News

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Samantha McLaughlin sees what health care is like in Malawi.

Samantha McLaughlin and several other students hold children from villages in Malawi. | by Samantha McLaughlin

by Elizabeth DiLauro

People in the United States often do not understand how different their health care experience is from other countries, but sophomore Sam McLaughlin got to experience the difference first hand for two weeks. She went to Mtunthama in Malawi as part of the program Bridges to Malawi. This organization’s goal is for students to understand what health care is like in other countries and at the same time for them to help to improve the medical care there.

McLaughlin was one of 14 students who participated in this program.

As they explain on Bridges to Malawi’s website, Malawi is one of the world’s “least developed countries,” and it “depends heavily on outside aid to meet development needs.” One of those needs is health care. Malawi is a country in southeastern Africa that has a life expectancy of 59 years. According to UNAIDS, 1.1 million people in Malawi lived with HIV in 2014. 

In Malawi their hospitals are the size of a classroom. They are old and rundown with patients that are extremely sick. To get medical attention it requires more money than the people can afford. They either stay in the hospital until they can afford to pay off their treatment, or they will wait until they are extremely sick before seeking the care they need.

The program Bridges to Malawi tries to provide the health care that they do not have.

In villages the students set up a clinic to treat patients and to provide medicine.

“They all were very nice and grateful we were there to help them,” McLaughlin said. “I feel like they get a lot of help there, but just knowing that people are there for them, they get very excited.”

The people treated the students like doctors even though they do not have medical degrees.

Each day students would wake up at six in the morning, learn about what happened during the night, do rounds in the pediatric and adult ward, play with orphans or run the outreach clinics.

During her two-week stay, McLaughlin noticed the differences between the United States and Malawi.

“Here everyone gets health care even if it’s not a lot, but everyone gets a baseline. In Malawi they really don’t have health care,” McLaughlin states.

Due to the lack of health care, the people were susceptible to malaria and other diseases like meningitis.

McLaughlin got the chance to observe a doctor giving a spinal tap to a little boy with meningitis and saw people who had severe malaria and were treated with IVs and O2 treatments. They watched doctors drain abdomens, tumors, and cysts.

Through all of those experiences, McLaughlin’s thoughts on what she wants to do in the future changed.

“I still think I want to work in the medical field treating patients, but it opened my eyes to the fact that I get a bit queasy around blood and surgery, so I might want to spend more time in the lab part of it.”

Overall, McLaughlin says that she was inspired by the optimism in the face of adversity that her patients had.

“For their treatment they don’t have the proper medicine, and they have a lot of shortages. But they are also going through all the famine and food shortages and just their housing and stuff. They still are getting by, and they are happy with what they have even though compared to us they really don’t have anything. But they are still happy.”

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Hudson students in Murphy's social studies elective classes went to the Boston Day and Evening Academy in Roxbury, MA to learn what an urban school is like. They spent the day in Roxbury with the Roxbury students, and in February the Roxbury students spent the day in Hudson. | by Caitlin Murphy

by Sophia Togneri

On April 5, social studies teacher Caitlin Murphy won the William Spratt Award for Excellence in Teaching Secondary Social Studies.

The Massachusetts Council for the Social Studies, a non-profit organization that supports social studies teachers throughout the state, gives awards to who they believe is the best teacher in every social studies topic. Though Murphy has been praised by the school community for her work for winning this prestigious award, she had a different reaction.

“To be honest, I’m really embarrassed by it,” Murphy explained. “I observe my colleagues in the building working incredibly hard, so I feel a little bit uncomfortable to be singled out as doing something different because I see lots of people around me really, really committed to students and really committed to student learning.”

For Murphy the class is all about the students and what they can get out of the class. She believes that all of her surrounding peers, including herself, have a similar goal every day in the classroom. They want to teach to the best of their ability and educate their students in a way that matters to them. She doesn’t believe that it’s her that makes her classes engaging and fun for the students; it’s the students themselves.

“Her whole focus is on the kids,” English teacher Julie McMaster said. “It’s not so much about anything that she does. In her ideal world she sees herself as facilitating other people doing great things, and she doesn’t always realize that part of facilitating other people doing great things is also doing great things yourself.”

English and Social Studies Curriculum Director Todd Wallingford nominated Murphy for the award for her work to get students engaged in the community and doing service learning with her class.

One of the activities is the exchange program with Boston Day and Evening academy in Roxbury. Every year in October, she takes about 30 students from her sociology classes, and in return around February, 30 students from Roxbury come here.

“It’s been a great opportunity to have suburban students meet urban students and get a better sense of their life and their experiences and vice versa,” Murphy explained. “I think that has been very eye opening, not only for the students’ understanding of the content in sociology, but it really gets them out in the world and opening their eyes to other experiences and realizing that other people have had different lives and different experiences than their own.”

At the moment Murphy teaches all social studies electives: sociology, contemporary legal issues, ethics, and conflict resolution.

Murphy’s conflict resolution class also connects their classwork to their local community. In class, they created a lesson about conflicts and how to create win/win solutions from them. They then went to Farley Elementary School and taught the lesson to fourth grade classes.

“Teaching the fourth graders helped me understand how resolving a conflict needs to be shown,” said Megan Leahy, a ninth grade student in conflict resolution. “It helped really understand how we need to teach younger generations to resolve problems the proper way to help them later in life.”

Conflict resolution also offers peer mediation; students throughout the school who are in a disagreement can talk to each other and to a peer mediator to find win/win solutions to the issue. The students created short videos that show teachers having a conflict that peer mediation could help.

Murphy’s goal every day in class is to get students to think critically about their everyday lives and to look at every perspective in situations. These class activities reinforce those ideas for them.

“There are constantly kids coming back years later that go out into the world and still hold onto things that she’s taught,” McMaster explained. “It’s not a specific idea or topic. It’s more about caring what’s going on and trying to make a difference.”

That is all that Murphy wants her class to do, teach students about topics that matter to them. She does not care about the awards that she wins or the recognition that she gets. She wants to make a difference in her students’ lives, to create a learning environment where students can voice their opinion and are engaged in their learning.

“The award was a recognition that that type of teaching is valued. It’s not all just about tests and data and content,” Murphy said. “It’s also about giving students really meaningful experiences.”

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President Alicia Sagastume and Vice President Jacob DiLauro celebrate their new roles.

by Pat Reynolds

The Drama Banquet is an annual event that celebrates the past theatre season, and they announce the shows and drama officers for next year. Additionally, each senior announces their “protege,” a younger student who they see themselves in. Drama teacher Kathleen McKenzie hands out three awards at the banquet. The Hudson High School Annual Drama Award goes to two students who have shown excellence on and off stage. The Technical Theatre award goes to someone who has shown talent and dedication with technical theatre. The Paul Johnson Performing Arts Scholarship goes to Drama Society students who are going to college.

Shows for next year:

Iphigenia and Other Daughters 

Joseph and the Amazing Technicolor Dreamcoat 

Annual Improvisational Show

Festival (TBD)

Pippin

Advanced Theatre Studies Class Play (TBD)

The Competitive Plays

Award Recipients: 

The Hudson High School Annual Drama Award: Nayiri Bekiarian and Pat Reynolds

The Technical Theatre Award: Emma Murphy

The Paul Johnson Performing Arts Scholarship: Allyson Waddell, Zack Carme, and Scott Kall.

 

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This photograph of the time capsule burial in 1966, shows Rita Patterson (left), and Betty Brandie (right). Both women were den mothers who helped the Boy Scouts and Girl Scouts in the photo to create clothes similar to those in 1866. The two girls are from the class of 1978, and the boy is from the class of 1972. Patterson is also the mother of the boy and the girl on the right. | photograph and information supplied by John McClellan.

by Stephanie Petrovick

When diggers unearthed the 1966 time capsule in Liberty Park on Friday, May 6, they noticed that the capsule was heavy and made a sloshing sound. When the diggers drilled a hole in the capsule, they discovered that water and mud had seeped into the capsule.

The notice posted outside the Unitarian Church on Saturday, announcing that the opening of the time capsule was cancelled. | by Stephanie Petrovick
The Hudson Historical Society posted this notice outside the Unitarian Church on Saturday, announcing that the opening of the time capsule was cancelled. | by Stephanie Petrovick

Much to everyone’s dismay the contents, newspapers and a town report from 1966, were destroyed. The Hudson Historical Society hopes to save an audio mag tape from the parade in 1966 made by the radio broadcasting company WSRO. Until an audio engineer can examine the tape, it is unknown if it can be salvaged. Luckily, no information was lost because the contents of the capsule were already cataloged elsewhere in town. The capsule traveled to the Unitarian Church where Nancy Rogers sorted through its contents in the hope that something could be salvaged.

 Nancy Rogers describes opening the time capsule and what she found inside.

Although the celebration was cancelled, the destruction of the time capsule has not discouraged the historical society, who plan to bury another two time capsules to be opened in 2066 and 2116, but this time the capsules will be waterproof. Pictures of the unearthing of the time capsule are available at the Hudson 150 Facebook page.

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Page recoils as a pie hits him in the chest. | by Dakota Antelman

 

by Dakota Antelman

Close to 25 students spent 45 minutes on Friday afternoon hurling shaving cream “pies” at gym teachers Dee Grassey and Wayne Page.

The event, which was hosted by the 15-40 Connection club, offered students the chance to throw a pie at either of the teachers in exchange for a $1 donation to the Delete Blood Cancer foundation. It drew in $67 in donations from a crowd of students that gathered outside the Hudson High School gym.

“I was expecting lower amounts [of students] because it is after school on a Friday. Kids just want to go home,” said club member Morgan Nelson. “I was really happy with the amount of people and teachers that came and pied the gym teachers.”

The money will help to add donors to the National Bone Marrow Registry. The registry manages transplant procedures for bone cancer patients and donors in five countries across North America and Europe. It adds new donors to its registry daily and relies on financial donations to help absorb the costs of registration. The $67 collected on Friday amounts to enough money to add one donor to the registry. For the students and staff who organized the fundraiser, that is monumental. 

“When people have blood cancer, sometimes their last chance is getting a bone marrow transplant,” explained club member Hannah Pollan. “There are about 7,000 characteristics in bone marrow, and they all need to be in the right order [for a transplant to work]. The chances of finding a match are like one in a million. Because of that, this is a great organization to help out.”

 

 

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Junior Meagan Martel plays the peace, love, and hope piano at the Art Show. | by Stephanie Petrovick

by Stephanie Petrovick

After debuting at the Art Show on April 28, the painted pianos made by the National Art Honors Society moved to their permanent locations, the Unitarian church and Avidia Bank. The students decorated the Unitarian church’s piano with symbols of peace, love, and hope, and Avidia Bank’s piano celebrates Hudson’s 150th anniversary. These organizations requested the designs, but the idea for the project started before then.

It began with Erin Yates’ discovery of a YouTube video of a homeless man playing a complex song on a beautifully painted piano in Sarasota, Florida. Yates looked further into this and discovered that the piano belonged to an organization called “Play Me, I’m Yours” based in the UK. The organization decorates pianos and then places them on the streets in different cities for the public to use. This project began as an artwork exhibit by the British artist Luke Jerram and includes over 1,500 pianos in 50 cities worldwide.

Inspired by the idea, Yates talked to other people and messaged with “Play Me, I’m Yours” for advice, but she is not working with the organization because of how much money that would cost.

“I like the idea that we’re painting on something that’s not paper, or canvas, or even a mural. We’re painting on something different, and we’re adding music to it. And I like that it’s community oriented, and we’re working with businesses on this. I had to meet with Avidia Bank and the Unitarian church, and we have to have a partnership with them to make this work. And Hudson Appliance actually helped us get the pianos from people’s houses and to the high school, so it’s something like a real team effort,” Yates said. “The Chamber of Commerce in Hudson has also participated and helped us organize where to put some of these pianos.”

Yates started contacting people, looking for private businesses who would allow the pianos to be placed outside their building. The pianos would be placed out of the way in any extra space next to the buildings. With residents donating pianos, Yates and the students started the project in December and were able to get two pianos from families around town with the help of Hudson Appliance, with two more waiting to be moved because of a lack of storage space at the school.

“If that [the first two pianos] goes well, we will hopefully work with some other businesses and put some pianos there. I’ve been talking to Medusa about putting a piano outside on the sidewalk there, and maybe putting one outside here at the high school, just outside the cafeteria in the rotunda,” Yates said.

The students worked together to plan and paint the designs for the pianos, but the process is not always perfect.

“I did something on the other piano where I fixed something someone did because it didn’t look very good, so I was like ‘I’m gonna fix this,’ and it’s really nice to see it all coming together,” National Art Honors Society member Jillian Giorgio said.

The first two pianos have been completed and moved to their new homes on the streets outside Avidia Bank and the Unitarian church. Now the only problem is how the pianos will survive the elements.

“They are using paint that will not come off in the rain, and that’s why we’re using mural paints and acrylic paints. And we prime the pianos first, so we can be sure the paint won’t come off while they are outside. The pianos will also have buddies there, and the buddies might be our students or they might be people from the organization or both. And those piano buddies will cover up the pianos when it rains and just check up on them, make sure they’re okay, things like that,” Yates said.

With more pianos on the way, downtown Hudson will be filled with art and music for a long time.

The unfinished piano for Hudson’s 150th anniversary debuts at the Art Show. | by Stephanie Petrovick
The unfinished piano for Hudson’s 150th anniversary debuts at the Art Show. | by Stephanie Petrovick
Plastic covers and protects the peace, love, and hope piano from rain in front of the Unitarian church. | by Stephanie Petrovick
Plastic covers and protects the peace, love, and hope piano from rain in front of the Unitarian church. | by Stephanie Petrovick
The Hudson 150th anniversary piano is displayed in the tunnel next to Avidia Bank. | by Stephanie Petrovick
The Hudson 150th anniversary piano sits in the tunnel next to Avidia Bank. | by Stephanie Petrovick

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The front page of the packet detailing the new senior class election procedure. This packet was distributed to all prospective candidates at a junior class meeting last week. | by Dakota Antelman

by Dakota Antelman

In reaction to issues with over-commitment among class officers, senior student government advisers recently announced sweeping changes to the protocol used to elect senior class officers.

Community Council Adviser Mary Beth Cashman and Senior Class Adviser Erin Cothran announced these changes at a class meeting for current juniors on Wednesday. They imposed new rules about attendance of class officer meetings, while also adding in a vetting period for prospective candidates. These changes were made after meetings with class advisers for all grade levels at HHS. Cothran explains that advisers agreed that changes needed to be made to existing class officer frameworks. She adds that depending on the success of this year’s senior elections, portions of this new framework could be expanded into the lower grades.

“I think that students are under so much pressure these days to have a well built up resume,” Cothran says. “I can hear that. But the problem, especially in the senior class, is that being a class officer really needs to be your priority.”

A packet handed out to juniors at the Wednesday announcement stated that an elected officer who misses more than four weekly meetings will be removed from that position. Cothran says that the attendance policy comes as she and other advisers in the school observe officers being “pulled in many different directions” by sports teams and other extra-curricular activities.

In addition to adhering to the attendance policy, candidates must submit a list of activities with their ballot application. They must explain how they will be able to fit their obligations as a class officer in alongside their other commitments.

This focus on attendance frustrates current junior Alicia Sagastume. She is a class representative on Community Council who is also involved with the HHS Drama Society.

“I think that some of the best leaders in the school are people who participate in more than one activity,” she says. “But because of this new attendance policy that is almost too rigid, there is no way for them to do it.”

Sagastume herself says that she hopes to be elected as a class officer next year. She thinks she will be able to fulfill any role she is elected to but concludes that an officer’s commitment to their position “should be effort based and not attendance based.”

One aspect of the changes that has garnered wider support from current hopeful candidates is the set of new expectations, which serve to take a perceived popularity vote out of the elections.

“What’s been frustrating to watch is when there’s been the same student elected every year. They’ve done really good jobs. They’ve planned fabulous ring breakfasts and wonderful proms, and then come senior year, other people decide to run and it becomes a popularity contest,” Cothran says.

She says that the scenario she has described has played out in each of the last three senior elections. She adds, “It’s not to say that the people elected aren’t good at their job. But it’s a little bit sad to watch a class just decide they want somebody new when they’re not thinking about all the great things that they’ve done.”

The new expectations and election timeline add in a space where candidates must make speeches to their class. Cothran hopes that this time allows students with long histories in student government to remind their classmates of their prior successes as class officers. She also hopes that the faculty panel, which will interview candidates and evaluate student applications, will succeed in helping to find out which students would adequately represent their grade.

“Kids think it sounds like a lot,” junior class president Jack Snow says of the new process in general. “I think there are some people who thought about running but won’t be. But at the end of the day, I think that this just weeds out who really wants it and who doesn’t.”

The new process gets underway on May 6 when applications and teacher recommendations are due. The faculty panel will interview students on May 11, and the approved ballot will be announced on May 12. From there, candidates must attend a speech writing workshop on May 17. The campaign speeches and the election will be held during Block A on May 25.

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HHS students all gathered in the gym during the lockdown. They were told to shelter in place for close to an hour while K-9 teams swept the school. | by Dakota Antelman

by Dakota Antelman

Hudson High School students and staff spent close to an hour in a “soft lockdown,” on Monday morning after a bomb threat was made against the school. Hudson was one of close to 20 Massachusetts schools to receive bomb threats in what, according to Principal Brian Reagan, is now presumed to be a large scale prank.

The threat was made around 8 A.M. on Monday, when the Hudson front office received a pre-recorded call stating that a bomb had been planted in the school. According to Reagan, HHS administrators, Superintendent Jodi Fortuna, as well as members of the state and town police all met to discuss a plan to deal with the threat. By 8:30, they had notified parents of the threat and had begun moving students into the gym. Students and staff would remain in the gym for just under an hour while K-9 units searched the school.

“The biggest craziness of this was that we had a lot of nets and activities set up in the gym,” wellness teacher Jonathan LeSage, who was teaching a class at the time of the threat, said. “We had to scramble a bit to make sure that it was as safe as possible to have everybody in there.”

by Dakota Antelman
by Dakota Antelman

LeSage and his colleague Dee Grassey’s classes were the first in the building to be notified of the threat. They were told to evacuate the gym briefly while K-9 units sniffed their bags. They soon returned, along with the rest of the school, to wait out the lockdown in the gym.

Reagan described the school’s reaction to the threat as being for “peace of mind.”

“I have [had experiences like this before.] Most if not all of them have been like this one where it’s a non-specific threat,” he said. “Generally from speaking with law enforcement, things like these that aren’t specific with a time or location, that’s usually an indication that it’s a prank.”

Nevertheless, the school has received criticism for its decision to gather the entire student body in the gym without having the K-9 units check any bags other than those of the students who were already in gym class.

“When we look back on it, would we have had kids leave their bags up in the rooms?” Reagan said. “We could have. But then you run the risk of kids with medical needs needing to have stuff with them in their bags. It was one of those decisions you make spur of the moment. Given the severity of it, we thought it was okay to have kids take their bags.”

Within minutes of receiving the threat, Reagan and the state police became aware of dozens of other threats across the state.  Schools in Cambridge, Boston, and as nearby as Marlborough all went into lockdown due to similar low-level threats.

Overall, Monday’s events left students feeling admittedly sullen and somewhat anxious as they proceeded through the remainder of their day.

“It’s been pretty quiet,” LeSage said. “I think people are a little self-reflective when something like this comes up. People were thinking like ‘What if something like this did happen in our school?’”

He and Reagan both also noted the number of students who either dismissed themselves or called their parents to pick them up following the lockdown.

“I was disappointed to see so many people so quick to dismiss,” Reagan explained. He added, however, that, in response to parental complaints, students who left school following the threat will be able to make up work they missed.

Monday’s events are just the latest in a wave of low-level threats to area school systems. As recently as January, 17 schools in Massachusetts received threats. Monday’s threats now push the total number of such incidents recorded this year past 30, according to a Fox25 report.

“These are things we can’t necessarily avoid,” Reagan said of the surge in threats. “We’re just hopeful that it doesn’t become a regular occurrence.”

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by Rylee Cowie

Jeff Lassey was an honors student at Doherty High School in Worcester. He played on many elite soccer teams. During his sophomore year, he decided that he wanted to fit in with the cool kids and started partying. His grades began to drop, and he was getting kicked out of school. One night, his friends convinced him to drive the getaway car in an armed robbery. The kids killed a man in the process, and Jeff was arrested at age 17. He served 9 years in prison, and he is now spending his time speaking to students about his story. He spoke to freshmen on March 24, 2016.

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Patsy (Nayiri Bekiarian), Lancelot (Buren Andrews), and Bedevere (Zack Carme) watch and listen to Tim.

by Stephanie Petrovick

Watch the video above to see some of the highlights from Spamalot!

Spamalot is a play made by the Monty Python troupe of comedians which was recently performed by the Drama Society. Spamalot is a retelling of the story of King Arthur, complete with collecting the knights of the round table and then setting off and trying to find the Holy Grail on the orders of God while singing, dancing, and making jokes. Arthur leads his knights through deadly challenges, defeating a killer rabbit, making it past French taunters, and outsmarting the Knights of Ni. The knights all have their own separate adventures, which reveal the love of Sir Robin for drama and acting, and the fact that Sir Lancelot is gay, among many other things. The play ends with finding the Holy Grail in the audience and King Arthur marrying Guinevere, the Lady of the Lake.

spamalot-by-the-numbers (2)

Character’s Funniest Quotes:

Garet Mildish (King Arthur): “A lot of them aren’t even lines, necessarily, they’re really just moments where I’m more reacting to other people. Probably when I’m reacting to the knights who say ‘ni,’ and it’s just in such a terrified way even though they’re just kind of absurd.”

Nayiri Bekiarian (Patsy): “Probably ‘What could they possibly do with a cow?’ because they throw a cow at me right after, and I die, but I come back to life real quick.”

Scott Kall (Sir Robin): “Most memorable line would probably be, for him, the title of his song, which is ‘You won’t succeed on Broadway if you don’t have any Jews.” Which I think is really memorable for him because it’s just him being a goofball. And it just leads into this hilarious song that he does all big and musical theater-y. But the other iconic line he has besides that song is when there’s a whole scene where God’s talking to them, and he’s talking about the grail. And he calls it the quail, and Arthur was like ‘No, the vessel they used at the last supper,’ and he’s [Robin’s] like ‘They had a boat at the last supper?’”

Buren Andrews (Sir Lancelot): “My favorite line is probably, ‘Leave him alone!’ Which is leading up to my coming out as a gay knight. The scene before that, Prince Herbert is kind of being harassed by his father, and I’ve sort of seen his father be a jerk to him the whole scene. And even though I come to save him and I realize he’s not a woman, I kind of brushed it off like, ‘Alright that’s not what I thought it was.’ But eventually it’s kind of like, ‘Okay this guy needs help.’ And I break apart him and his dad, who’s kind of trying to give him crap, and I just scream at the top of my lungs ‘LEAVE HIM ALONE!’ And it’s kind of like a monologue about how this guy just needs some love from his father, and that’s when my tender side comes out. And at the end [there’s] silence, and then his father’s like ‘My god, you’re gay’.”

Jack Snow (Dennis/Sir Galahad): “For Galahad, it would probably be that at one point, we’re talking to the French people and I say, “Oh the fiends! They don’t have an ounce of chivalry!” and that’s my favorite line.”

Zack Carme (Sir Bedevere): “My most memorable line would probably have to be when I say, ‘Oh dear!’ When I mess up the thing with the rabbit in the French taunter scene.”

Amanda Lattanzi: (Lady of the Lake/Guinevere): “There’s a line that’s talking about Lancelot, and it’s after Lancelot comes out as gay. There’s a scene with me and Arthur, and Arthur says, ‘I thought you were a fairy,’ and I say, ‘Oh no, that’s Lancelot.’ And yea, that’s probably the funniest thing I say.”

 

Most Challenging Parts:

Garet Mildish (King Arthur): “The most challenging part for me is how often I’m supposed to be relied on because I have never played such an important character before this. Before this I played a few minor characters in Producers, and I played a character who was there a few times but didn’t talk. So now I’ve got one of the biggest roles in the entire show, and it was a daunting task when I first saw it and it’s still a daunting task now.”

Nayiri Bekiarian (Patsy): “I think not laughing at certain parts on stage, like I’m trying to keep my cool.”

Scott Kall (Sir Robin): “This show is surprisingly exhausting. I feel like I am running around a lot more in this show than I have in any other previous show. We have two big numbers in a row in Act 1, and then we go into this like runaway sequence at the end of Act 1, and we’re running away and I feel like I’m so out of breath the whole time. It’s like, ‘I’ve gotta sing this really high note, and then hold it’ and then it’s like [gasping]. And then, during my big song in Act 2, it’s the same thing. And I feel like that’s been very challenging for me because I just need more stamina for this show than I usually do. For my character it’s probably the age thing because it’s like he is a 7 year old in a 40 year old’s body, and I kind of have to make him seem middle aged almost physicality-wise, [because] physically he’s not going to be a 7 year old. And it can be constricting sometimes, but at least with his young personality it seems like it doesn’t make a difference.”

Buren Andrews (Sir Lancelot): “My character has his moments but I’m definitely sort of a side character. And sometimes I’m on stage, but I don’t really have anything to do that’s integral to the plot, so often times I’m just kind of acting without saying anything. And that’s a challenge because when you’re interacting with other characters and just being in character in the moment, you kind of have to make up stuff that your character would do, say, gestures. And that’s kind of challenging sometimes. Also remembering the songs, dances, and lines in general is hard. I think the hardest thing honestly is not that but having faith that you can do that, because there’s a lot of anxiety that comes out of that, especially coming up on tech week. It always turns out fine, but it’s really hard to grasp that.”

Jack Snow (Dennis/Sir Galahad): “I think the most challenging part is just really going for it, which is something that I think is a challenge in any show you do, especially for me. I’m still pretty new at theater, so it’s just working up my comfort and forcing myself to really bring it to the level it needs to be at.”

Zack Carme (Sir Bedevere): “I’d say the most challenging part of the play is probably the sword fight I’m in with the Black Knight because there’s a lot of choreography and stuff that we have to do. It’s very complicated, and there’s a lot of machinery involved and things like that.”

Amanda Lattanzi: (Lady of the Lake/Guinevere): “The most challenging [part] for me, and the rest of the cast probably, is Camelot because every single person is on stage. There’s a ton of people, and some of the timing with the pit is kind of hard, so that’s probably the hardest part.”

Spamalot Quiz:

Click the link below to take the quiz and see what Spamalot character you are!