“Messy Millie,” an original musical at 92NY, has expanded into a school engagement program serving around 500 children in six New York City public schools. While school engagement programs are not new to 92NY, the incorporation of musical theater is new, which is an appealing component of the programming for students with disabilities.
During the four-week program, teaching artists went into 29 different classrooms to provide instruction on self-expression and behavior through music, dance, crafts, and other hands-on activities.
Megan Bacchus, an instructional coach at participating P.S. Q224, highlighted the program’s impact within the classrooms in an email interview. “Several students who typically struggle with verbal expression or sustained attention during traditional lessons are thriving in this setting,” wrote Bacchus. “The structure of routines mixed with the freedom of expression is a perfect combination for students with different sensory and communication needs.”
“Everyone should feel seen,” said Megan Doyle, executive director of 92NY Musical Theater and co-creator of “Messy Millie.” “Messy Millie,” which Doyle created in collaboration with Jeffery Sanzel and Andrew Heidhorn, tells the story of a creative and imaginative girl who struggles with completing daily tasks. Her guardian fairy, who shares similar experiences, ultimately receives help from Millie, who learns to overcome tasks she once struggled with herself such as packing her backpack.
The story of “Messy Millie” draws from the real-life story of Megan Doyle, who was called “Messy Megan” growing up. As a creator, Megan’s goal is for the students to see themselves in the story, whether that’s in Millie’s friends, or in Millie. The theater initiative program further reinforces this goal through songs and dance from the musical, using song lyrics to create art projects. This fosters collective growth, benefitting the diverse community of students.
The program culminated with a field trip to 92NY where students saw “Messy Millie” performed by the teaching artists who worked with them. A minimal set with ordinary props reinforces that theater is accessible to everyone.
“In the audience there are children who are neurotypical, kids who are not, some are neurodiverse, but they’re all sharing the same experience at the same time watching the show,” said Doyle.
Every show is designed to be sensory friendly, following 92NY’s core beliefs that everyone can benefit from support in their first theatrical experience. For all shows, they provide a social story with photos of what the audience can expect upon arrival. “It’s to familiarize them so it’s not all a brand new, over-stimulating experience,” said Chelsey Storteboom, Associate Director of 92NY Musical Theater & Theater for Young Audiences.
The program is helping students better understand each other. “Students who were previously more isolated have started sitting closer to their peers, clapping for each other, and even prompting one another to participate,” said Bacchus.
Storteboom hopes the program can inspire “a passion for theater in the performing arts, being creative and working as a team.”
After filling up quickly in its first year, there are plans to extend the program to more schools next year. “Many of our students struggle to feel successful in typical academic tasks, but this program gives them a chance to shine,” wrote Bacchus. “It fosters creativity, builds self-esteem, and opens new possibilities for social connection that we believe will support their lifelong learning and independence.”
Kristina Garcia is a reporter with The SBU Media Group, part of Stony Brook University’s School of Communication and Journalism’s Working Newsroom program for students and local media.