Children process change in new King David musical

For the pupils of King David Ariel, preparing for their school’s first-ever theatrical production has meant more than learning lines, lyrics, and choreography. It has given children with different abilities, learning needs, and levels of confidence an opportunity to work together, discover their strengths, and explore the changes they’ve experienced since leaving King David Victory Park. 

From Tape to TikTok, written and produced by music and drama teacher Lorri Strauss, follows a group of Grade 7 pupils who must adjust to a new school after the closure of King David Victory Park. While unpacking boxes from their old campus, they discover a mysterious tape player that transports them through decades of music, from the 1960s to today’s TikTok generation. 

“The emotional heart of the story is very much inspired by their experiences,” says Strauss. “I didn’t want to simply recreate individual children’s stories, because this is a fictional musical, but the feelings are real. The sense of losing a place that felt like home, having to say goodbye to people and routines that were familiar, and then arriving somewhere new and wondering, ‘Where do I fit in?’ are very real experiences for many of our pupils.” 

When King David Ariel moved to the King David Linksfield campus, the children left behind a school where they had spent years building friendships and memories. Strauss, who attended King David Victory Park throughout her own school career, understood their attachment to the campus. She was also experiencing her own transition, having moved from teaching drama at King David Sandton to becoming King David Ariel’s music and drama teacher. 

“I could see that there were still a lot of feelings that needed to be processed, such as the sadness of saying goodbye and the uncertainty of starting somewhere new. I thought, what better way to help children work through those emotions than through theatre? I created From Tape to TikTok as a story about saying goodbye to the past while finding the courage to embrace the future.” 

The pupils have played an active role in developing the musical. 

“What’s been beautiful is watching the children contribute pieces of themselves to the story. We workshopped a lot of the script and I allowed pupils to bring their own emotions, personalities, and experiences into the characters, which has made the production feel incredibly authentic.” 

For some pupils, taking part in the production has involved overcoming challenges that make performing particularly demanding. Strauss says children who struggle with anxiety, concentration, or sensory processing have shown determination throughout rehearsals, even when conventional approaches haven’t worked. 

“Putting on a production with children who have different learning needs, different levels of confidence, and different ways of processing information requires enormous patience, flexibility, and creativity. You can’t always approach a rehearsal conventionally. Sometimes you have to stop, regroup, change the plan, and find another way in. 

“For many of these children, performing in front of an audience is a huge step. Some battle with anxiety, some struggle with confidence or concentration, and some find the sensory and social demands of rehearsals challenging. Yet they have shown such determination.” 

During the first dress rehearsal, Strauss was able to see the progress made since the beginning of the year. Pupils who had initially struggled to participate were now performing with confidence, including one child for whom music had previously been overwhelming. 

“I looked at each child and knew the journey they had taken to get there: the struggles, the difficult moments behind the scenes, and the incredible growth. I saw a child who had been reluctant to participate in my class at the beginning of the year now shining on stage; a child for whom music had once been such a sensory overload that he needed noise-cancelling headphones now singing his heart out; and an anxious child dancing with confidence. 

“Watching these transformations unfold was extraordinary. It reminded me exactly why I love theatre so much. There is something truly magical about creating an environment where children can move beyond what they believe they are capable of and discover what is possible.” 

The musical’s journey through different decades allows pupils to explore how music, fashion, and technology have changed while introducing them to songs their parents will recognise. For Strauss, the journey reflects the experience of moving forward without losing the memories and friendships that shaped the past. 

“There is also something quite symbolic about the journey. We literally rewind to the past before moving forward into the future. The message is that change can be frightening, but it can also be exciting. We can’t stay in the past, even when the past is beautiful. We have to take the memories, friendships, and lessons with us and use them to help build something new.” 

Strauss credits King David Ariel principal Andrea Ben and the school staff for supporting the production. She hopes it will establish a performing arts culture that allows more children to experience the confidence and sense of belonging that comes from creating something together. 

“I think one of the greatest gifts theatre can give a child is the opportunity to be seen for what they can do rather than being defined by what they find difficult. They have each brought their own personalities, humour, and individuality to the production, making the characters uniquely their own. Watching their confidence grow and seeing them begin to recognise what they are capable of has been one of the most rewarding aspects of this entire journey.”