The Seesaw Model

Hi! I’m Claire, the Executive Director of Seesaw Theatre. I’ve been involved in Seesaw since it’s creation 3 years ago, and I feel so privileged to have been a part of the creation of this theatre group on campus. Northwestern University is known for our extensive theatre program with countless opportunities, not only through the department but also from countless student theatre groups, each which puts on 3-4 shows a year. There are so many opportunities to be involved, and in the creation of Seesaw we’ve been careful to distinguish the opportunities we provide. Seesaw Theatre is created for our specific audience, individuals with autism and other developmental differences, and in that one difference we distinguish ourselves not only at Northwestern, but across the country. This is a new form of theatre that is growing, but hasn’t taken off yet.

            In the world there are two well-known theatre companies that create theatrical experiences for audiences with special needs. The first is in London, Oily Cart, and creates innovative, multi-sensory and highly interactive productions for the very young and for young people with profound and multiple learning disabilities. Oily Cart inspired the US based company, The Red Kite Project based in Chicago. Red Kite creates interactive, multi-sensory installment theatre experiences for children with Autism. We have been lucky to have the founder, Jacqui Russell, as a mentor to us over the past few years and Seesaw’s model is based in Red Kite’s methods.

            We have added our own twists, though. Seesaw remains at an incredibly low ratio of child to adventure guide during productions. Adventure Guides are the members of the ensemble who are paired with each person who comes to see the show. We gather some background information about each audience member in advanced; likes, dislikes, and triggers, and the Adventure Guide is equipped with this knowledge to make it the best, individualized experience possible. The design elements of the show are a focus of each production; each designer works hard to create a sensory-focused world that is not only safe but also fun to play in and explore.

            We feel so lucky to have had these models as building blocks, and now we are moving forward in creating our own model of interactive, sensory theatre for audiences with developmental differences that can be done at a University level. Long term, we hope to have a model that can be translated to universities across the country, spreading this type of theatre and allowing it to diversify as young artists with new and innovative ideas add their own twists!

Claire Huntington
Executive Director
claire@seesawtheatre.org

Seesaw Science Part 1: An Introduction

First, I would like to introduce myself: my name is Katherine and I am the Research Chair on the board for Seesaw Theatre. This can be a confusing title, as it is not traditional for a theatre board to include a position like this. That being said, the kind of theatre we do is not traditional.

We create sensory, experiential theatre for individuals with developmental differences because we believe that everyone deserves a chance to play in the magical world of theatre. If a traditional theatre setting doesn’t work for some people, then we should change the setting, not the audience.

A second, very important aspect of our work is that it has the potential to have long-lasting (and some research even suggests permanent) effects on our audience members. My position entails understanding these effects, how they fit into the larger framework of the art therapy movement, and how we can maximize our impact.

I’ll start with some basic information about the kinds of developmental differences we work with.

What is Austism Spectrum Disorder (ASD)?

Austism Spectrum Disorder, or ASD, is an umbrella term applied to individuals with a vast array of developmental differences. These differences are primarily characterized by communication challenges. However, the word “Spectrum” is key to understanding ASD: each individual with ASD will have a unique set of characteristics and varying degrees to which these characteristics impair their daily functioning. Those whose characteristics have a limited impact on their daily functioning are referred to as “high functioning”.

Common characteristics of ASD include:

• Social-interaction difficulties (i.e. trouble with eye contact and perspective-taking)
• Repetitive behavior
• Language difficulties (i.e. being nonverbal, repeating words or phrases, speaking in an unusual tone of voice)
• Hyperactivity
• Dislike of change, sometimes called “rigidity”
• Physical challenges (i.e. hearing impairment, immune dysfunction, seizures)
• Irritability, anxiety, or hostility
• Tantrums, self-injury
• Heightened or blunted sensory experience
  • Those with a heightened sensory experience may be sensory avoidant, as experiences that may seem normal for a neurotypical individual can become overwhelming for these individuals
  • Conversely, those with a blunted sensory experience may be sensory seeking, as experiences that may seem overstimulating for a neurotypical individual may be exciting for these individuals
• High skill level and/or intelligence in one or more specific area (i.e. extremely realistic paintings, detailed knowledge of car mechanics)

What is Asperger Syndrome?

          Asperger syndrome is a high functioning form of ASD. Characteristics associated with Asperger syndrome are similar to those discussed above, but there are more specific characteristics that those with Asperger syndrome present.

Common characteristics of Asperger syndrome include:

• Exceptional language skills
• Difficulty understanding and expressing nonverbal communication
• “Robotic” movements or speech (sometimes interpreted by others as “awkwardness”)
• Lack of eye contact
• Difficulty with reciprocal conversation (i.e. a tendency to talk only about oneself throughout the course of the conversation)
• Fixated interest on and skill in one specific subject that is sometimes “unusual”
• Responses to sensory stimuli that are similar to the responses in those with ASD
• Hyperactivity

What is Down Syndrome?

          Down Syndrome is a condition in which a full or partial extra copy of chromosome 21 is present in an individual’s genetic makeup, which leads to altered physical and mental developmental processes. Down syndrome is similar to ASD in that all individuals with Down syndrome have a unique set of characteristics and have them to varying degrees.

Common physical traits of Down syndrome:

• Small structure and low muscle tone
• Upward slanting eyes
• Physical flexibility
• Small hands and feet with short fingers, a single crease in the palm
• Flattened facial features
• 40% are born with heart defects
• Hearing or vision problems, along with a number of other possible medical issues

Common mental traits of Down syndrome:

• Slower rate of learning
• Difficulty with complex reasoning and judgment
• A sociable and happy disposition
• Preference for routine and order
• Self-talk as a process for thinking things through
• Anxiety, depression, or OCD

How does ADHD factor into ASD?

          Some studies have suggested that up to 30% of individuals with ASD also have ADHD, a rate that is 6 times higher than is found in the general population. A dual diagnosis can make tackling difficulties associated with both more challenging. ADHD and ASD have the common characteristics of hyperactivity and shorter attentional spans, but treatments for these neurological differences are not the same. This presents a problem, and those with both ADHD and ASD are often only treated for one or the other. These neurological differences are also commonly confused for one another, which also presents a problem for implementing appropriate treatments. There is ongoing research about how to address these challenges.

Some confusing terms: Disorder versus Disability versus Difference

• Disorder is the medical term
• Disability is the legal term
• Difference is the social term

Stay tuned for the next installment of "Seesaw Science" to learn more about our audiences and how the work we do caters directly to their needs!

Katherine Seldin
Research Chair
katherine@seesawtheatre.org

References:

"Asperger Syndrome Fact Sheet." National Institute of Neurological Disorders and Stroke (NINDS). N.p., n.d. Web. 10 Nov. 2014.

"Asperger's Syndrome | Learning Disabilities." National Center for Learning Disabilities. N.p., n.d. Web. 09 Nov. 2014.

"Autism Fact Sheet." National Institute of Neurological Disorders and Stroke (NINDS). N.p., n.d. Web. 10 Nov. 2014.

"Autism Spectrum Disorder." NIMH RSS. National Institute of Mental Health, n.d. Web. 10 Nov. 2014.

Brock, Matthew E., et al. "Temperament and sensory features of children with autism." Journal of autism and developmental disorders 42.11 (2012): 2271-2284.

Chapman, Robin S., and Linda J. Hesketh. "Behavioral phenotype of individuals with Down syndrome." Mental retardation and developmental disabilities research reviews 6.2 (2000): 84-95.

"Disorder, Disability or Difference: What's the Right Term? | LD Insights Blog | Blogs." National Center for Learning Disabilities. N.p., n.d. Web. 10 Nov. 2014.

"Facts about Down Syndrome." Centers for Disease Control and Prevention. Centers for Disease Control and Prevention, 20 Oct. 2014. Web. 10 Nov. 2014.

Korenberg, J. R., et al. "Down syndrome phenotypes: the consequences of chromosomal imbalance." Proceedings of the National Academy of Sciences91.11 (1994): 4997-5001.

Myles, Brenda Smith, and Richard L. Simpson. "Asperger Syndrome An Overview of Characteristics." Focus on Autism and Other Developmental Disabilities 17.3 (2002): 132-137.

Shriberg, Lawrence D., et al. "Speech and prosody characteristics of adolescents and adults with high-functioning autism and Asperger syndrome."Journal of Speech, Language, and Hearing Research 44.5 (2001): 1097-1115.

Susan, E. Brysonll. "Epidemiology of autism: prevalence, associated characteristics, and implications for research and service delivery." Autism: The Science of Mental Health (2013): 57.

Taurines, Regina, et al. "ADHD and autism: differential diagnosis or overlapping traits? A selective review." ADHD Attention Deficit and Hyperactivity Disorders4.3 (2012): 115-139.

Designing Seesaw Theatre

Designing for Seesaw Theatre is a unique experience. Unlike most theatrical productions, it’s a devised show, so you aren’t working from a script. The purpose of the design elements isn’t to enhance the storytelling, but instead to create multisensory experiences. The audience is very literally immersed in the design elements, which means they must be just as beautiful and interesting from inches away as they would be from a stage.

Due to the multisensory basis of this kind of theatre, there are brand new considerations not present in any other form of theatre. While they must still be visually interesting, the designers must push themselves to consider new opportunities. How can the costumes become tactile? Can the set make interesting noises or be used musically? Can the lights be shone on or through this prop to make interesting shapes or designs with the shadows? How can the experience truly immerse the audience by engaging all of the senses at once?

Each show has a theme, which the entire production is devised from. Our first year the theme was underwater, so the performers were dressed as sea creatures with stuffed animal limbs, the playing space was a tent made of blue tulle with the lights shining through to recreate the feeling of light filtering through water, and the audience sat on beach towels when they weren’t playing with bubbles or running through water spray and being fanned to feel the ocean breeze. 

The next year, the theme was string, which allowed more room for interpretation – the performers wore costumes made of sweaters that had been cut up and patchworked back together, the set included a giant pegboard with images made of string, and the cast, audience guides, and audience all sang happy birthday to one of the audience guides while gathered around a birthday cake made of string. This year, the theme is games – stay tuned for the exciting experiences our team of experienced and inventive designers will bring to In the Game!

Cassie Bowers
Design Chair/Archivist
cassie@seesawtheatre.org

Becoming Seesaw Theatre

It is with great excitement and joy that I announce Theatre Stands with Autism’s name change to Seesaw Theatre. We chose to change our name first and foremost because the name Theatre Stands with Autism does not illustrate our mission fully. We are an organization that provides theatre to all individuals with developmental differences, not solely people with Autism Spectrum Disorder. As an organization, we do not want individuals with other developmental differences to think that they cannot take part in and enjoy the theatrical experiences we create.

So, why Seesaw Theatre? Well, seesaws are awesome. Seesaws are playful toys that everyone can play on no matter what age they are. That being said, you cannot play on a seesaw by yourself. They really have no function without a partnership between two individuals. Seesaws work through one on one teamwork that eliminates the imbalance. Like seesaws, Seesaw Theatre’s goal as an organization is to create one-on-one, individualized theatrical experiences that embrace differences amongst individuals and eliminate any imbalance people with developmental differences constantly feel in their everyday lives because they are different. 

Our ensemble is split up into actors and adventure guides. The adventure guides are individually paired with an audience member and it is their responsibility to encourage audience members to let loose and follow their impulses so that they can be themselves without following the confines a normal theatrical setting requires. Everyone deserves to see theatre and learn from theatre and we hope to positively impact the lives of individuals that are so often ignored in the world because of their differences.  Without further ado, it is my pleasure to introduce to you Seesaw Theatre! We cannot wait to play with you. Game on.   

Love,
Elena Besser (Head Adventure Guide)
elena@seesawtheatre.org