Full Script
ALL AT ONCE!
Where The Noise Becomes Music!
Book, Music & Lyrics by Richard Ehrlich
Based on the book GoYou! Focus Forward
Copyright©2025 Richard Ehrlich
Runtime: 1h20m (no intermission)
CHARACTERS
JULES CHEN (17) - High school junior. Soprano, G3-G5.
DEREK MARTINEZ (18) - Jules' lab partner, later boyfriend. Tenor, C3-A4.
SAM MARTINEZ (23) - Derek's brother, guidance counselor. Baritone, A2-F4.
MAYA RODRIGUEZ (35) - Graphic designer, single mother. Mezzo-soprano, B3-F5.
EMMA RODRIGUEZ (8) - Maya's daughter. Treble, C4-D5.
DR. VASQUEZ (45) - Support group facilitator. Alto, G3-D5.
MR. HENDRICKS (50s) - Chemistry teacher. Speaking role.
LINDA CHEN (42) - Jules' mother, nurse. Alto, A3-E5.
DAVID CHEN (45) - Jules' father, engineer. Bass-baritone, F2-D4.
MARCUS WILLIAMS (19) - College student. Baritone, G2-E4.
INTERVIEWERS (2–3) – Media Q&A voices; speaking roles.
BOARD CHAIR PARK (50s) – Board chair; speaking role.
BOARD MEMBER TORRES (40s) – Board member, skeptical; speaking role.
BOARD MEMBER JOHNSON (50s) – Board member, empathetic; speaking role.
Ensemble: 6-8 performers (Students, Board Members, Parents, etc.)
SCENE 1: EXPLOSION POINT (8 minutes)
Set with moveable classroom desks. JULES sits at her desk, clearly in trouble. MR. HENDRICKS stands over her failed test.
MR. HENDRICKS: (Disappointed) D-minus, Jules. Again. Your lab work is brilliant, but tests...
JULES: (Defensive) The fluorescent lights sound like angry bees, Derek's tapping "Bohemian Rhapsody" on his desk, and Madison's strawberry lip gloss is making my brain itch. The equilibrium stuff makes perfect sense, I just---
DEREK: (Interrupting, intrigued) Wait, how do you know I was tapping "Bohemian Rhapsody"?
JULES: (Surprised) You always tap in 6/8 time when you're nervous. Today it was definitely "We Will Rock You" transitioning to---
MR. HENDRICKS: (Cutting her off) Jules, focus! Friday's exam determines if you pass chemistry.
(JULES stares at her notebook - elaborate atomic structure drawings instead of notes.)
JULES: (Quietly) But I am focusing. Just... differently.
SONG 1: "SEVENTEEN DIRECTIONS"
Key: G minor → B♭ major | Tempo: 140 BPM | Duration: 2:45
JULES: (Starting quietly, building to manic energy)
Every sound's a symphony playing in my head
Derek's drumming fingers, clock hands filled with dread
I can taste the anxiety floating through the air
While my brain runs seventeen directions everywhere
Too much noise, too much noise
Can't turn down the volume
Too much noise, too much noise
Lost inside the storm
But maybe seventeen directions
Is exactly where I'm meant to go
Maybe all this noise and motion
Makes a music they don't know
ENSEMBLE:
Pay attention! Sit still! What's wrong with you?
JULES:
Maybe seventeen directions is my superpower
Maybe chaos in my head is my finest hour
When you see scattered, I see patterns
When you hear noise, I hear song
Too much noise, too much noise
This is how I'm made
Too much noise, too much noise
I won't be afraid
Too much noise, too much noise
Can't turn down the volume
Too much noise, too much noise
Can't turn down the volume
Too much noise, too much noise
Can't turn down the volume
Lost inside the storm
Maybe seventeen directions is my superpower
Maybe chaos in my head is my finest hour
When you see scattered, I see patterns
When you hear noise, I hear song
Too much noise, too much noise
This is how I'm made
Too much noise, too much noise
I won't be afraid
ENSEMBLE:
Pay attention! Sit still! What's wrong with you?
JULES:
Maybe seventeen directions is my superpower
Maybe chaos in my head is my finest hour
When you see scattered, I see patterns
When you hear noise, I hear song
Too much noise, too much noise
This is how I'm made
Too much noise, too much noise
I won't be afraid
(Bell rings. Students exit quickly.)
MR. HENDRICKS: (Approaching gently) Jules, my daughter went through something similar. Got help. She's thriving now. (Hands her a card) Dr. Vasquez - she runs a support group. Might be worth checking out.
DEREK: (Poking head back in) Your atomic drawings are insane. In the best way. Coffee? I can explain chemical equilibrium using music theory if you want.
JULES: (Hope creeping in) Music theory?
DEREK: Everything's just patterns and energy, right?
(Lights transition as they exit together)
SCENE 2: COLLISION COURSE (10 minutes)
Coffee shop. SAM studies at a corner table. MAYA sits nearby with EMMA, working on laptops. JULES and DEREK enter, sharing earbuds.
DEREK: ---so if you think of chemical equilibrium like a song finding its key---
JULES: (Excited) Oh! Like when too much bass makes everything shift to compensate!
SAM: (Looking up, recognizing the pattern) Let me guess - someone just found a way to make chemistry make sense?
DEREK: (To SAM) Sam, meet Jules. (To JULES) My brother, the guidance counselor who sees everything.
SAM: (Closing his textbook) How long have you been fighting your own brain?
JULES: (Defensive) I'm not fighting anything. I just need better focus---
MAYA: (Looking up from her laptop, frustrated) Sorry, couldn't help overhearing. You sound exactly like me talking to my therapist last month. "I just need better time management" while my ADHD brain is running five projects simultaneously and forgetting to eat.
EMMA: (Looking up from her coloring, matter-of-fact) Mama's brain is like a kaleidoscope. It's pretty, but sometimes the pieces move too fast.
JULES: (Staring at EMMA) That's... actually perfect.
MAYA: (To JULES) Eight-year-olds are surprisingly wise about brain stuff. (To EMMA) Show her your fidget collection, sweetheart.
(EMMA proudly displays a small bag of various fidget toys)
EMMA: This one's for when my thoughts are bouncy. This one's for when they're sticky. And this one's for when I need to think really hard.
SAM: (To JULES) Wednesday night. Seven o'clock. Dr. Vasquez runs the group - people who think in spirals instead of straight lines.
JULES: What kind of people?
SAM: Honest ones. Who've figured out that different doesn't mean broken.
SONG 2: "THE LEARNING CURVE"
Key: E♭ major → G major | Tempo: 130 BPM | Duration: 2:30
SAM: (Upbeat, confident)
I used to think I was broken, tried to fix what wasn't wrong
Failed college twice before I realized I belonged
In a different kind of classroom, with a different kind of song
Now I'm here to tell you --- you've been right here all along!
This is the learning curve
Finally making sense
This is the learning curve
Trading shame for confidence
MAYA: (Joining with excitement)
Thirty-five years of wondering why I couldn't keep the pace
Running five projects, forgetting my own face
Till someone said "Your wiring's not a problem to erase"
Now I'm raising Emma knowing she belongs in any space!
JULES: (Building energy)
You mean there's actually a reason that I paint until I drop?
A reason that I hyperfocus and forget to ever stop?
A reason that my mind works like a never-ending shop
Of ideas and connections that just bubble to the top?
ALL THREE: (Full energy, driving rhythm)
This is the learning curve
Better than going it alone
This is the learning curve
Finally coming home
We're not broken, we're not lacking
We're just learning how to fly
This is the learning curve
And we're finally getting high!
Learning curve, learning curve
Watch us rise and watch us thrive
Learning curve, learning curve
This is how we come alive!
DEREK: (Spoken over music) Would you want me to come Wednesday? I don't understand it all, but I want to learn.
JULES: (Touched) Really?
DEREK: Really.
(Lights fade as they make plans)
SCENE 3: RAW TRUTH (22 minutes)
Two weeks later. Support group circle. DR. VASQUEZ facilitates. JULES, DEREK, MAYA, SAM, and MARCUS in folding chairs.
DR. VASQUEZ: Quick re-intros—Jules, this is Marcus, a college sophomore who joined us last week; Marcus, this is Jules, just starting with us.
DR. VASQUEZ: (Warm but direct) Marcus, you look defeated. What happened? I know this is only your second week with us, but you seemed hopeful last time.
MARCUS: (Bitter) Failed organic chemistry. Again. Even with accommodations. (Looking around) Maybe I should just accept I'm not smart enough for pre-med.
DEREK: (To the group, awkward) I keep trying to be Jules's backup brain. Reminding her about everything, planning for her...
JULES: (To DEREK, sudden intensity) Stop! That makes me feel like a broken thing you're trying to fix.
DEREK: (Defensive) I'm just helping---
JULES: (Cutting him off) I need support, not management.
DR. VASQUEZ: (To DEREK) What would support look like instead of management?
DEREK: (Genuinely confused) I... I don't know.
MAYA: (To DEREK) Learn her rhythms. Notice when she's struggling before she crashes. And remember - her chaos isn't about you.
JULES: (To the group, vulnerable) Sometimes I feel genuinely broken. Other times everyone else seems to move in slow motion and it's maddening.
MARCUS: (Nodding) Too much and not enough at the same time.
MARCUS: (To JULES) How old are you?
JULES: Seventeen.
MARCUS: (With envy and hope) I wasted two years hating myself. You're figuring this out early. That's huge.
SONG 3: "WHAT IF THERE'S NOTHING WRONG WITH ME?"
Key: F major → A major | Tempo: 95 BPM | Duration: 3:15
JULES: (Raw vulnerability)
What if there's nothing wrong with me?
What if this storm inside my head
Isn't damage to repair
But music waiting to be conducted?
What if I'm not broken, just different?
What if I'm not lacking, just learning?
MARCUS: (Standing, angry)
But what if I'm just making excuses?
Nineteen years of feeling stupid
"Such potential if he'd apply himself"
Yeah, potential to disappoint everyone
What if the world's just not built
For minds that spiral and leap
Instead of marching in straight lines?
MAYA: (Fierce protectiveness)
What if I'm teaching Emma
To hate her own beautiful mind?
What if my struggle becomes her shame?
DEREK: (Confused but committed)
I don't hear your symphonies
But I watch you create magic
What if different isn't less than?
What if I need to learn your language?
ALL: (Building revelation)
What if there's nothing wrong with us?
What if we're exactly what the world needs?
Different kinds of light
Different ways to see
The question changes everything
From broken to discovering
How to love ourselves
In a world still learning
How to love us too
DR. VASQUEZ: (After silence) That's the work. You're not broken, but you still have to navigate a world designed for different minds.
MARCUS: (Thoughtful) Maybe I should switch to psychology. Help other kids who feel like I did.
DR. VASQUEZ: That's exactly why Sam's peer mentoring proposal matters so much. Having students who understand guide others through the system.
SAM: The district board meets Tuesday to vote on a new Student Supports policy—movement breaks, fidgets, extended time, quiet rooms, all of it. Public comment is open. If voices like yours show up, it matters.
JULES: What would we say?
SAM: Just tell your truth. Show them that accommodation isn't about excuses - it's about access.
JULES: (To the group) My parents don't know I'm here. They think I'm studying. They wouldn't understand.
SONG 4: "NOT ALONE ANYMORE"
Key: C major → E major | Tempo: 120 BPM | Duration: 2:30
MARCUS: (Looking around circle)
Spent so many nights believing I was broken
Every mirror showed a failure looking back
But sitting in this circle, something's woken
A truth that fills the places where I lack
ALL: (Building energy, hands reaching toward center)
We're not alone anymore
In this wild and winding journey
Not alone anymore
When the world won't stop turning
There's a voice that says "I know this"
There's a hand that understands
Not alone anymore
We're finally where we stand
JULES: (Solo verse)
All my life I thought my mind was just too much
Racing thoughts that no one else could ever share
Now I see there's others with this magic touch
Who know exactly what it's like to live up there
ALL: (Full harmony)
We're not alone anymore
In this beautiful confusion
Not alone anymore
Past the hurt and the illusion
Finding souls who speak our language
Hearts that beat the same off-rhythm
Not alone anymore
We're learning how to live with them
We're not alone anymore
In our spectacular difference
Not alone anymore
Making sense of our existence
MAYA: (Bridge, maternal)
Every parent's fear is passing down their pain
But what if what we carry is a gift?
ALL: (Final chorus, building)
We're not alone anymore
In our bright and blazing glory
Not alone anymore
This is how we tell our story
(Group embrace as lights shift)
SCENE 4: FAMILY CRISIS (8 minutes)
One month later. The Chen kitchen. LINDA aggressively organizing already-clean counters. DAVID sits with JULES's report card and bills. JULES enters with mail.
JULES: (Excited) I got an interview for State's art program! They only interview thirty students for the scholarship---
LINDA: (Not looking up) That's nice, sweetheart. Sit down. We need to discuss your grades.
JULES: (Deflated) What about them?
DAVID: (Reading report card) C+ in chemistry after all that tutoring. D in calculus. Incomplete in English.
JULES: (Defensive) I'm using accommodations now. Mrs. Patterson said my writing shows real insight when I have extra time---
LINDA: (Exploding) Accommodations won't exist when you're an adult! The real world doesn't give participation trophies!
DEREK: (Entering through back door, sensing tension) Bad timing?
DAVID: (To DEREK) Actually, maybe you can talk sense into her. Ever since this whole diagnosis thing, she acts like normal expectations don't apply.
DEREK: (Carefully) Mr. Chen, Jules works harder than anyone I know. She just works differently.
LINDA: (Breaking down) Because if that's true, then we failed her. Seventeen years of missing this. What kind of parents does that make us?
JULES: (Quietly fierce) Parents who are failing me now by making this about your guilt instead of my future.
(She grabs her art supplies)
JULES: (To DEREK) I can't stay here tonight.
DEREK: (To her parents) She's not asking you to understand everything immediately. Just stop making her feel broken for needing different support.
(They exit. LINDA and DAVID left alone with their guilt)
LINDA: (To DAVID) What if we really did miss it? What if we made it worse?
DAVID: (Slumping) What if we still are?
(Walking to Sam's apartment)
SONG 5: "CHOSEN FAMILY"
Key: F major → A♭ major | Tempo: 95 BPM | Duration: 2:30
JULES: (Heartbroken but gathering strength)
I thought that home meant love you didn't earn
That family meant they'd never let you go
But some doors slam when you need them most
Sometimes love means letting people know
They can keep their conditions
I won't play their games
DEREK: (Taking her hand, steady and sure)
I choose your lightning mind
I choose your restless heart
I choose the girl who sees the world
In seventeen directions
This is chosen family
Love that stays when things get hard
Chosen family
You don't have to play a part
JULES: (Finding her voice, defiant)
Done shrinking down to pocket size
Done dulling all my shine
Done waiting for their blessing
DEREK: Time to claim what's mine
BOTH: (Overlapping, growing stronger)
JULES: This is chosen family
DEREK: Hearts that see you as you are
JULES: Chosen family
DEREK: Love that isn't very far
BOTH: When you're ready to be free
And brave enough to choose
The love that doesn't change you
JULES: (Final declaration, powerful)
This is chosen family
And I refuse to lose
(They reach Sam's building as music fades)
SCENE 5: MAKE OR BREAK (12 minutes)
Two weeks later. Art studio. Three INTERVIEWERS at a table. JULES's portfolio spread before them.
INTERVIEWER 1: (Cold) Ms. Chen, your portfolio is... unconventional. This piece - what exactly are we looking at?
JULES: (Nervous but honest) "Hyperfocus Storm." It shows what my brain looks like when I'm completely absorbed in creating. Each color represents a different thought stream.
INTERVIEWER 2: (Skeptical) It appears quite chaotic. Our program demands structure, discipline---
JULES: (Finding courage) You know what? This is exactly the problem. You see chaos because you don't understand how my mind works. But this painting took sixteen hours of sustained focus. Just because my process looks different doesn't mean it's undisciplined.
INTERVIEWER 3: (Dismissive) Our students need to handle intense pressure---
JULES: (Interrupting, passionate) When I care about something - really care - I disappear into it. Time stops. I work until I collapse because I forget my body needs food. If that's not intense focus, what is?
(She unveils "Seventeen Directions" - a stunning multimedia work)
JULES: This represents simultaneous thought streams. Most people see noise. I see music waiting to be conducted.
SONG 6: "HYPERFOCUS MAGIC"
Key: A major → C major | Tempo: 125 BPM | Duration: 2:30
JULES: (Starting quietly, materials in hand)
The world fades out, the noise goes quiet
My hands know what they need to do
Colors call and shapes start shifting
Time stops when I'm breaking through
Watch me disappear completely
Into something being born
This is where I come alive
This is what I was made for
JULES: (Building energy, creating in real time)
Every line has its own purpose
Every shadow tells a story
What you see as scattered madness
I see blazing into glory
This is hyperfocus magic
When my mind becomes a flame
Hours vanish, world goes silent
Nothing left but me and making
JULES: (Peak intensity, lost in creation)
Red for the anger that won't settle
Blue for the sadness that won't leave
Gold for the moment when it all makes sense
Green for the hope I now believe
Layer over layer over layer
Building something no one's seen
This is hyperfocus magic
This is where I reign as queen
JULES: (Key change to C major, triumphant realization)
Now you see what I've been trying
To explain to all of you
What looks broken from the outside
Is exactly what I do
This is hyperfocus magic
My superpower set free
When you stop trying to fix me
Look what I create when I'm me
(She steps back, revealing completed artwork)
This is hyperfocus magic
And it's everything I am
(Final orchestral flourish as interviewers stare in amazement)
INTERVIEWER 1: (Genuinely amazed) That's... extraordinary. I've never seen anyone work quite like that.
INTERVIEWER 2: (Making notes, intrigued) The process is as compelling as the result.
INTERVIEWER 3: (Still resistant) We'll be in touch by Friday.
DEREK: (To himself as JULES exits) I'll wait by her mailbox. She shouldn't face this alone.
SCENE 6: THE REAL FIGHT (20 minutes)
DISTRICT SCHOOL BOARD — Public Comment on Agenda Item 6B: Classroom Supports & Accommodations (movement breaks, sensory tools (fidgets), extended time, quiet rooms). JULES, SAM, MAYA, EMMA, and MARCUS face skeptical board members and hostile parents.
BOARD CHAIR PARK: We’re here to take public comment on Agenda Item 6B—Classroom Supports & Accommodations—and to consider Mr. Martinez’s peer-mentoring pilot as part of that discussion.
BOARD MEMBER TORRES: (Aggressive) How will this program not just enable students to make excuses for poor performance?
PARENT IN AUDIENCE: (Standing, angry) My tax dollars shouldn't coddle kids who won't try!
(EMMA stands before anyone can stop her)
EMMA: (Innocent but profound) Can I tell you about my brain?
BOARD MEMBER JOHNSON: (Softening) Of course, sweetheart.
EMMA: (Center stage) My brain is like a kaleidoscope. It sees pretty patterns all at once, but sometimes it's hard to focus on just one. My old teacher thought that was bad because I couldn't sit like a statue. But my new teacher gives me fidget toys and lets me wiggle, and now I listen so much better. I'm not broken. I just need different things to help my brain work its best.
BOARD MEMBER JOHNSON: (Genuinely curious) What else helps you learn?
EMMA: (Thoughtful) When teachers know I'm not being naughty on purpose. Like how Sofia needs glasses to see the board, I need movement breaks to help my brain settle down.
PARENT IN AUDIENCE: (Hostile) In my day, we learned to sit still without special toys!
SAM: (Professionally calm) Current research shows that accommodations like movement breaks improve learning for all students, not just those who need them.
MARCUS: (Standing) I switched from pre-med to psychology this semester. Not because I gave up, but because I found where my mind belongs. That's what this program offers.
JULES: (Standing, raw honesty) Two months ago, I wanted to drop out. I thought I was worthless. Today, I'm waiting to hear from one of the most competitive art programs in the country. Not because someone fixed me, but because someone saw me.
SONG 7: "ALL AT ONCE!" (Title Song)
Key: C major → E♭ major → F major | Tempo: 130 BPM | Duration: 3:30
JULES: (To the room, building passion)
You want to know what it's really like
Inside a mind like mine?
Imagine seventeen radio stations
Playing different songs at the same time
All at once I'm hearing every whisper
All at once my mind's a storm I can't shut out
But in that storm I see patterns you miss
While you see chaos, I see possibility
We are the kids who think outside every box
We are the ones who find keys to every lock
All at once we're asking for space to be ourselves
All at once we're proving we don't need your help
To be fixed or cured or normalized
Just understood and seen
ALL AT ONCE! ALL AT ONCE!
DIFFERENT MINDS, SAME DREAMS!
ALL AT ONCE! ALL AT ONCE!
NOTHING'S BROKEN AS IT SEEMS!
Stop trying to fix us, start trying to see
ALL AT ONCE WE'RE SHOWING WHO WE'RE MEANT TO BE!
All at once I'm hearing every whisper
All at once my mind's a storm I can't shut out
But in that storm I see patterns you miss
While you see chaos, I see possibility
We are the kids who think outside every box
We are the ones who find keys to every lock
All at once we're asking for space to be ourselves
All at once we're proving we don't need your help
To be fixed or cured or normalized
Just understood and seen
ALL AT ONCE! ALL AT ONCE!
DIFFERENT MINDS, SAME DREAMS!
ALL AT ONCE! ALL AT ONCE!
NOTHING'S BROKEN AS IT SEEMS!
Stop trying to fix us, start trying to see
ALL AT ONCE WE'RE SHOWING WHO WE'RE MEANT TO BE!
ALL AT ONCE! ALL AT ONCE! ALL AT ONCE!
DIFFERENT MINDS, SAME DREAMS!
(Tense silence)
BOARD MEMBER JOHNSON: I move to approve a six-month pilot program.
BOARD MEMBER TORRES: I move to table the item.
BOARD CHAIR PARK: Motion to table fails, 3–4. Returning to the main motion.
BOARD CHAIR PARK: On the pilot program—four in favor, three opposed. Motion carries.
(Muted celebration)
DEREK: (Bursting in with envelope) Jules! Your acceptance letter!
JULES: (Reading, voice breaking) "We are pleased to offer you a full scholarship... your unconventional perspective and demonstrated ability to sustain intensive creative work makes you exactly what we're looking for."
(Real celebration)
MAYA: You did it.
SAM: You fought for yourself and won.
EMMA: Can you teach other kids to paint like their brains?
JULES: (Laughing through tears) Yes, Emma. Exactly.
(LINDA and DAVID CHEN enter quietly)
LINDA: (Hesitant) Jules? We... we saw the meeting announcement. Heard your speech.
JULES: (Turning, surprised) Mom? Dad?
DAVID: (Humble) We realized we've been fighting against you instead of for you.
LINDA: (Emotional) We want to learn. About your brain, about how to support you instead of trying to change you.
JULES: (Cautious hope) It'll take time. And you'll have to listen even when you don't understand.
LINDA: (Taking her hand) We're ready to try. Really try.
SONG 8: "WHERE THE NOISE BECOMES MUSIC" (Finale)
Key: F major | Tempo: 75 BPM | Duration: 2:30
FULL COMPANY: (Gentle, earned)
Where the noise becomes music
Where the scattered finds its song
Where the different find their voices
That were strong all along
JULES: (Solo, reflective)
In the space between silence and overwhelming sound
That's where I learned to listen
That's where I was found
MAYA:
Not in spite of how we're wired
SAM:
But because of how we're made
ALL: (Building gently)
Where the noise becomes music
Where the chaos finds its beat
Where the symphony of difference
Makes the harmony complete
JULES: (To audience)
Listen for the music in the noise you can't understand
We're not asking you to hear it
Just to let us take the stand
Where the noise becomes music
That's where we belong
Where the noise becomes music
That's our freedom song
(Final tableau: JULES center stage, surrounded by biological and chosen family)
JULES: (Final line) This isn't the end of anything. It's the beginning of everything.
(Final blackout)
END OF PLAY
FINAL MUSICAL NUMBERS
"Seventeen Directions" - Jules (2:45)
"The Learning Curve" - Sam, Maya, Jules (2:30)
"What If There's Nothing Wrong With Me?" - Jules, Marcus, Maya, Derek (3:15)
"Not Alone Anymore" - Full Group (2:30)
"Chosen Family" - Jules, Derek (2:30)
"Hyperfocus Magic" - Jules (2:30)
"All At Once!" - Full Company (3:30)
"Where The Noise Becomes Music" (Finale) - Full Company (2:30)
Total Runtime: 1h20m (no intermission)
PRODUCTION NOTES
Set Design: Set with moveable elements. Focus on lighting changes rather than complex set changes.
Casting: Requires strong young leads with both acting and vocal ability. Emma's role is crucial - needs mature 8-10 year old performer.
Music: Contemporary musical theater style with some electronic elements to represent mental noise/chaos. Acoustic instruments can handle all requirements.
Themes: Neurodiversity acceptance, family dynamics, self-advocacy, community building, systemic change.
Target Audience: Young adult and adult audiences. Educational market potential for schools/organizations.
Commercial Viability: Timely subject matter, strong roles for young performers, clear message without being preachy.