March 1, 2025 • 24 mins
Discover the magic of Schoolhouse Rock as our talented team discusses the evocation of childhood nostalgia and the fostering of creativity in youth theater. The episode resonates with stories that intertwine personal experiences with educational foundations in theater.
• Introduction to Schoolhouse Rock live
• The conceptual backbone of Schoolhouse Rock's storytelling
• Collaboration and mentorship in choreography and music direction
• The incorporation of educational themes in children's theater
• Personal stories connecting the hosts to Schoolhouse Rock
• Closing thoughts on the importance of nurturing young talent
Weekends March 7th through March 22nd $15 general admission -- $12 seniors and students
Tickets available at: https://chinocommunitytheatre.seatyourself.biz -- chinochildrenstheatre.org -- or contact the box office at (909) 590-1149
Find STTS:
Steps To The Stage (@stepstothestage) | Instagram
Facebook
Steps To The Stage (buzzsprout.com)
Steps To The Stage - YouTube
Please follow on your favorite podcast platform and we appreciate 5 Star ratings and positive reviews!
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
So directing is like teaching, in that you're there
to support, to offer guidance,to give some feedback, but to
let them fly and also to leteveryone fail, and by fail I
mean do things in ways thatdon't work out, because that's
how we learn and developsomething new.
So you got to like relax andlet go and let that happen.
Speaker 2 (00:23):
Welcome to Steps to the Stage.
A 7th Street Community Theaterpodcast.
Speaker 3 (00:29):
Hello and welcome to Steps to the Stage, the
community theater podcast, wherewe talk to the theater
professionals you know and love.
I'm your host, marci, and todaywe are talking about
Schoolhouse Rock Live.
I have four friends with me.
I have Donna Marley, allisonand Caleb.
If you would like to introduceyourselves a little bit further,
go ahead.
Speaker 1 (00:46):
You, betcha, so glad to be here with all of you.
I'm Donna Rice.
I'm co-directing this wonderfulshow.
So excited and delighted to bedoing that.
Speaker 4 (00:54):
I'm Marlee Lane also co-directing this show, and so
excited.
Speaker 5 (00:58):
I'm Allison Sano and I am choreographing this show.
Speaker 6 (01:02):
And I'm Caleb Robertson and I'm the music
director for the production.
Speaker 3 (01:05):
Welcome all of you back to the show.
A lot of repeat people here.
We were just talking before westarted recording, but it's very
nice to have you all.
So this is Schoolhouse RockLive.
This is a musical, a stageadaptation of the songs and the
shorts that I think all of ushave grown to know and love,
especially in childhood.
Did we all watch these shortsgrowing up?
(01:27):
Yeah, for sure, yeah.
Speaker 1 (01:29):
Yeah, we were just talking about, so I'm the OG who
you know, back in the 70s waswatching them live On TV.
These three did not exist yetat that time.
Speaker 5 (01:38):
No, no, no.
And then I came around in the90s and I was watching them, and
then these two over here OnYouTube.
Speaker 3 (01:47):
We had a DVD at home, my parents, we had like a box
set.
It was very fancy.
Speaker 5 (01:52):
Oh, they were like they're going to know.
Speaker 3 (01:54):
Yeah, I was like she has to learn, we have to teach
her.
Speaker 5 (01:56):
Yeah.
Speaker 1 (01:57):
But this stuff, really the schoolhouse rock
songs we know were iconic backin the day One because there
were incredible professionalswho were putting together these
songs, these animations.
So the level, the caliber, thequality was just off the charts
and that there was this visionand this funding in order to put
(02:17):
forward these educationalvideos that had so much kid
appeal, so that generationsafter everybody's still singing
the songs.
I mean, who doesn't knowConjunction, junction and you?
know, everybody's got them,they've acquired them.
They're that good and that'swhere children's entertainment
like really came alive in the70s, also like Sesame.
(02:38):
Street was rock and rollElectric Company came out right,
oh my gosh Electric.
Company.
Yeah, so that was really likethe foundation of some really
great stuff, and so SchoolhouseRock really has made it all come
alive.
Speaker 3 (02:53):
Yeah, so, as we all know, these are sort of
disconnected, little likestandalone shorts.
How are they coming together inthis show to make sort of a
coherent story?
Yeah, how are they comingtogether in this show to?
Speaker 4 (03:05):
make sort of a coherent story.
Yeah, that kind of works inwith our concepts, kind of like
a bunch of kids in a schoolyard.
Speaker 3 (03:10):
Okay.
Speaker 4 (03:11):
So at recess, like oh , and then something goes on,
maybe a song, and we learnthings.
So the songs are kind of likeput together because they're all
learning in the schoolyardtogether and then, like the
props they use, maybe thecostumes are all what they
already have there.
So it's like that concept comestogether with like oh, now
there's a new song.
So maybe the songs aren't superconnected, but the kids and
(03:34):
learning and stuff like that isconnected.
Speaker 3 (03:35):
They are sort of the glue that holds everything
together.
Very fun Because the plot sortof centers on.
It's like this teacher that issort of putting a lesson
together, right.
Speaker 1 (03:45):
Yeah.
Speaker 3 (03:46):
Yeah, okay.
Speaker 1 (03:52):
And he's got sort of parts of his ego or her or their
.
We'll see who.
You know who is cast and howit's portrayed, because we've
not cast yet.
Speaker 3 (03:57):
But they're parts of this teacher's sort of ego
identity and expressions of themcome to life, something like an
in and out type thing wherethere are different emotions,
totally, yeah, part of the wholeAspects of like personality and
like memory.
Okay, very, very fun.
So, allison, you are ourchoreographer for this show.
(04:17):
Would you mind talking aboutsort of your experiences, sort
of creating the dances andthings for this?
Speaker 5 (04:22):
Well, actually, what's really cool about this
show and what we're kind ofdoing me and Caleb is we are
actually kind of just the headsover a team of choreographers.
Speaker 3 (04:32):
Oh, okay.
Speaker 5 (04:33):
So we've taken teens in our theater and I've got four
co-choreographers who are allin high school and one in
college and I am kind of passingoff the choreography to them
while lending them an ear and aneye and kind of training them
up in how to choreograph forchildren, how to choreograph for
(04:54):
different genres, how tochoreograph to a concept, so
that they eventually can becomea choreographer for the next
musical and kind of be built upinto theater.
And Caleb's doing the same withmusic.
Speaker 6 (05:04):
Yeah, so I have three actually, one of them is Joey,
and then I have two that are inhigh school, and so you know the
idea at least.
It's a little different, for,you know, choreography versus
music, where we just get thescore.
But so I'm kind of, you know,there to support them and make
(05:26):
sure that they have the toolsthat they need, that they.
You know my job is more so toteach them how to teach the
music, and you know, a lot ofthem have higher level music
experience and that's sort ofwhat they're used to working
with.
But it's really different whenyou're working with junior high
and under, and so, you know,trying to get them to bridge
(05:50):
those gaps between you know howdo you get things across in
different ways to different youknow, students or cast.
Speaker 3 (05:53):
Yeah, teaching like the basics and intermediate at
sort of the same group.
Speaker 5 (05:58):
Yeah, exactly, and I think too, for them it's more
like they're busy too.
So we're there to help them andsupport them and make sure that
these kids feel completelyguided in their creative process
.
Speaker 3 (06:10):
Yeah, that's like a really cool way to do it.
I didn't even realize I was.
That's all.
Thanks to Donna and.
Marley.
Speaker 1 (06:19):
But that's really.
We love that this is happeningand we love that Allison and
Caleb are willing to guide andlead in this way and, of course,
they're so wonderful both ofthem that we have absolute trust
and appreciation in whatthey're doing.
But it's really the theme ofthis entire show and why we're
doing it.
Talk about that, marlee, alittle bit.
Speaker 4 (06:41):
And also Schoolhouse Rock has been like really not
like since it came out and likemore to like the younger
generations.
It's like a tool for teacherstoo, that like they use to help
people.
So it's funny that we're likeusing it as a tool to teach
theater to younger people.
So like that.
That's cool that we keep a Ilike when something has like an
artistic concept and like apractical life.
Speaker 1 (07:03):
So yeah, so I love it , love it Our particular theater
, the 7th Street Theater.
That really is fundamental tothis theater.
It has a really strongeducation basis.
It was created.
it was, as we know, it wasdeveloped by two educators, and
so that really has been yeahthat's been a theme and a story
for everything we do and in ourchildren's theater we are really
into let's raise up and bringforward new talent, let's learn,
(07:26):
let's grow, so much so thatthere are a number of people who
have gone through our theaterworld and now exist in the
professional world, a la some ofthese very people that I'm
sitting with right now.
Right, so this little gem of atheater has done some magical
things and we hope to continuethat tradition with this show.
Speaker 3 (07:47):
So you just talked about it a little bit, but would
each of you mind speaking aboutsort of what drew you as
individuals to this show?
Caleb, would you like to start?
Sure?
Speaker 6 (07:57):
I was drawn into it because, you know, the lovely
Donna was kind enough to offerme the lovely Donna was kind
enough to offer me.
But I mean, I grew up listeningto schoolhouse rock music and I
think it is a very powerful andaccessible show, both to teach
the younger, the cast, but alsowith kind of what me and Allison
(08:21):
are doing with our co-creators.
You know, me and Allison aredoing with our like co-creators
and I think you know as to whatDonna is saying, like people
like me or Allison who are inthe professional and Marley in
this professionally as well.
You know we really got ourstart here and we're given
opportunities to do things likebe student choreographers or
(08:42):
student directors or stagemanagers, and so you know, part
of it is to help Donna, who youknow partially has given those
things to me, but then to passthat on to the next generation
of people.
So it's kind of a continuation.
Speaker 3 (09:00):
The cyclical nature?
I think yeah.
Speaker 5 (09:02):
Yeah, I think for me it's always an opportunity when
Donna and Marley ask.
So I rarely say no, mostlybecause I love working with them
and also, like I used to docamps but I stopped doing camps
and I miss the kids Uh, so I waslike it's time, I'm ready to do
this and uh, you know, kind ofhelp, uh, a group of teens that
(09:27):
I love and I've worked with allof them.
Um, two of them were my uhdance captains for Carrie when
we did it earlier this fall.
So I enjoy working with peopleand getting to see them grow,
and I've never worked with Caleblike really in this capacity.
Yeah, we were just mostly inthings together In things
(09:47):
together, or he was little and Iwas directing.
So, it's fun to be like oh,you're a grown-up now and we get
to work and collaborate, sothat's fun.
And I think that was really.
What drew me was the people.
Speaker 4 (10:00):
Yeah, I think also just Schoolhouse Rock in general
is just fun and amazing and Ilove all that and I loved
talking out a concept with Donna.
So I think I was alreadyexcited and then now, with our
ideas put into it and a conceptput into it, I was very excited
for like what we come, what wecame up with, and I'm also going
(10:20):
to help like design wise, as asusual, and I really like like
what we came up with to do, likebecause I'm also going to have
like a student like designer.
So in every like aspect of theshow there's a fun little like
reaching hand out and I justlove.
I love stuff like that and Ilove shows like this that aren't
like perfectly linear or likethere's weird things going on
(10:41):
and like, oh, the props are allon stage and like stuff like
that just like immediately callsto me.
So I think it all was like aperfect little piece that I want
to pick up yeah, same, same.
Speaker 1 (10:52):
I agree that.
Um well, one look at the talentthat I'm sitting with and what
they all bring to the table.
These are all real pros, realvisionaries, such creatives and
also who are all in giving theirheart and soul to something.
So how lucky am I to becollaborating with these
wonderful people, and I reallyappreciate, as I'm a longtime
(11:16):
theater teacher.
I've been doing this for a long, long, long time and one of my
greatest joys are, you know,watching young talent rise up
and claim their own vision andstep into their own space.
And these are three whom Iwould trust with anything and so
, and I've loved seeing whatthey each do individually.
(11:38):
So to have this collective, I'mlike dang we are just going to
put on something so glorious, itmakes me so happy.
I learned early on in myprofessional career that the
best thing you can do, whateveryou're doing, is surround
yourself with people who youthink are smarter, more creative
, bring more to the table thanyou, that you see in that way.
(12:01):
Exactly Look look at this.
So yay, Thanks, Donna what acompliment.
Speaker 3 (12:06):
Oh my gosh.
Speaker 5 (12:07):
Yeah, geez, I'm crying.
Speaker 3 (12:10):
So a question that I had written down originally just
for Donna was sort of what drewyou to this show as a teacher,
someone with that background.
But as you two were justtalking about sort of you're all
becoming teachers when involvedin this production, and I
thought that was a reallyinteresting perspective to sort
of speak on, so again we canstart with Donna.
But I would love to know thethree of you as from a teaching
(12:32):
sort of guidance perspective,sort of what that is like,
especially if it's new for thetwo of you.
Speaker 1 (12:36):
Yeah, yeah, you know, early on directing I know that
I had a tendency I wanted to go,and you know, shape everything
that they were doing and feed tothem.
This is how it led.
I learned quickly that, ofcourse, what a killer that is.
It ruins all of the creativity,it shuts down so many great
(12:56):
ideas that can come about.
So directing is like teaching,in that you're there to support,
to offer guidance, to give somefeedback, but to let them fly
and also to let everyone fail,and by fail I mean do things in
ways that don't work out,because that's how we learn and
develop something new.
So you've got to like relax andlet go and let that happen.
(13:20):
And I think Marlee alreadyspoke about that so beautifully,
about why this education basisis so important to us.
So I'm just really eager to seewhat comes about.
Why this show?
Because you know little, Donnaloved this stuff like crazy.
And that I get to come and putthis on stage is great.
But also one of my sons, ourengineer joey here, um, one of
(13:45):
his first shows was this showwith the wonderful directors
gracie arvizo and patty kiros,and he loved it so much and I'm
like, well, yeah, that I coulddo this and that he is a part of
it as well as one of themusical directors.
It's like what a joy that isfor this mama's heart.
Speaker 5 (14:02):
That's cool, so there you go.
Speaker 3 (14:05):
Again the cyclical nature of this building.
Speaker 4 (14:08):
Yeah, I mean, when it comes to teaching I don't know,
I've yeah, I've been involvedin camps and stuff, so that's
similar yeah and then I thinkkind of what I spoke about
before.
I think it's also like a loveletter to the teachers of the
theater.
Yeah, like I found like mymom's a teacher and like so it's
just fun for us to like workthat muscle in teaching.
(14:31):
And for the kids I think itworks better when they have a
bunch of hands in helping them.
Speaker 1 (14:36):
Can we just say you mentioned your mom, who's like
head producer who also has threeproducers who are training up
under no four.
Speaker 4 (14:44):
It's four producers who are training up under her
with her for this show it'sacross the board.
Speaker 1 (14:51):
Isn't that great, that's perfect.
Speaker 4 (14:53):
Wow, even producing teaching yeah, it's what we.
Wow, even producing teachingyeah, it's what we do, yeah,
yeah, and we even have yeah,because, like, maya's going to
be our stage manager and I don'tthink she's really done it
before, so it's people learningand teaching.
I don't know, it's just fun,and beautiful and feels
theater-y.
Speaker 5 (15:09):
For me.
I'll be honest, like teachingis my life.
This is not new to me.
Okay, I've been a teacher since.
I mean, my first teaching jobwas here when I was 17, when I
did camps.
So like I've been teaching herefor a long time and I think all
of my shows have carried thatteaching aspect with it.
Like I can't help it, which iswhy I think I partner well with
(15:32):
people who value that.
And I think I've been ateaching artist for a long time.
I've taught at multiple schoolsand high schools.
So like I kind of for me, Iwill always make sure that I'm
teaching in some regard or thatI'm being taught.
And I think for this show, I'mkind of excited to be on the
(15:54):
other end of it, of like lettingthese choreographers find new
things and let this nextgeneration talk to the
generation underneath them andsee what they're talking about
and see what they're bringing tothe table and what their ideas
look like, so that I can kind ofbe in a learning position while
still being a guide.
You know, I think that's what'sreally important in this
(16:15):
particular style of teachingwhich is dance, because dance is
literally you have to do it.
I can't do it for you.
So you're going to have to useyour body and your mind and then
give it to me and we'll seewhat we can do with it.
But I think teaching is just inmy body.
It's also generational.
You know, my grandma was ateacher.
(16:36):
I've been surrounded byteachers my whole life.
Me and Marley always talk aboutlike growing up at elementary
school versus going to anelementary school is a different
experience.
Yes, you, know like staying atthe school with your mom until 7
pm, or being a teacher who'slike hey, I need help organizing
these papers and you're like, Ijust want to go to work.
Speaker 4 (16:57):
Oh yeah, I was grading papers in third grade.
Speaker 5 (16:58):
Yeah, I was grading papers with my grandma.
I became a teacher's assistant,pretty early on.
So, you know, I think that'skind of where I fall into.
The teaching line is just likeI'm just excited to see what
everyone does, and now we haveso many and it's like, oh, this
show's going to be fun, it'sgoing to be crazy, but it's
(17:19):
going to be fun.
Speaker 6 (17:20):
Yeah, I mean I think I've done a handful of shows
here.
I've done lots of work withclassical music and also theater
in high school, why the partthat I really enjoy about the
teaching experience is, I think,you know, a lot of people will
(17:40):
underestimate oh well, they'rejust elementary students or
they're just junior highstudents or they're just high
school students and you know,the top vision is challenge them
to do more than they think theycan, because they can.
And I think when you reallyreally, really really give them
honest feedback and you let themtry things, you let them fail,
(18:03):
you let them learn, you givethem the tools that they need,
they're going to fly.
And when people come to see theshow or when the cast is
talking about the experience ofthe show, they're like man.
And when the cast is talkingabout the experience of the show
, they're like man.
We learned a lot and we did waymore than we think we ever
thought we could.
And I think that's what I enjoyis seeing people sort of
(18:23):
supersede these barriers orthings that they don't think
that they can achieve, whenreally they just need somebody
there to give them a little helpand I think that's what I enjoy
most about the teachingexperience, and I think that's
what I enjoy most about theteaching experience.
So I'm excited to do that inthe slightly different role
where I'm not directly, you know, have my hands on the music,
but I've got practice my hand onthe shoulder of the people
(18:45):
touching the music, and sothat'll be an interesting
experience.
Speaker 1 (18:48):
What a cute little picture.
Yeah, let's amplify somethingthat you just talked about,
Caleb, also, which is this ideaof how people perceive
children's theater and whatchildren can do.
This is some of the mostexceptional talent One.
They're very flexible, verydirectable, so eager to rise and
(19:08):
explore.
And the depth of understandingin their presence, with their
feeling selves and their ownlived experience and being
present in that moment all ofthis is just glorious and that
you can put on.
Sure, you can do those showsthat are kids, just 100 kids on
the stage walking through themotions, and they're cute and
grandma and grandpa applause.
(19:28):
No, they can achieve suchextraordinary quality that it is
worth any audience's time.
They would be lucky to watchthese exceptional children
perform.
Marlee and I just directed alittle show that we created.
It was brand new, it was calledthe Show Must Ghost On and it
was in.
We created that for the kidsbecause, as the camp director,
(19:52):
Marlee and Allison saw, thesekids need, like what is they
need?
Speaker 4 (19:56):
more.
They need something.
Yeah, what is this thing thatthey can?
They're so excited.
Speaker 1 (19:58):
Yeah, so we created the show for them and, mike, I
mean, it was crazy.
Can we talk about like Berlinsinging you know memory?
And like the girl is singingmemory from cats and she's on
her knees and the authentic,hitting every note and we're
like guys, please?
And the audience is what am Iseeing right now?
(20:19):
This is what kids are capableof Extraordinary.
If you give them theopportunity and you believe in
them, you let them fly.
Oh, my goodness, what they cando.
Speaker 5 (20:28):
So many times at camps we would be sitting there
Because you know, camps are aweek long and after a week they
put on a full show, a 45-minuteone act.
And you're sitting there and wewould be like just staring at
them and like in one week theyhave accomplished fully,
bringing in an audience andkeeping them, and not just
because they're their parents.
(20:50):
We had people come back and belike, can we come to the second
show?
And we'd be like, yes.
Or they'd be like there's onlytwo shows and we'd be like, yeah
, you know, because like theywere so and they were writing
the scripts, which is also likecrazy yeah because, like, they
actually have so many thingsinside of them that they can
share.
And when you get a group ofadults which I something also
about schoolhouse is like whenyou get a group of adults which
is something also aboutSchoolhouse is like when you get
a group of adults who go, yeah,totally, I'm on board for that
(21:12):
they immediately are like the.
It just opens up for thembecause someone believes in them
.
So like that's also part of ittoo, of like we're surrounded by
people who believe in them.
Yeah, that's beautiful.
Speaker 3 (21:26):
Like what a wonderful .
Yeah, yeah, yeah.
So Schoolhouse Rock opens March7th yes at 7 o'clock.
Speaker 1 (21:35):
Yes, yes, that's correct.
Well done, that's good.
Speaker 3 (21:38):
Too detail-oriented here.
Of course, thank you, the fourof you, for speaking to me.
Yeah, of course it was awonderful conversation To close
out the show.
Would you mind talking aboutyour favorite song of
Schoolhouse Rock in the show orjust as a part of the cartoon?
Speaker 1 (21:53):
Oh my gosh, that is like.
I mean, that is a Sophie'sChoice there, right there.
Did I overstretch on that one?
No, but it's like they're allso fabulous and wonderful and
everything is a delight, but Iknow one that's really close to
my heart because also it wasclose to my kid's heart and he
was featured in this song isInterjections, which is just I
(22:13):
don't know.
It makes me it makes me it'sdelightful.
It makes me delightful.
No, it doesn't make medelightful, but the song is
delightful, it makes me feel.
Speaker 5 (22:22):
Delighted, delighted.
Thank you.
Speaker 3 (22:29):
I can use my parts of speech correctly.
I think I need some schoolhouserock.
Speaker 4 (22:33):
Teaching everybody.
Well, dad, I was like oh mygosh.
Speaker 1 (22:36):
How do you?
Speaker 4 (22:36):
pick.
I have a lot of like.
Three is a magic number.
My dad played on guitar a lotso I love that and you know a
little preamble that wasactually in Wolves.
Oh wait, really, I'm likeobviously.
Speaker 3 (22:54):
I'm continuing Cinematic universe of all.
Speaker 4 (22:56):
I love, for sure.
Speaker 5 (23:03):
I actually was obsessed with a noun as a person
placing it when I was a kid,but I also have a very, very
special place in my heart forThree is a Magic Number, all
because of Jack Black.
Like it has nothing else to dowith anything other than Jack
Black saying that when they didSchool of Rock and he was making
a joke and I was obsessed withthat melody but I didn't know
where it was from.
So then, I researched it in highschool, and then I would play
that song while I was walking toclass.
Speaker 1 (23:26):
Jack Black.
That's a good one.
Speaker 6 (23:28):
I think I would.
I'll make a single choice, butI was torn between preamble or
conjunction function and I thinkI have to go with conjunction
Junction.
Yeah conjunction junction, justbecause I think it's a bit
different.
A lot of them have a sort ofsound to them and I like that.
It's got a little bit of likefunk to it.
(23:50):
Yeah, it's kind of differentand I like that.
Speaker 5 (23:52):
I actually lied and it's just.
I'm just a bill.
Speaker 6 (23:54):
That's actually.
Speaker 3 (23:55):
I forgot about that one and I'm sorry, but that
one's the one.
Speaker 1 (23:58):
Iconic?
Yeah, for sure, and that's suchgood stuff we to bring this to
the audience.
Speaker 3 (24:04):
Thanks, for having us , of course.
Thank you for being here.
This was wonderful.
Speaker 5 (24:11):
Thank you, team.
Speaker 2 (24:15):
Team.
Thanks for listening to Stepsto the Stage, a 7th Street
Community Theatre podcast.
Follow us on your favouritepodcast platform and leave us a
review and a five-star rating.
You can also follow us onInstagram or Facebook and
subscribe to our YouTube channel.
Special thanks to ChinoCommunity Theater and Chino
Community Children's Theater fortheir generous support.
(24:36):
Steps to the Stage was createdby Joey Rice and Kirk Lane.
Logo created by Marlee Lane.
Original music by Devon, yourhost and producer, Marci Pinedo.
Engineer and producer Joey Rice.
Engineer and executive producer, Kirk Lane.
So directing is like teaching, in that you're there
to support, to offer guidance,to give some feedback, but to
let them fly and also to leteveryone fail, and by fail I
mean do things in ways thatdon't work out, because that's
how we learn and developsomething new.
So you got to like relax andlet go and let that happen.
Speaker 2 (00:23):
Welcome to Steps to the Stage.
A 7th Street Community Theaterpodcast.
Speaker 3 (00:29):
Hello and welcome to Steps to the Stage, the
community theater podcast, wherewe talk to the theater
professionals you know and love.
I'm your host, marci, and todaywe are talking about
Schoolhouse Rock Live.
I have four friends with me.
I have Donna Marley, allisonand Caleb.
If you would like to introduceyourselves a little bit further,
go ahead.
Speaker 1 (00:46):
You, betcha, so glad to be here with all of you.
I'm Donna Rice.
I'm co-directing this wonderfulshow.
So excited and delighted to bedoing that.
Speaker 4 (00:54):
I'm Marlee Lane also co-directing this show, and so
excited.
Speaker 5 (00:58):
I'm Allison Sano and I am choreographing this show.
Speaker 6 (01:02):
And I'm Caleb Robertson and I'm the music
director for the production.
Speaker 3 (01:05):
Welcome all of you back to the show.
A lot of repeat people here.
We were just talking before westarted recording, but it's very
nice to have you all.
So this is Schoolhouse RockLive.
This is a musical, a stageadaptation of the songs and the
shorts that I think all of ushave grown to know and love,
especially in childhood.
Did we all watch these shortsgrowing up?
(01:27):
Yeah, for sure, yeah.
Speaker 1 (01:29):
Yeah, we were just talking about, so I'm the OG who
you know, back in the 70s waswatching them live On TV.
These three did not exist yetat that time.
Speaker 5 (01:38):
No, no, no.
And then I came around in the90s and I was watching them, and
then these two over here OnYouTube.
Speaker 3 (01:47):
We had a DVD at home, my parents, we had like a box
set.
It was very fancy.
Speaker 5 (01:52):
Oh, they were like they're going to know.
Speaker 3 (01:54):
Yeah, I was like she has to learn, we have to teach
her.
Speaker 5 (01:56):
Yeah.
Speaker 1 (01:57):
But this stuff, really the schoolhouse rock
songs we know were iconic backin the day One because there
were incredible professionalswho were putting together these
songs, these animations.
So the level, the caliber, thequality was just off the charts
and that there was this visionand this funding in order to put
(02:17):
forward these educationalvideos that had so much kid
appeal, so that generationsafter everybody's still singing
the songs.
I mean, who doesn't knowConjunction, junction and you?
know, everybody's got them,they've acquired them.
They're that good and that'swhere children's entertainment
like really came alive in the70s, also like Sesame.
(02:38):
Street was rock and rollElectric Company came out right,
oh my gosh Electric.
Company.
Yeah, so that was really likethe foundation of some really
great stuff, and so SchoolhouseRock really has made it all come
alive.
Speaker 3 (02:53):
Yeah, so, as we all know, these are sort of
disconnected, little likestandalone shorts.
How are they coming together inthis show to make sort of a
coherent story?
Yeah, how are they comingtogether in this show to?
Speaker 4 (03:05):
make sort of a coherent story.
Yeah, that kind of works inwith our concepts, kind of like
a bunch of kids in a schoolyard.
Speaker 3 (03:10):
Okay.
Speaker 4 (03:11):
So at recess, like oh , and then something goes on,
maybe a song, and we learnthings.
So the songs are kind of likeput together because they're all
learning in the schoolyardtogether and then, like the
props they use, maybe thecostumes are all what they
already have there.
So it's like that concept comestogether with like oh, now
there's a new song.
So maybe the songs aren't superconnected, but the kids and
(03:34):
learning and stuff like that isconnected.
Speaker 3 (03:35):
They are sort of the glue that holds everything
together.
Very fun Because the plot sortof centers on.
It's like this teacher that issort of putting a lesson
together, right.
Speaker 1 (03:45):
Yeah.
Speaker 3 (03:46):
Yeah, okay.
Speaker 1 (03:52):
And he's got sort of parts of his ego or her or their
.
We'll see who.
You know who is cast and howit's portrayed, because we've
not cast yet.
Speaker 3 (03:57):
But they're parts of this teacher's sort of ego
identity and expressions of themcome to life, something like an
in and out type thing wherethere are different emotions,
totally, yeah, part of the wholeAspects of like personality and
like memory.
Okay, very, very fun.
So, allison, you are ourchoreographer for this show.
(04:17):
Would you mind talking aboutsort of your experiences, sort
of creating the dances andthings for this?
Speaker 5 (04:22):
Well, actually, what's really cool about this
show and what we're kind ofdoing me and Caleb is we are
actually kind of just the headsover a team of choreographers.
Speaker 3 (04:32):
Oh, okay.
Speaker 5 (04:33):
So we've taken teens in our theater and I've got four
co-choreographers who are allin high school and one in
college and I am kind of passingoff the choreography to them
while lending them an ear and aneye and kind of training them
up in how to choreograph forchildren, how to choreograph for
(04:54):
different genres, how tochoreograph to a concept, so
that they eventually can becomea choreographer for the next
musical and kind of be built upinto theater.
And Caleb's doing the same withmusic.
Speaker 6 (05:04):
Yeah, so I have three actually, one of them is Joey,
and then I have two that are inhigh school, and so you know the
idea at least.
It's a little different, for,you know, choreography versus
music, where we just get thescore.
But so I'm kind of, you know,there to support them and make
(05:26):
sure that they have the toolsthat they need, that they.
You know my job is more so toteach them how to teach the
music, and you know, a lot ofthem have higher level music
experience and that's sort ofwhat they're used to working
with.
But it's really different whenyou're working with junior high
and under, and so, you know,trying to get them to bridge
(05:50):
those gaps between you know howdo you get things across in
different ways to different youknow, students or cast.
Speaker 3 (05:53):
Yeah, teaching like the basics and intermediate at
sort of the same group.
Speaker 5 (05:58):
Yeah, exactly, and I think too, for them it's more
like they're busy too.
So we're there to help them andsupport them and make sure that
these kids feel completelyguided in their creative process
.
Speaker 3 (06:10):
Yeah, that's like a really cool way to do it.
I didn't even realize I was.
That's all.
Thanks to Donna and.
Marley.
Speaker 1 (06:19):
But that's really.
We love that this is happeningand we love that Allison and
Caleb are willing to guide andlead in this way and, of course,
they're so wonderful both ofthem that we have absolute trust
and appreciation in whatthey're doing.
But it's really the theme ofthis entire show and why we're
doing it.
Talk about that, marlee, alittle bit.
Speaker 4 (06:41):
And also Schoolhouse Rock has been like really not
like since it came out and likemore to like the younger
generations.
It's like a tool for teacherstoo, that like they use to help
people.
So it's funny that we're likeusing it as a tool to teach
theater to younger people.
So like that.
That's cool that we keep a Ilike when something has like an
artistic concept and like apractical life.
Speaker 1 (07:03):
So yeah, so I love it , love it Our particular theater
, the 7th Street Theater.
That really is fundamental tothis theater.
It has a really strongeducation basis.
It was created.
it was, as we know, it wasdeveloped by two educators, and
so that really has been yeahthat's been a theme and a story
for everything we do and in ourchildren's theater we are really
into let's raise up and bringforward new talent, let's learn,
(07:26):
let's grow, so much so thatthere are a number of people who
have gone through our theaterworld and now exist in the
professional world, a la some ofthese very people that I'm
sitting with right now.
Right, so this little gem of atheater has done some magical
things and we hope to continuethat tradition with this show.
Speaker 3 (07:47):
So you just talked about it a little bit, but would
each of you mind speaking aboutsort of what drew you as
individuals to this show?
Caleb, would you like to start?
Sure?
Speaker 6 (07:57):
I was drawn into it because, you know, the lovely
Donna was kind enough to offerme the lovely Donna was kind
enough to offer me.
But I mean, I grew up listeningto schoolhouse rock music and I
think it is a very powerful andaccessible show, both to teach
the younger, the cast, but alsowith kind of what me and Allison
(08:21):
are doing with our co-creators.
You know, me and Allison aredoing with our like co-creators
and I think you know as to whatDonna is saying, like people
like me or Allison who are inthe professional and Marley in
this professionally as well.
You know we really got ourstart here and we're given
opportunities to do things likebe student choreographers or
(08:42):
student directors or stagemanagers, and so you know, part
of it is to help Donna, who youknow partially has given those
things to me, but then to passthat on to the next generation
of people.
So it's kind of a continuation.
Speaker 3 (09:00):
The cyclical nature?
I think yeah.
Speaker 5 (09:02):
Yeah, I think for me it's always an opportunity when
Donna and Marley ask.
So I rarely say no, mostlybecause I love working with them
and also, like I used to docamps but I stopped doing camps
and I miss the kids Uh, so I waslike it's time, I'm ready to do
this and uh, you know, kind ofhelp, uh, a group of teens that
(09:27):
I love and I've worked with allof them.
Um, two of them were my uhdance captains for Carrie when
we did it earlier this fall.
So I enjoy working with peopleand getting to see them grow,
and I've never worked with Caleblike really in this capacity.
Yeah, we were just mostly inthings together In things
(09:47):
together, or he was little and Iwas directing.
So, it's fun to be like oh,you're a grown-up now and we get
to work and collaborate, sothat's fun.
And I think that was really.
What drew me was the people.
Speaker 4 (10:00):
Yeah, I think also just Schoolhouse Rock in general
is just fun and amazing and Ilove all that and I loved
talking out a concept with Donna.
So I think I was alreadyexcited and then now, with our
ideas put into it and a conceptput into it, I was very excited
for like what we come, what wecame up with, and I'm also going
(10:20):
to help like design wise, as asusual, and I really like like
what we came up with to do, likebecause I'm also going to have
like a student like designer.
So in every like aspect of theshow there's a fun little like
reaching hand out and I justlove.
I love stuff like that and Ilove shows like this that aren't
like perfectly linear or likethere's weird things going on
(10:41):
and like, oh, the props are allon stage and like stuff like
that just like immediately callsto me.
So I think it all was like aperfect little piece that I want
to pick up yeah, same, same.
Speaker 1 (10:52):
I agree that.
Um well, one look at the talentthat I'm sitting with and what
they all bring to the table.
These are all real pros, realvisionaries, such creatives and
also who are all in giving theirheart and soul to something.
So how lucky am I to becollaborating with these
wonderful people, and I reallyappreciate, as I'm a longtime
(11:16):
theater teacher.
I've been doing this for a long, long, long time and one of my
greatest joys are, you know,watching young talent rise up
and claim their own vision andstep into their own space.
And these are three whom Iwould trust with anything and so
, and I've loved seeing whatthey each do individually.
(11:38):
So to have this collective, I'mlike dang we are just going to
put on something so glorious, itmakes me so happy.
I learned early on in myprofessional career that the
best thing you can do, whateveryou're doing, is surround
yourself with people who youthink are smarter, more creative
, bring more to the table thanyou, that you see in that way.
(12:01):
Exactly Look look at this.
So yay, Thanks, Donna what acompliment.
Speaker 3 (12:06):
Oh my gosh.
Speaker 5 (12:07):
Yeah, geez, I'm crying.
Speaker 3 (12:10):
So a question that I had written down originally just
for Donna was sort of what drewyou to this show as a teacher,
someone with that background.
But as you two were justtalking about sort of you're all
becoming teachers when involvedin this production, and I
thought that was a reallyinteresting perspective to sort
of speak on, so again we canstart with Donna.
But I would love to know thethree of you as from a teaching
(12:32):
sort of guidance perspective,sort of what that is like,
especially if it's new for thetwo of you.
Speaker 1 (12:36):
Yeah, yeah, you know, early on directing I know that
I had a tendency I wanted to go,and you know, shape everything
that they were doing and feed tothem.
This is how it led.
I learned quickly that, ofcourse, what a killer that is.
It ruins all of the creativity,it shuts down so many great
(12:56):
ideas that can come about.
So directing is like teaching,in that you're there to support,
to offer guidance, to give somefeedback, but to let them fly
and also to let everyone fail,and by fail I mean do things in
ways that don't work out,because that's how we learn and
develop something new.
So you've got to like relax andlet go and let that happen.
(13:20):
And I think Marlee alreadyspoke about that so beautifully,
about why this education basisis so important to us.
So I'm just really eager to seewhat comes about.
Why this show?
Because you know little, Donnaloved this stuff like crazy.
And that I get to come and putthis on stage is great.
But also one of my sons, ourengineer joey here, um, one of
(13:45):
his first shows was this showwith the wonderful directors
gracie arvizo and patty kiros,and he loved it so much and I'm
like, well, yeah, that I coulddo this and that he is a part of
it as well as one of themusical directors.
It's like what a joy that isfor this mama's heart.
Speaker 5 (14:02):
That's cool, so there you go.
Speaker 3 (14:05):
Again the cyclical nature of this building.
Speaker 4 (14:08):
Yeah, I mean, when it comes to teaching I don't know,
I've yeah, I've been involvedin camps and stuff, so that's
similar yeah and then I thinkkind of what I spoke about
before.
I think it's also like a loveletter to the teachers of the
theater.
Yeah, like I found like mymom's a teacher and like so it's
just fun for us to like workthat muscle in teaching.
(14:31):
And for the kids I think itworks better when they have a
bunch of hands in helping them.
Speaker 1 (14:36):
Can we just say you mentioned your mom, who's like
head producer who also has threeproducers who are training up
under no four.
Speaker 4 (14:44):
It's four producers who are training up under her
with her for this show it'sacross the board.
Speaker 1 (14:51):
Isn't that great, that's perfect.
Speaker 4 (14:53):
Wow, even producing teaching yeah, it's what we.
Wow, even producing teachingyeah, it's what we do, yeah,
yeah, and we even have yeah,because, like, maya's going to
be our stage manager and I don'tthink she's really done it
before, so it's people learningand teaching.
I don't know, it's just fun,and beautiful and feels
theater-y.
Speaker 5 (15:09):
For me.
I'll be honest, like teachingis my life.
This is not new to me.
Okay, I've been a teacher since.
I mean, my first teaching jobwas here when I was 17, when I
did camps.
So like I've been teaching herefor a long time and I think all
of my shows have carried thatteaching aspect with it.
Like I can't help it, which iswhy I think I partner well with
(15:32):
people who value that.
And I think I've been ateaching artist for a long time.
I've taught at multiple schoolsand high schools.
So like I kind of for me, Iwill always make sure that I'm
teaching in some regard or thatI'm being taught.
And I think for this show, I'mkind of excited to be on the
(15:54):
other end of it, of like lettingthese choreographers find new
things and let this nextgeneration talk to the
generation underneath them andsee what they're talking about
and see what they're bringing tothe table and what their ideas
look like, so that I can kind ofbe in a learning position while
still being a guide.
You know, I think that's what'sreally important in this
(16:15):
particular style of teachingwhich is dance, because dance is
literally you have to do it.
I can't do it for you.
So you're going to have to useyour body and your mind and then
give it to me and we'll seewhat we can do with it.
But I think teaching is just inmy body.
It's also generational.
You know, my grandma was ateacher.
(16:36):
I've been surrounded byteachers my whole life.
Me and Marley always talk aboutlike growing up at elementary
school versus going to anelementary school is a different
experience.
Yes, you, know like staying atthe school with your mom until 7
pm, or being a teacher who'slike hey, I need help organizing
these papers and you're like, Ijust want to go to work.
Speaker 4 (16:57):
Oh yeah, I was grading papers in third grade.
Speaker 5 (16:58):
Yeah, I was grading papers with my grandma.
I became a teacher's assistant,pretty early on.
So, you know, I think that'skind of where I fall into.
The teaching line is just likeI'm just excited to see what
everyone does, and now we haveso many and it's like, oh, this
show's going to be fun, it'sgoing to be crazy, but it's
(17:19):
going to be fun.
Speaker 6 (17:20):
Yeah, I mean I think I've done a handful of shows
here.
I've done lots of work withclassical music and also theater
in high school, why the partthat I really enjoy about the
teaching experience is, I think,you know, a lot of people will
(17:40):
underestimate oh well, they'rejust elementary students or
they're just junior highstudents or they're just high
school students and you know,the top vision is challenge them
to do more than they think theycan, because they can.
And I think when you reallyreally, really really give them
honest feedback and you let themtry things, you let them fail,
(18:03):
you let them learn, you givethem the tools that they need,
they're going to fly.
And when people come to see theshow or when the cast is
talking about the experience ofthe show, they're like man.
And when the cast is talkingabout the experience of the show
, they're like man.
We learned a lot and we did waymore than we think we ever
thought we could.
And I think that's what I enjoyis seeing people sort of
(18:23):
supersede these barriers orthings that they don't think
that they can achieve, whenreally they just need somebody
there to give them a little helpand I think that's what I enjoy
most about the teachingexperience, and I think that's
what I enjoy most about theteaching experience.
So I'm excited to do that inthe slightly different role
where I'm not directly, you know, have my hands on the music,
but I've got practice my hand onthe shoulder of the people
(18:45):
touching the music, and sothat'll be an interesting
experience.
Speaker 1 (18:48):
What a cute little picture.
Yeah, let's amplify somethingthat you just talked about,
Caleb, also, which is this ideaof how people perceive
children's theater and whatchildren can do.
This is some of the mostexceptional talent One.
They're very flexible, verydirectable, so eager to rise and
(19:08):
explore.
And the depth of understandingin their presence, with their
feeling selves and their ownlived experience and being
present in that moment all ofthis is just glorious and that
you can put on.
Sure, you can do those showsthat are kids, just 100 kids on
the stage walking through themotions, and they're cute and
grandma and grandpa applause.
(19:28):
No, they can achieve suchextraordinary quality that it is
worth any audience's time.
They would be lucky to watchthese exceptional children
perform.
Marlee and I just directed alittle show that we created.
It was brand new, it was calledthe Show Must Ghost On and it
was in.
We created that for the kidsbecause, as the camp director,
(19:52):
Marlee and Allison saw, thesekids need, like what is they
need?
Speaker 4 (19:56):
more.
They need something.
Yeah, what is this thing thatthey can?
They're so excited.
Speaker 1 (19:58):
Yeah, so we created the show for them and, mike, I
mean, it was crazy.
Can we talk about like Berlinsinging you know memory?
And like the girl is singingmemory from cats and she's on
her knees and the authentic,hitting every note and we're
like guys, please?
And the audience is what am Iseeing right now?
(20:19):
This is what kids are capableof Extraordinary.
If you give them theopportunity and you believe in
them, you let them fly.
Oh, my goodness, what they cando.
Speaker 5 (20:28):
So many times at camps we would be sitting there
Because you know, camps are aweek long and after a week they
put on a full show, a 45-minuteone act.
And you're sitting there and wewould be like just staring at
them and like in one week theyhave accomplished fully,
bringing in an audience andkeeping them, and not just
because they're their parents.
(20:50):
We had people come back and belike, can we come to the second
show?
And we'd be like, yes.
Or they'd be like there's onlytwo shows and we'd be like, yeah
, you know, because like theywere so and they were writing
the scripts, which is also likecrazy yeah because, like, they
actually have so many thingsinside of them that they can
share.
And when you get a group ofadults which I something also
about schoolhouse is like whenyou get a group of adults which
is something also aboutSchoolhouse is like when you get
a group of adults who go, yeah,totally, I'm on board for that
(21:12):
they immediately are like the.
It just opens up for thembecause someone believes in them
.
So like that's also part of ittoo, of like we're surrounded by
people who believe in them.
Yeah, that's beautiful.
Speaker 3 (21:26):
Like what a wonderful .
Yeah, yeah, yeah.
So Schoolhouse Rock opens March7th yes at 7 o'clock.
Speaker 1 (21:35):
Yes, yes, that's correct.
Well done, that's good.
Speaker 3 (21:38):
Too detail-oriented here.
Of course, thank you, the fourof you, for speaking to me.
Yeah, of course it was awonderful conversation To close
out the show.
Would you mind talking aboutyour favorite song of
Schoolhouse Rock in the show orjust as a part of the cartoon?
Speaker 1 (21:53):
Oh my gosh, that is like.
I mean, that is a Sophie'sChoice there, right there.
Did I overstretch on that one?
No, but it's like they're allso fabulous and wonderful and
everything is a delight, but Iknow one that's really close to
my heart because also it wasclose to my kid's heart and he
was featured in this song isInterjections, which is just I
(22:13):
don't know.
It makes me it makes me it'sdelightful.
It makes me delightful.
No, it doesn't make medelightful, but the song is
delightful, it makes me feel.
Speaker 5 (22:22):
Delighted, delighted.
Thank you.
Speaker 3 (22:29):
I can use my parts of speech correctly.
I think I need some schoolhouserock.
Speaker 4 (22:33):
Teaching everybody.
Well, dad, I was like oh mygosh.
Speaker 1 (22:36):
How do you?
Speaker 4 (22:36):
pick.
I have a lot of like.
Three is a magic number.
My dad played on guitar a lotso I love that and you know a
little preamble that wasactually in Wolves.
Oh wait, really, I'm likeobviously.
Speaker 3 (22:54):
I'm continuing Cinematic universe of all.
Speaker 4 (22:56):
I love, for sure.
Speaker 5 (23:03):
I actually was obsessed with a noun as a person
placing it when I was a kid,but I also have a very, very
special place in my heart forThree is a Magic Number, all
because of Jack Black.
Like it has nothing else to dowith anything other than Jack
Black saying that when they didSchool of Rock and he was making
a joke and I was obsessed withthat melody but I didn't know
where it was from.
So then, I researched it in highschool, and then I would play
that song while I was walking toclass.
Speaker 1 (23:26):
Jack Black.
That's a good one.
Speaker 6 (23:28):
I think I would.
I'll make a single choice, butI was torn between preamble or
conjunction function and I thinkI have to go with conjunction
Junction.
Yeah conjunction junction, justbecause I think it's a bit
different.
A lot of them have a sort ofsound to them and I like that.
It's got a little bit of likefunk to it.
(23:50):
Yeah, it's kind of differentand I like that.
Speaker 5 (23:52):
I actually lied and it's just.
I'm just a bill.
Speaker 6 (23:54):
That's actually.
Speaker 3 (23:55):
I forgot about that one and I'm sorry, but that
one's the one.
Speaker 1 (23:58):
Iconic?
Yeah, for sure, and that's suchgood stuff we to bring this to
the audience.
Speaker 3 (24:04):
Thanks, for having us , of course.
Thank you for being here.
This was wonderful.
Speaker 5 (24:11):
Thank you, team.
Speaker 2 (24:15):
Team.
Thanks for listening to Stepsto the Stage, a 7th Street
Community Theatre podcast.
Follow us on your favouritepodcast platform and leave us a
review and a five-star rating.
You can also follow us onInstagram or Facebook and
subscribe to our YouTube channel.
Special thanks to ChinoCommunity Theater and Chino
Community Children's Theater fortheir generous support.
(24:36):
Steps to the Stage was createdby Joey Rice and Kirk Lane.
Logo created by Marlee Lane.
Original music by Devon, yourhost and producer, Marci Pinedo.
Engineer and producer Joey Rice.
Engineer and executive producer, Kirk Lane.
Popular Podcasts
24/7 News: The Latest
The latest news in 4 minutes updated every hour, every day.
Stuff You Should Know
If you've ever wanted to know about champagne, satanism, the Stonewall Uprising, chaos theory, LSD, El Nino, true crime and Rosa Parks, then look no further. Josh and Chuck have you covered.
Dateline NBC
Current and classic episodes, featuring compelling true-crime mysteries, powerful documentaries and in-depth investigations. Follow now to get the latest episodes of Dateline NBC completely free, or subscribe to Dateline Premium for ad-free listening and exclusive bonus content: DatelinePremium.com