During our second day for field work we were paired up with our students. I was paired up with Angel. Angel had a lot of work from the previous year. When he came into the room, he came right over and sat next to his artwork. I started out asking when he did the drawings and who he did them with. He said he worked with his friends, but couldn't remember their names. I got him to point out which parts he drew, what were his favorite parts and what he liked most. All of his drawings were fantasy related, which I liked. There was no right or wrong, or specific representation, it was all what he, and his partners imagined. When we were given cameras, Angel immediately wanted to record. He was very excited to use the camera because he told me he has the same one. Since I had never used that one, I asked him to show me how to do it. I think this made him feel more comfortable, because I was asking for his help as apposed to tell him what to do. I wanted to hear more about his artwork, and since the was a lot of various pieces, I asked if he would like to hang them all up on the wall to get a better view. He told me where to put them and in what order. He also said that he liked helping me tack them up. Once they were all up, Angel got the camera going. He filmed while I asked him to explain what was going on in each drawing. His filming was sort of all over the place, less about filming the drawing and more as him moving his hands as he talked and explained the images to me. He went into detail about each drawing, talking about each section and what was going in. I enjoyed listening to him because I felt like he was reading me a story. It felt like he made up a large background story for each character, which I loved. He was not limited to just explaining the specific marks on the paper, yet I was able to listen to and understand his imagination and thought process as he became more and more excited about the drawings. I'm interested to see if he will continue on the same story line as these drawings or start something completely different.
My student did not come to the second class meeting, so I had the chance to observe a number of students. Mostly, though, I worked with A. When I say that A has a rich imagination, that is for a lack of better words. He was ready, willing, and able to tell me and anyone else who seemed interested all about the drawings he did last semester with so much detail that my head was spinning. I don't think I have ever had such a full and vibrant imagination, myself! I have to wonder, though, why all the things imagined and drawn seemed to have to do with some sort of destruction. The student doesn't seem violent - quite the opposite, in fact - but his descriptions of his drawings were rather nihilistic in nature.
I did find it easy to speak with A on a genuinely interested level, which, I often find difficult to do with children. I was pleased to be able to follow his lead and found that I really was interested in what he was saying, so asking him questions about what he was telling and showing me felt like it came naturally, which was a relief.
At some point, he was done telling his detailed story, and there was a little pause. I felt a little uncomfortable with the pause, so I asked him what he would like to do next. He said he didn't know, so I introduced the idea of an exquisite corpse game, which a number of us all played together - I think four "teachers" and two "students". It felt a little forced at first, but it lead us to more discussion about various topics like another student's dogs and gave us all the opportunity to put pencil to paper for a little while and whet our drawing whistles, if you will.
In the second meeting with the Arts2gether students we quickly got down to work. Cory had no problem getting involved. In fact, it was largely the opposite once he figured out what he might want to do and what could be done with the shadow play. At first he wasn’t exactly sure what the project might consist of, but we took him down to see the cardboard sculptures used in the students plays and it really inspired him. He took to it with enthusiasm at that point. Thankfully there were numerous showcases with different sculptures to give him a wide variety of examples.
One odd behaviour he exhibited was that he first made a point of identifying each object. I’m not sure why this seemed odd other than that he treated it as if it were a guessing game or a challenge of some sort. I suppose it seemed odd because there really wasn’t anything unusual about the objects or anything provoking a contest of any kind. I mostly chalk it up to him being a kid and being playful.
Part of how he interacted with the sculptures was to use his phone’s flashlight to create the shadows. He was really proud of his ability to do this and seemed to revel in the ability to show off his device. There was no reason to discourage this especially because he was getting so inspired. He also was able to make an eagle shadow puppet with his hands which he was quite proud of. From that, and the perusal of the sculptures, his mind was clearly spinning with ideas by the time we got back to the classroom. He immediately started imagining a story and what would be in it. It hardly took any prompting at all and he was off cutting out squares from some paper in order to make either a cage or buildings. We haven’t exactly nailed down the details, but I was relieved he was so inspired in the project.
I think the second week of the kids visiting the classroom went much smoother and everybody seemed a lot more comfortable. The kids came in and sat with whoever they were paired up with and everybody started talking. Joe and I have Corey, so when he came in Joe invited him over and he was carrying with him all these art supplies. He seemed really excited to get going on whatever project we were going to do. Joe and I asked him about this metal case he was carrying with him and he opened it up and proudly displayed an art set that had colored pencils, paints, pastels; it was quite impressive. After everyone got there, we showed them a clip of “Cave Dogs,” and they seemed pretty excited about it. We explained to Corey that we were thinking about doing something like that, but with a story that was created by him. He said something like, “I figured we would be doing something like that when I saw the screen,” and he pointed to the ceiling where the screen was hanging. Joe and I laughed because this kid had been more observant than we had. We started talking to Corey about ideas for his story and at first he seemed a little guarded, so we asked him about his work that was on the table and he relaxed a little bit and started talking about his picture of Frankenstein and some really colorful drawings he did. We asked him if we could see his sketchbook and he opened it up and showed us, but then he said something like, “A lot of my sketches are dumb.” It made me realize that as open and friendly as Corey was, his art seemed like something very personal to him and he could be very shy and self deprecating about it at times. Joe and I quickly assured him as we looked through the sketchbook that there was a lot of amazing work in there that we could definitely use it for ideas. Joe thought it would be a good idea to show Corey the cardboard props downstairs that had been used in the show and that really helped because after that Corey seemed much more excited about the project and immediately sat down to work when we got back to the room. He was throwing some ideas around about a bird and buildings and an explosion. He got some paper and just started cutting. By the end of the class he had made these papers with windows in them that looked like buildings and a bird that could move its wings. I think we’re off to a really good start with Corey and I’m looking forward to the next class.
Leah Mattice 3/27/12 Art Ed and Disabilities Reflection 2 I’m glad to say, that Ethan, Meghan and I all seemed to have a comfortable connection together. I let Ethan draw in my sketch book. He did indeed have ideas for the shadow movie. He told us about two different characters he’s been working on, (but I forgot their names!) One character is from the sixties. The character he said he wanted to use for this movie is from a 90’s city, trapped underground. I can see how this trapped underground city could so fluidly be represented through a dark shadowy film. So, we asked Ethan to sketch his character and the city. Even though his character has a name, it would seem that he has no hobbies, presence, or interest, as if he’s alone in this dark city. Ethan illustrated three full pages of the city in my sketchbook, but was entirely reluctant to illustrate any people. He did however mention how the people of the underground city need to ration their food, so I don’t think he means for his main character to be completely isolated. Later, we came back inside to see what the other groups were doing. Originally, Ethan said he wanted to work with angel. This could work; but what I saw Cory working on seemed like a wonderful medium for Ethan to expand on his underground city. Cory was cutting out building and scenery out of paper to use as setting and props for the shadow film. This technique could really bring Ethan’s city alive. However, Ethan seemed intimidated. He said that scissors are difficult for him to use. I insist on perusing this though. He does not want to draw his character, but maybe after the entire city is constructed, perhaps Ethan would like to simply be the character, and he can lead us through a day in the underground city.
So last Tuesday Jamie, Michelle, John, Judy, Matt and I all got to go explore outside together with some video cameras. It was really beautiful out, perfect for playing with shadows. So we wandered out into the court yard and played on the statues. Judy and Matt where filled with vitamin D from the sun, giving them lots of energy to interact with us. We sat out on the grass and Judy went on and on about Hannah Montana, She sang songs of hers to us and showed us her choreography that went with the song. She loves being a girl and its in every fiber of her being. She loves to be a ham, which I think supports the idea of her iterating with the theater program. We played with our hands on the statue using the sun as a prop to create dialogues of puppet shadows on the sculpture. Judy wasn't very interested but Matt thought it was very silly. We made a mini skit of a duck and a dog, the duck was Matt and I was the dog. Matt kept saying "Tanya" in a disapproving voice, but smiled and laughed. He loved playing with the video recorder, but didn't quite grasp on to the idea that it's a video recorder. He also loves ladies, so he was in his glory with us ladies and John. Taking shots of us constantly. After awhile of playing in the sun we headed back to the class. This is when Jamie and I sat Judy down and worked on our skit. She wanted to do a princess skit, but we steered her towards maybe something different. So we started on a Little Mermaid like skit, allowing Judy to tweak the names and create each scene including the father, the prince, the little mermaid and a dog. After about 6 or so scene boxes we let Judy draw in her ideas of which each dialog and skit she wanted to depict. She had so many ideas and was very enthusiastic about doing this. After that we went through a few scenes. Judy did a beautiful interpretive dance of the scene where Ariel Sparkle swam and emerged from the water. It was perfect, and she really captured the essence of living underwater and having fins. We talked about costumes with her, which made her really excited. She's so amazing when she is excited about something, she trips over her words and talks a mile a minute. I'm very excited to see what she's capable of doing in the theater.
Disabilities in Art Ed Arts-2-Gether Reflection 2 Jacqueline Lang
On Tuesday, Katie and I worked with Jahred. When he came in, we started the session off by looking at the watercolors he had brought with him. He told us they were done recently, that he has watercolor postcard squares he’s been working on. Typically, Jahred informed us, he doesn’t like to work with watercolors, but he liked making these. He had forgotten his sketchbook at his mom’s house, and since his dad brings him he wasn’t able to bring it with him. He didn’t have a lot of work to show from last semester, so we went into the hall way and looked at what his peers had worked on. He showed Katie and myself what he had worked on with Neil and their SUNY partners. He seems to enjoy making reptilian creatures and weaponry. We began to talk casually about where the things he drew came from, what they were inspired by, and found out that Jahred was influenced by video games like Halo. He told us about what weapons he liked, what his favorite parts of the games were, etc. We then followed other groups to the first floor of the building to look at the displayes of the cardboard props other design classes had used in their Cave Dogs performances. Jahred expressed interest in seeing them and even in building some of his own props, but was quick to look at one prop, identify it, and move on to the next. His engagement with idea of the shadow play seemed fleeting and distracted in general. We attempted to think of some general themes or ideas for a narrative at a number of points, but Jahred became quieter and less attentive at those points. We didn’t want to push him too much, so we chose to doodle as a way to stimulate more thought about possible directions for the shadow project. This lead to playing to exquisite corpse games with Angel’s group.
The second day of arts together was a little disjointed since not all members of my group were present. The first half of the day I filmed Jared, Jackie and (unknown) as they meandered the hallways observing the props used in “Cave Dogs”. Jared was impressed by the craftsmanship displayed in the cardboard props, stating that it was “cool”. Although he did not seem particularly interested in planning a Cave Dog performance with his group, I would venture to guess that he would be interested in working with cardboard to create some small scale representations.
After returning to the classroom, Dr. Wexler suggested my partner (Helen) and I work with Lindsay and Angel. I filmed Angel as he spoke about some of his artwork from last semester. His creations were more than intriguing, you could immediately grasp their narrative quality just by looking at them. As he spoke I felt as though I was being treated to a picture book reading that was a fantastical journey through Angel's adventurous thoughts. While the stories were interesting, they were similar themes found in cartoons and comic books (which is fine, but limited). I found myself thinking it would be great to use Angel's propensity for narrative artwork to explore more academic themes, however I couldn't help but worry this might stifle his imagination.
At the end of the day Angel, Lindsay, Helen, Jackie, Jared, (unknown) and myself collaborated on a couple exquisite corpses. They were a nice a way to get some group dialogue going. As we worked Jared described his family to us, and commented on his representations/caricatures of dinosaur heads. Their facial expressions were wonderfully theatrical. Angel was a little more withdrawn from the group interaction.
Judy, Tanya and I had a great time today. The first thing that Judy did when she walked into the classroom was hand us flowers for our hair. She is so thoughtful and is always filled with happiness. One of the first things out of her mouth was “let’s start acting!” I truly believe that Judy should become an actress. She takes it very seriously and really knows how to stay in character. When we reviewed our script, Judy said that we should make props. So, Tanya and I took large paper, traced Judy’s legs to create a mermaid tail, and a shell top. As soon as we taped the tail onto Judy she started to create a ripple effect with the paper that made it seem like she was swimming! She appointed Tanya as the evil mermaid with eight legs. Then Judy decided that we should make her “tentacles with suction cups”. So Judy took the paper and ripped it into long tentacle shapes, took a marker and drew on tentacles. Then taped them to Tanya. She was so energetic and really hands on about creating a great video. She took on the job of actress, producer, set designer, costumer designer and even videographer! I’m excited to see what Judy does in the theatre next week.
During our second day for field work we were paired up with our students. I was paired up with Angel. Angel had a lot of work from the previous year. When he came into the room, he came right over and sat next to his artwork. I started out asking when he did the drawings and who he did them with. He said he worked with his friends, but couldn't remember their names. I got him to point out which parts he drew, what were his favorite parts and what he liked most. All of his drawings were fantasy related, which I liked. There was no right or wrong, or specific representation, it was all what he, and his partners imagined.
ReplyDeleteWhen we were given cameras, Angel immediately wanted to record. He was very excited to use the camera because he told me he has the same one. Since I had never used that one, I asked him to show me how to do it. I think this made him feel more comfortable, because I was asking for his help as apposed to tell him what to do.
I wanted to hear more about his artwork, and since the was a lot of various pieces, I asked if he would like to hang them all up on the wall to get a better view. He told me where to put them and in what order. He also said that he liked helping me tack them up. Once they were all up, Angel got the camera going. He filmed while I asked him to explain what was going on in each drawing. His filming was sort of all over the place, less about filming the drawing and more as him moving his hands as he talked and explained the images to me. He went into detail about each drawing, talking about each section and what was going in. I enjoyed listening to him because I felt like he was reading me a story. It felt like he made up a large background story for each character, which I loved. He was not limited to just explaining the specific marks on the paper, yet I was able to listen to and understand his imagination and thought process as he became more and more excited about the drawings. I'm interested to see if he will continue on the same story line as these drawings or start something completely different.
My student did not come to the second class meeting, so I had the chance to observe a number of students. Mostly, though, I worked with A. When I say that A has a rich imagination, that is for a lack of better words. He was ready, willing, and able to tell me and anyone else who seemed interested all about the drawings he did last semester with so much detail that my head was spinning. I don't think I have ever had such a full and vibrant imagination, myself! I have to wonder, though, why all the things imagined and drawn seemed to have to do with some sort of destruction. The student doesn't seem violent - quite the opposite, in fact - but his descriptions of his drawings were rather nihilistic in nature.
ReplyDeleteI did find it easy to speak with A on a genuinely interested level, which, I often find difficult to do with children. I was pleased to be able to follow his lead and found that I really was interested in what he was saying, so asking him questions about what he was telling and showing me felt like it came naturally, which was a relief.
At some point, he was done telling his detailed story, and there was a little pause. I felt a little uncomfortable with the pause, so I asked him what he would like to do next. He said he didn't know, so I introduced the idea of an exquisite corpse game, which a number of us all played together - I think four "teachers" and two "students". It felt a little forced at first, but it lead us to more discussion about various topics like another student's dogs and gave us all the opportunity to put pencil to paper for a little while and whet our drawing whistles, if you will.
In the second meeting with the Arts2gether students we quickly got down to work. Cory had no problem getting involved. In fact, it was largely the opposite once he figured out what he might want to do and what could be done with the shadow play. At first he wasn’t exactly sure what the project might consist of, but we took him down to see the cardboard sculptures used in the students plays and it really inspired him. He took to it with enthusiasm at that point. Thankfully there were numerous showcases with different sculptures to give him a wide variety of examples.
ReplyDeleteOne odd behaviour he exhibited was that he first made a point of identifying each object. I’m not sure why this seemed odd other than that he treated it as if it were a guessing game or a challenge of some sort. I suppose it seemed odd because there really wasn’t anything unusual about the objects or anything provoking a contest of any kind. I mostly chalk it up to him being a kid and being playful.
Part of how he interacted with the sculptures was to use his phone’s flashlight to create the shadows. He was really proud of his ability to do this and seemed to revel in the ability to show off his device. There was no reason to discourage this especially because he was getting so inspired. He also was able to make an eagle shadow puppet with his hands which he was quite proud of. From that, and the perusal of the sculptures, his mind was clearly spinning with ideas by the time we got back to the classroom. He immediately started imagining a story and what would be in it. It hardly took any prompting at all and he was off cutting out squares from some paper in order to make either a cage or buildings. We haven’t exactly nailed down the details, but I was relieved he was so inspired in the project.
I think the second week of the kids visiting the classroom went much smoother and everybody seemed a lot more comfortable. The kids came in and sat with whoever they were paired up with and everybody started talking. Joe and I have Corey, so when he came in Joe invited him over and he was carrying with him all these art supplies. He seemed really excited to get going on whatever project we were going to do. Joe and I asked him about this metal case he was carrying with him and he opened it up and proudly displayed an art set that had colored pencils, paints, pastels; it was quite impressive.
ReplyDeleteAfter everyone got there, we showed them a clip of “Cave Dogs,” and they seemed pretty excited about it. We explained to Corey that we were thinking about doing something like that, but with a story that was created by him. He said something like, “I figured we would be doing something like that when I saw the screen,” and he pointed to the ceiling where the screen was hanging. Joe and I laughed because this kid had been more observant than we had. We started talking to Corey about ideas for his story and at first he seemed a little guarded, so we asked him about his work that was on the table and he relaxed a little bit and started talking about his picture of Frankenstein and some really colorful drawings he did. We asked him if we could see his sketchbook and he opened it up and showed us, but then he said something like, “A lot of my sketches are dumb.” It made me realize that as open and friendly as Corey was, his art seemed like something very personal to him and he could be very shy and self deprecating about it at times. Joe and I quickly assured him as we looked through the sketchbook that there was a lot of amazing work in there that we could definitely use it for ideas. Joe thought it would be a good idea to show Corey the cardboard props downstairs that had been used in the show and that really helped because after that Corey seemed much more excited about the project and immediately sat down to work when we got back to the room. He was throwing some ideas around about a bird and buildings and an explosion. He got some paper and just started cutting. By the end of the class he had made these papers with windows in them that looked like buildings and a bird that could move its wings. I think we’re off to a really good start with Corey and I’m looking forward to the next class.
Leah Mattice
ReplyDelete3/27/12
Art Ed and Disabilities
Reflection 2
I’m glad to say, that Ethan, Meghan and I all seemed to have a comfortable connection together. I let Ethan draw in my sketch book. He did indeed have ideas for the shadow movie. He told us about two different characters he’s been working on, (but I forgot their names!) One character is from the sixties. The character he said he wanted to use for this movie is from a 90’s city, trapped underground. I can see how this trapped underground city could so fluidly be represented through a dark shadowy film.
So, we asked Ethan to sketch his character and the city. Even though his character has a name, it would seem that he has no hobbies, presence, or interest, as if he’s alone in this dark city. Ethan illustrated three full pages of the city in my sketchbook, but was entirely reluctant to illustrate any people. He did however mention how the people of the underground city need to ration their food, so I don’t think he means for his main character to be completely isolated.
Later, we came back inside to see what the other groups were doing. Originally, Ethan said he wanted to work with angel. This could work; but what I saw Cory working on seemed like a wonderful medium for Ethan to expand on his underground city. Cory was cutting out building and scenery out of paper to use as setting and props for the shadow film. This technique could really bring Ethan’s city alive. However, Ethan seemed intimidated. He said that scissors are difficult for him to use. I insist on perusing this though. He does not want to draw his character, but maybe after the entire city is constructed, perhaps Ethan would like to simply be the character, and he can lead us through a day in the underground city.
So last Tuesday Jamie, Michelle, John, Judy, Matt and I all got to go explore outside together with some video cameras. It was really beautiful out, perfect for playing with shadows. So we wandered out into the court yard and played on the statues. Judy and Matt where filled with vitamin D from the sun, giving them lots of energy to interact with us. We sat out on the grass and Judy went on and on about Hannah Montana, She sang songs of hers to us and showed us her choreography that went with the song. She loves being a girl and its in every fiber of her being. She loves to be a ham, which I think supports the idea of her iterating with the theater program. We played with our hands on the statue using the sun as a prop to create dialogues of puppet shadows on the sculpture. Judy wasn't very interested but Matt thought it was very silly. We made a mini skit of a duck and a dog, the duck was Matt and I was the dog. Matt kept saying "Tanya" in a disapproving voice, but smiled and laughed. He loved playing with the video recorder, but didn't quite grasp on to the idea that it's a video recorder. He also loves ladies, so he was in his glory with us ladies and John. Taking shots of us constantly. After awhile of playing in the sun we headed back to the class. This is when Jamie and I sat Judy down and worked on our skit. She wanted to do a princess skit, but we steered her towards maybe something different. So we started on a Little Mermaid like skit, allowing Judy to tweak the names and create each scene including the father, the prince, the little mermaid and a dog. After about 6 or so scene boxes we let Judy draw in her ideas of which each dialog and skit she wanted to depict. She had so many ideas and was very enthusiastic about doing this. After that we went through a few scenes. Judy did a beautiful interpretive dance of the scene where Ariel Sparkle swam and emerged from the water. It was perfect, and she really captured the essence of living underwater and having fins. We talked about costumes with her, which made her really excited. She's so amazing when she is excited about something, she trips over her words and talks a mile a minute. I'm very excited to see what she's capable of doing in the theater.
ReplyDeleteDisabilities in Art Ed
ReplyDeleteArts-2-Gether Reflection 2
Jacqueline Lang
On Tuesday, Katie and I worked with Jahred. When he came in, we started the session off by looking at the watercolors he had brought with him. He told us they were done recently, that he has watercolor postcard squares he’s been working on. Typically, Jahred informed us, he doesn’t like to work with watercolors, but he liked making these. He had forgotten his sketchbook at his mom’s house, and since his dad brings him he wasn’t able to bring it with him. He didn’t have a lot of work to show from last semester, so we went into the hall way and looked at what his peers had worked on. He showed Katie and myself what he had worked on with Neil and their SUNY partners. He seems to enjoy making reptilian creatures and weaponry. We began to talk casually about where the things he drew came from, what they were inspired by, and found out that Jahred was influenced by video games like Halo. He told us about what weapons he liked, what his favorite parts of the games were, etc. We then followed other groups to the first floor of the building to look at the displayes of the cardboard props other design classes had used in their Cave Dogs performances. Jahred expressed interest in seeing them and even in building some of his own props, but was quick to look at one prop, identify it, and move on to the next. His engagement with idea of the shadow play seemed fleeting and distracted in general. We attempted to think of some general themes or ideas for a narrative at a number of points, but Jahred became quieter and less attentive at those points. We didn’t want to push him too much, so we chose to doodle as a way to stimulate more thought about possible directions for the shadow project. This lead to playing to exquisite corpse games with Angel’s group.
The second day of arts together was a little disjointed since not all members of my group were present. The first half of the day I filmed Jared, Jackie and (unknown) as they meandered the hallways observing the props used in “Cave Dogs”. Jared was impressed by the craftsmanship displayed in the cardboard props, stating that it was “cool”. Although he did not seem particularly interested in planning a Cave Dog performance with his group, I would venture to guess that he would be interested in working with cardboard to create some small scale representations.
ReplyDeleteAfter returning to the classroom, Dr. Wexler suggested my partner (Helen) and I work with Lindsay and Angel. I filmed Angel as he spoke about some of his artwork from last semester. His creations were more than intriguing, you could immediately grasp their narrative quality just by looking at them. As he spoke I felt as though I was being treated to a picture book reading that was a fantastical journey through Angel's adventurous thoughts. While the stories were interesting, they were similar themes found in cartoons and comic books (which is fine, but limited). I found myself thinking it would be great to use Angel's propensity for narrative artwork to explore more academic themes, however I couldn't help but worry this might stifle his imagination.
At the end of the day Angel, Lindsay, Helen, Jackie, Jared, (unknown) and myself collaborated on a couple exquisite corpses. They were a nice a way to get some group dialogue going. As we worked Jared described his family to us, and commented on his representations/caricatures of dinosaur heads. Their facial expressions were wonderfully theatrical. Angel was a little more withdrawn from the group interaction.
Judy, Tanya and I had a great time today. The first thing that Judy did when she walked into the classroom was hand us flowers for our hair. She is so thoughtful and is always filled with happiness. One of the first things out of her mouth was “let’s start acting!” I truly believe that Judy should become an actress. She takes it very seriously and really knows how to stay in character.
ReplyDeleteWhen we reviewed our script, Judy said that we should make props. So, Tanya and I took large paper, traced Judy’s legs to create a mermaid tail, and a shell top. As soon as we taped the tail onto Judy she started to create a ripple effect with the paper that made it seem like she was swimming! She appointed Tanya as the evil mermaid with eight legs. Then Judy decided that we should make her “tentacles with suction cups”. So Judy took the paper and ripped it into long tentacle shapes, took a marker and drew on tentacles. Then taped them to Tanya.
She was so energetic and really hands on about creating a great video. She took on the job of actress, producer, set designer, costumer designer and even videographer! I’m excited to see what Judy does in the theatre next week.