I am seeing a criminal pattern here!  

Chris, Director of Resource DevelopmentChris-Tokaar
Prydain Chronicles by Lloyd Alexander –The adventures of Taran and his companions gave me a wonderful world to live in, including enchanted harps and powerful swords, but also unlikely heroes who were willing to make sometimes painful sacrifices. 

David-MitnowskyDavid, Operations Manager
A Confederacy of Dunces
by John Kennedy Toole. I had never read a book whose main character fascinated and shocked me as much as Ignatius J. Reilly. The mishaps and adventures and sayings and beliefs of this man kept me captivated throughout this novel and I loved it.

Dianna-Garten-picDianna, Development Associate
My favorite book is Fahrenheit 451 by Ray Bradbury.  It was one of the first books I read that, even though it was fiction, gave me new insight into the world while also raising so many questions. I have revisited it several times, and find that it still does that.  I find it truly timeless and potent.

Gwendolen-Hardwick-2Gwendolen, Artistic and Education Director
My favorite book of all time is The Bluest Eye by Toni Morrison.  The beauty of Morrison’s words that tell a painful, poignant story of growing up girl and Black is riveting and powerful!

Helen, Early Learning Program DirectorHWweb
I Married Adventure 
by Osa Johnson was probably the first “true travel” reading I did – 6th grade? 7th grade? It was in the house I was staying at in New Hampshire. It had a cool zebra patterned cloth binding! The author wrote about her worldwide adventures with her photographer husband. What wasn’t to love?

Joey-SchultzJoey, CAT Youth Theatre Associate Program Director
Strega Nona
by Tomie dePaola. I loved it because I love my Nana. Also, when my 1st grade teacher read it to us we got to eat spaghetti. I love pasta and I love to experience art through doing & interactive learning!

Katherine-Chua2Katherine, Adolescent Literacy Program Director
Charlotte’s Web
, by E. B. White (4th grade); Hook by Geary Gravel (7th Grade); Snow in August, by Pete Hamill (as an adult) – Because they all tickled and pushed my imagination. They are all delicious books.

Keith, College and Adult Program Director
Keith JohnstonMy favorite book as a child is the Five Chinese Brothers by Bishop and Wiese. It is a story about five identical quintuplets who lived with their mother. They all processed individual talents that saved the family from extinction. I first read it at 6 years old and cherished it until 6th grade. I did about four book reports on it during elementary school. I was a very shy child so I believe I identified with the theme of overcoming obstacles, recognizing your special gifts and using it to outwit the enemy anonymously to survive.  At 12 years old, I read The Autobiography of Malcolm X by Alex Haley. This book changed my life by clarifying my confusion and frustration of being a black male in America in the early 70’s. It gave me a sense of identity, pride and understanding of where I sit in society and a lens to understand my father’s perspective. Between being a first generation Caribbean, the civil rights movement, the media and a bias education this book was necessary. For me it was the beginning of pouring out shame and living unapologetically in my skin. It was the perfect book to focus my adolescent stage and so I passed it on to my children’s JHS freshman reading list.

Lexy-NisticoLexy, Early Learning and After-School Projects Director
The book we love is Goodnight Goon: A Petrifying Parody, by Michael Rex. It’s a spin on Goodnight Moon.  It’s just crazy fun and weird, like [my daughter] Delilah.  Probably why she likes it so much, LOL!

Michael, MA in Applied Theatre, Assistant Director
Phantom Tollbooth
, by Norton Juster.  Love the adventure and the outrageous puns.

Nan, Development Associate
The Little Engine that Could
by Watty Piper, Illustrated by George and Doris Hauman, was my most memorable book as a child.  It is a story of true encouragement and determination, and the images of the Little Blue Engine struggling up the hill to bring fresh milk, green spinach, and red and white peppermint candies to the children on the other side of the mountain will always stay with me.

Nancy, Director of Finance and Administration
When I was in 5th grade, it was The Black Stallion by Walter Farley – because it kept my interest and filled my imagination.

Nassib, Finance ManagerNassib-Saad
I started studying English as a second language at the age 13. Ironically, my first story was The Frog Prince, by the Brothers Grimm, it was the only suitable story for my English level!

Nicole, Early Learning & After-School Program Assistant; MA in Applied Theatre Nicole-SeraStudent
My favorite was Where The Sidewalk Ends by Shel Silverstein. I loved the imaginative and strange worlds created in this book. I memorized some of my favorite poems and would act them out for my friends. 

Rachel-CastilloRachel, Operations Director
A Tree Grows in Brooklyn
, because I related to the story and it spoke to my roots in New York. For my son, we loved reading Where the Wild Things Are, which signaled a milestone for us because it was the first time HE started recalling story text.

Taahira, Health Educator
My favorite book was The Very Hungry Caterpillar. This book was my favorite because I loved the pictures and I was a greedy little one. Everything the caterpillar wanted to eat I wanted to have too after having this book read to me in Pre-K.

Tessa, Operations AssistantTessa-Pantuso
I am a child of the Harry Potter generation so that is my choice, Go Gryffindor! As to why- It was the first reading experience where I became completely engrossed in a world that existed strictly on paper. I am an avid reader today and that all began with Harry Potter. I’ll leave you with one of my favorite quotes from the series: “It is our choices, Harry, that show what we truly are, far more than our abilities.”

 

For me, as for several of us, it’s nearly impossible to choose – there were so many favorites over the years. Throughout a difficult childhood, books were my friends and my escape. I think, because of this, the most impactful ones for me were those that indulged the escapism, the otherness and the venture into different worlds. The Chronicles of Narnia were, of course, influential; I wrote Narnia-esque stories and looked for entry to another world in every cabinet that I encountered. Early on, I discovered the deeper, darker worlds created by the likes of Bradbury (I re-read Something Wicked This Way Comes nearly every year), King, Zelazny and Tolkien, and I still spend sleepless nights revisiting those (and other) magical realms. Programs like Reading Rainbow and movies like The Neverending Story fed that desire to climb right into stories, and, of course, the poetry of Dr. Seuss, Eugene Field, and Shel Silverstein have always tugged at my imagination, and my heart.

Listen to the MUSTN’TS, child.
Listen to the DON’TS.
Listen to the SHOULDN’TS,
The IMPOSSIBLES, the WON’TS.
Listen to the NEVER HAVES,
Then listen close to me…
Anything can happen, child.
ANYTHING can be.  

– Shel Silverstein

Thank you for reading!

Krista FogleKrista-Fogle
Marketing & Program Coordinator

CTEA TAP’s 2nd Annual Success

CTEA-TAP1The High School for Construction, Trade, Engineering and Architecture (CTEA) in Ozone Park, Queens set the stage ablaze with their sophomore show, What Goes Up Must Come Down, on May 30, 2014. The show was a 45 minute piece entirely devised by the ensemble of fourteen high school students and directed by CAT’s own Keith Johnston. Brenda Glasse, the school’s College and Career Administrator is the Theater Arts Program (TAP) coordinator/advisor.

CTEA TAP Cast and Crew

2014 CTEA TAP Cast (with Brenda Glasse (CTEA) and Keith Johston (CAT) on the left)

The topics in What Goes Up spanned adolescence: love, body image, unhealthy substances, suicide, and a teen’s perspective on the world. The opening monologue, written by Allison, brilliantly foreshadowed the entire production as the ensemble brilliantly mimed all the parts of the whole. In the process, the audience of peers, school staff and family, got a glimpse of the teen “world,” “despair,” and “independence.” By the first humorous scene, the audience had already been chewing on some heavy themes. Over all, the play lived up to its title, bringing the audience to comedic heights while also sobering the room with introspective drama There were fifteen scenes in total, addressing everything from bulimia, alcoholism, mental illness and suicide to a commercial for “Zombie-Away” and a hilarious ‘be careful what you wish for’ scene; and, at the finale, the audience gave uproarious applause.

TAP 2013 Alumni

2013 CTEA TAP Alumni

The cast was a healthy mix of veterans from last year and this year’s newcomers, a host of freshman were also in tow and an even number of male and female students this year! At the curtain call, the support of several TAP alumni came on stage to applaud this year’s ensemble. Ms. Glasse then awarded each member with a What Goes Up t-shirt for a job well done. The evening was complimented with a large visual arts display presented in the lobby to accompany the show.

I was able to assist Keith with the show and, during the devising/rehearsal time, I saw these kids develop their voices and gain indestructible confidence. It was evident that the passion they displayed onstage will definitely transfer to whatever they do next. It reminded me how crucial these programs are to youth and community development.

CTEA TAP was created last year by Ms. Glasse and Mr. Johnston in and attempt to deepen the students’ artistic experience within their specialized program. For the past two years, HSCTEA has received arts programming support from the Matisse Foundation, under which the school has engaged CAT to facilitate the theatre component. (On a side note, at least one of last year’s TAP students is now a member of the CAT Youth Theatre!)

Here’s to another successful year!

Jerron-Herman-CAP

Jerron Herman
Administrative Assistant
Actor-Teacher Swing
College/Adult Program
CUNY Creative Arts Team