Note: Andrea Green Feigenbaum is a music therapist for the Something Magical project at HMS School  -- composing and directing the annual performance. In 1983, inspired by the interaction of HMS and GFS students, Andrea developed the program. The musical show partnering students from the schools provides a great vehicle for the children to connect. 

It’s hard to believe 20 years have gone by. For me, it all began at a staff meeting at HMS School, when I heard a discussion regarding HMS students’ abilities to develop relationships with children from Germantown Friends School. HMS staff were voicing concern as to whether HMS and GFS students could equally share in a partnership. . .

I’ll never forget how I felt. I was bursting with inspiration. "It’s possible. I’ll write a musical to bring everyone together!" The words "On the Other Side of the Fence" popped into my mind and I pictured two farms separated by a fence. . .

The musical On the Other Side of the Fence was created, featuring songs like: "I Dig That Pig," "Mind Your Own Business," "Doggone Mad," "We’ve Got To Work Together" and "Good Friends."

Children were paired up. There was uncertainty and anxiety but also a sense of excitement and wonder. As a music therapist, I was being challenged to combine my skills as a composer with my therapeutic skills. . .

That first year I worked pretty much alone. Phyllis Dupuis, recreational therapist, and Chris Coia, then teacher supervisor, were the first to support me on my mission.

There were no power wheelchairs or electronic devices back then, and yet there was non-verbal participation and expression. The two schools and the children were quickly getting familiar and becoming friends. The music was like an emotional adhesive, pulling us all together bringing out the best in all of us and when the show was finally performed, everyone knew this was only the beginning.

The second year brought renewed energy and interest from other staff members as well as parents. I was back in the creative seat and decided to write the sequel, Under the Fence. We had forged ahead and now we were getting ready to dig deeper into the project. . .

As in the story, when a hidden spring was discovered under the fence, we, too, were tapping into ourselves and in the process, finding a source of energy and a common ground for mutual participation.

The musical, created as a metaphorical piece, was providing the framework, and serving as a pliable tool to promote interaction and communication between the children. As the music therapist, it was up to me to adapt and modify the musical, as I observed and worked along with the children. Although I had the story, the characters, song and script as my foundation, they were only my launching point. I still needed to carefully follow the lead of the kids and work from their ability levels and individual needs. I was not only accompanying them, but following their lead, no matter how intricate or simple. It was becoming obvious to me that I needed to hand tailor the musical to fit the needs of every single child--and be aware of their partnership. . .

I tried to keep the melodies simple, memorable, with the chorus always present, backing up the featured individuals and partners. I varied the rhythmic elements and styles and tried to balance humor with seriousness, ballads with up-tempo numbers. And as the years passed, more and more friendships were born and more and more contributions came from the staff from both schools. Not only teachers but therapists, parents and staff from every area of school life, stepped forward to be part of the musical experience. . .to allow the musical process to meet the needs of every single child.

Mary Duffy, movement specialist, and Eiko Fan, art specialist, became integral members of the creative team and their innovative styles and sensitivity brought further enrichment to the project. . .Mindy Olimpi, HMS student services coordinator, and Chris Coia, HMS assistant director have always been a positive force behind the project. Their dedication and genuine love for what they do provides the necessary support to allow the project to run smoothly. The loving embrace of Diane Gallagher, HMS director, sets a high standard of compassion and excellence. As complicated and difficult as this project can be in terms of scheduling and actual implementation, Diane, Chris and Mindy have always reached out with enthusiasm and confidence and flexibility, always recognizing the importance of keeping it going. . .

Germantown Friends School--principals, teachers, parents and others--have also continued to embrace this project and incorporate the lessons learned into the entire school experience. For 20 years, GFS children have attended our performances and had the opportunity not only to be inspired by them, but to reflect and talk about their thoughts and feelings in the classroom. Many GFS youngsters have returned to HMS to visit and every year at GFS performances, past performers come forward to greet me and the HMS students. You can absolutely feel their sense of connection and belonging to the project, even years later.

Last to mention, but so special and important to recognize, is my friend and partner, GFS teacher, Teresa Maebori, who has been a guiding light in the project. Her calm, grace and ever-positive and intuitive style, has steadily kept us all on course. . .Teresa created an educational model that enhances the musical aspect of the project and offers an exciting, well-planned age-appropriate program related to teaching tolerance and understanding of people with cerebral palsy.

. . .We can all take pride in what we have accomplished. I hope that other diverse school groups will take on the challenge of a project of this nature or consider doing this musical project and discover the meaning of friendship, in the deepest sense, the way we did.

May we all be accepted for who we are and find Good Friends along the way!