I first became interested in theater and the arts when I was just six years old playing around with makeup. I would constantly watch Monster High makeup tutorials and tried to follow the steps. I wanted to become a professional makeup artist and one day compete on the show "Face Off". I enjoyed being able to make myself and others that I would practice on, look like anything I chose. During middle school, I joined the theater program and found a liking to acting while still doing makeup for all of the performances. At that point in my life, I wasn't sure what path of theater I wanted to take, I just knew I needed to be in it. During the summer I would attend summer camps at my High School where I would continue to learn more makeup skills. I eventually got accepted into the school in the Stagecraft and Design department. When Covid happened, I really lost my spark for makeup and wanted to find what I thought would be a better fit for me in the theater. When we finally got back in person my Sophomore year, Stagecraft and Design majors were required to take a six week course on stage management. After the class ended, our stage management teacher pulled me aside to talk about stage management and where I actually wanted to go in this industry. She shared with me that she saw very good potential in me becoming a stage manager, saying that I had "the brain" for it. I managed the DSA Black History Show for that year. By the end of the show, I had absolutely fallen in love with stage management. From the initial rehearsals, the production meetings, tech rehearsals, and the feeling of calling the last cue in the show. From that point forward, I stage managed every semester of High School, and I had found my passion. My passion grew into wanting to learn more about the industry. I found numerous topics on anti-racist practice efforts in theater. Soon after, I worked on a show where there was very clear racial prejudice and I began to think about what I had read about the anti-racist practices on the professional level. But it seemed like not a lot was currently being done at the local, non-profit theaters. Learning this, I've made it one of my goals to one day be able to bring more anti-racist practices to theater, continuing the implementation of equity and inclusion where everyone feels respected and accepted. It’s important that more women of color are in spaces of leadership in the art community, no matter what your path is. Women of color in leadership positions can be inspiring for other young women wanting to become a leader in creative roles. I want to show young BIPOC girls that they have the ability to not only chance, but achieve their dreams, just as I was inspired when I was younger by the women before me.

My sixth grade year of math was difficult, especially with it being taught in Mandarin Chinese. I wasn't doing well on the schoolwork or the tests. I had to think of how I would solve this problem so I could move onto the next grade. I didn’t want anyone to know how far behind I was so I kept quiet in class. I was even embarrassed to ask my teacher for help. I knew I needed to work hard to improve my math. When summer came around, I was determined to study anything I had fallen behind on in 5th grade and improve my sixth grade math skills. I worked long days and nights to grasp the concepts that I had not understood. There were nights where I would be up until 12:00 am because I was committed to sharpening my math skills for seventh grade. However, there were many times I was so frustrated that I wanted to give up. But with a lot of motivation through prayer, my aunt as my tutor and my family and friends, I decided I would persevere. I poured so much into learning these concepts. It was hard for me because it was summer and I wanted to enjoy it with my friends; not at my kitchen table with numerous papers spread everywhere. I kept telling myself: “this will all pay off one day. Just keep working. God has a plan for you.” I stuck to that and by the end of summer, I had caught up to what I was lacking in math. Not only did I start to understand the content, I also gained confidence in myself. I was nervous walking into my seventh grade math class. Seeing all the new posters of new formulas on the wall, the #2 pencils on everyone's desk, and the teacher with her welcoming smile and powerpoint, ready to begin. As the semester progressed I noticed a shift from 6th grade until this point. I not only was getting better grades in math, I was participating more in the classroom, gaining confidence in my skill, and I was even able to help others when they were struggling! I still called my aunt frequently for help or to go over a problem. I learned communication skills and time management from no longer being scared to ask for help and managing what I worked on first. When I got my final report card for seventh grade, I saw a beautiful “A” to the left of math. I was so proud of myself and I could finally say my hard work over the summer paid off in the end, I just knew that I had to have faith in it. I was able to enjoy my summer going into 8th grade knowing I accomplished something I didn’t think I could.

As an aspiring stage manager, my goal would be to implement equity, diversity, and accessibility into the performing arts industry. First beginning with hiring and casting people from all different backgrounds into the space. Seeing someone that is representing your identity on stage can be empowering to an audience member. It helps break down systematic barriers and creates a sense of belonging that pushes for different stories to be told. The audience seeing the performance are people from all different backgrounds and experiences, so seeing productions that embrace the diversity and can be relatable to the audience, help increase communities to see shows. Promoting equity and inclusion challenges stereotypes and helps bring opportunities to marginalized communities. Different voices in a project leads to innovative ways of telling the story and new interpretations of the material. I would implement accessibility and inclusion in the theater by ensuring that all people of abilities or disabilities are able to participate and experience the arts. For example, in the musical “Wicked” by Winnie Holzman, a wheelchair user has never played the role of Nessarose, who is in a wheelchair for the stage production, only an actor that portrays to be a wheelchair user. The first performance was in 2003 and only in the film adaptation of “Wicked” in 2024 has a wheelchair user played Nessarose. Additionally, only two actors have been nominated for a Tony Award, Ali Stroker and Katy Sullivan. Stroker was the only winner to win in 2019. I think it is time to include more disability representation into the theater. For physical accessibility in the theater, spaces should have renovations done to ensure there are elevators, ramps, wheelchair friendly seating. Hiring a sign language interpreter or closed captioning devices for those hard of hearing allows them to also enjoy the performance. Offering discounted or free tickets to underprivileged communities makes theater more accessible to all demographics. Having a “teen and young adult” show also encourages young theater lovers to see performing arts shows, and builds more opportunities to get connected within theater. Incorporating a digital option of a production would be helpful for those in remote areas or those unable to attend performance in person. Creating neurodivergent friendly shows with sensory options that can help accommodate those with sensitivities by adjusting lighting, volume, etc… These implementations in the performing arts industry align with making a positive impact by collaborating with different people, and giving space for new ideas, designers, and other creatives to have their voices heard. Stage managers often must advocate for the needs of their production team, cast, crew, and audience members which aligns with wanting to create an inclusive production experience for everyone.

While in High School, I completed 18 college credits through Community College of Denver (CCD) and to ensure my credits will transfer to a four year institution, I plan to earn my Associates Degree during my first year of college. During the 2025-2026 school year, I plan to transfer to a four year university where I will work to earn my Bachelors degree in Theater (Stage Management); minoring in business management. I have always been interested in technical theater. However, my love for stage management began during my Sophomore year in High School. Stagecraft and Design majors were required to take a six week course on stage management. After our course, I had the opportunity to stage manage the Denver School of the Art’s Black History Show for that year. By the end of the show, I had absolutely fallen in love with stage management. From the initial rehearsals, the production meetings, tech rehearsals, and the feeling of calling the last cue in the show. My career aspirations after college are to become a professional stage manager on Broadway or in the film industry. I would also like to gain more experience in directing and acting. As an aspiring stage manager, my goal would be to implement equity, diversity, and accessibility into the performing arts industry. First beginning with hiring and casting people from all different backgrounds into the space. Seeing someone that is representing your identity on stage can be empowering to an audience member. It helps break down systematic barriers and creates a sense of belonging that pushes for different stories to be told. The audience seeing the performance are people from all different backgrounds and experiences, so seeing productions that embrace the diversity and can be relatable to the audience, help increase communities to see shows. Promoting equity and inclusion challenges stereotypes and helps bring opportunities to marginalized communities. Different voices in a project leads to innovative ways of telling the story and new interpretations of the material. These implementations in the performing arts industry align with making a positive impact by collaborating with different people, and giving space for new ideas, designers, and other creatives to have their voices heard. Stage managers often must advocate for the needs of their production team, cast, crew, and audience members which aligns with wanting to create an inclusive production experience. I think it’s important that more women of color are in spaces of leadership in the art community, no matter what your path is. Women of color in leadership positions can be inspiring for other young women wanting to become a leader in creative roles. I want to show young BIPOC girls that they have the ability to not only chance, but achieve their dreams, just as I was inspired when I was younger by the women before me. By receiving the Achieve Potential scholarship, I will be more equipped to attend college, study Theater, which will further prepare me with inside and outside of the classroom knowledge to enter into the entertainment industry and accomplish my goals.

While in High School, I completed 18 college credits through Community College of Denver (CCD) and to ensure my credits will transfer to a four year institution, I plan to earn my Associates Degree during my first year of college. During the 2025-2026 school year, I plan to transfer to a four year university where I will work to earn my Bachelors degree in Theater (Stage Management); minoring in business management. I have always been interested in technical theater. However, my love for stage management began during my Sophomore year in High School. Stagecraft and Design majors were required to take a six week course on stage management. After our course, I had the opportunity to stage manage the Denver School of the Art’s Black History Show for that year. By the end of the show, I had absolutely fallen in love with stage management. From the initial rehearsals, the production meetings, tech rehearsals, and the feeling of calling the last cue in the show. My career aspirations after college are to become a professional stage manager on Broadway or in the film industry. I would also like to gain more experience in directing and acting. As an aspiring stage manager, my goal would be to implement equity, diversity, and accessibility into the performing arts industry. First beginning with hiring and casting people from all different backgrounds into the space. Seeing someone that is representing your identity on stage can be empowering to an audience member. It helps break down systematic barriers and creates a sense of belonging that pushes for different stories to be told. The audience seeing the performance are people from all different backgrounds and experiences, so seeing productions that embrace the diversity and can be relatable to the audience, help increase communities to see shows. Promoting equity and inclusion challenges stereotypes and helps bring opportunities to marginalized communities. Different voices in a project leads to innovative ways of telling the story and new interpretations of the material. These implementations in the performing arts industry align with making a positive impact by collaborating with different people, and giving space for new ideas, designers, and other creatives to have their voices heard. Stage managers often must advocate for the needs of their production team, cast, crew, and audience members which aligns with wanting to create an inclusive production experience. I think it’s important that more women of color are in spaces of leadership in the art community, no matter what your path is. Women of color in leadership positions can be inspiring for other young women wanting to become a leader in creative roles. I want to show young BIPOC girls that they have the ability to not only chance, but achieve their dreams, just as I was inspired when I was younger by the women before me. By receiving the Redefining Victory scholarship, I will be more equipped to attend college, study Theater, which will further prepare me with inside and outside of the classroom knowledge to enter into the entertainment industry and accomplish my goals.

My sixth grade year of math was difficult, especially with it being taught in Mandarin Chinese. I wasn't doing well on the schoolwork or the tests. I had to think of how I would solve this problem so I could move onto the next grade. I didn’t want anyone to know how far behind I was so I kept quiet in class. I was even embarrassed to ask my teacher for help. I knew I needed to work hard to improve my math. When summer came around, I was determined to study anything I had fallen behind on in 5th grade and improve my sixth grade math skills. I worked long days and nights to grasp the concepts that I had not understood. There were nights where I would be up until 12:00 am because I was committed to sharpening my math skills for seventh grade. However, there were many times I was so frustrated that I wanted to give up. But with a lot of motivation through prayer, my aunt as my tutor and my family and friends, I decided I would persevere. I poured so much into learning these concepts. It was hard for me because it was summer and I wanted to enjoy it with my friends; not at my kitchen table with numerous papers spread everywhere. I kept telling myself: “this will all pay off one day. Just keep working. God has a plan for you.” I stuck to that and by the end of summer, I had caught up to what I was lacking in math. Not only did I start to understand the content, I also gained confidence in myself. I was nervous walking into my seventh grade math class. Seeing all the new posters of new formulas on the wall, the #2 pencils on everyone's desk, and the teacher with her welcoming smile and powerpoint, ready to begin. As the semester progressed I noticed a shift from 6th grade until this point. I not only was getting better grades in math, I was participating more in the classroom, gaining confidence in my skill, and I was even able to help others when they were struggling! I still called my aunt frequently for help or to go over a problem. I learned communication skills and time management from no longer being scared to ask for help and managing what I worked on first. When I got my final report card for seventh grade, I saw a beautiful “A” to the left of math. I was so proud of myself and I could finally say my hard work over the summer paid off in the end, I just knew that I had to have faith in it. I was able to enjoy my summer going into 8th grade knowing I accomplished something I didn’t think I could.

I first became interested in theater and the arts when I was just six years old playing around with makeup. I would constantly watch Monster High makeup tutorials and tried to follow the steps. I wanted to become a professional makeup artist and one day compete on the show "Face Off". I enjoyed being able to make myself and others that I would practice on, look like anything I chose. During middle school, I joined the theater program and found a liking to acting while still doing makeup for all of the performances. At that point in my life, I wasn't sure what path of theater I wanted to take, I just knew I needed to be in it. During the summer I would attend summer camps at my High School where I would continue to learn more makeup skills. I eventually got accepted into the school in the Stagecraft and Design department. When Covid happened, I really lost my spark for makeup and wanted to find what I thought would be a better fit for me in the theater. When we finally got back in person my Sophomore year, Stagecraft and Design majors were required to take a six week course on stage management. After the class ended, our stage management teacher pulled me aside to talk about stage management and where I actually wanted to go in this industry. She shared with me that she saw very good potential in me becoming a stage manager, saying that I had "the brain" for it. I managed the DSA Black History Show for that year. By the end of the show, I had absolutely fallen in love with stage management. From the initial rehearsals, the production meetings, tech rehearsals, and the feeling of calling the last cue in the show. From that point forward, I stage managed every semester of High School, and I had found my passion. My passion grew into wanting to learn more about the industry. I found numerous topics on anti-racist practice efforts in theater. Soon after, I worked on a show where there was very clear racial prejudice and I began to think about what I had read about the anti-racist practices on the professional level. But it seemed like not a lot was currently being done at the local, non-profit theaters. Learning this, I've made it one of my goals to one day be able to bring more anti-racist practices to theater, continuing the implementation of equity and inclusion where everyone feels respected and accepted. My career aspirations after I graduate is to become a professional stage manager on Broadway, be a director or actor for film and TV. Overall, I just aspire to make a name for myself in the entertainment industry doing what I love.

While in High School, I completed 18 college credits through Community College of Denver (CCD) and to ensure my credits will transfer to a four year institution, I plan to earn my Associates Degree during my first year of college. During the 2025-2026 school year, I plan to transfer to New York University where I will work to earn my Bachelors degree in Theater (Stage Management); minoring in business management. Outside of the classroom, I participated in numerous leadership opportunities, community service, hobbies etc... while in High School. I was the Vice president of my school's Black Student Alliance, where I helped support the Black and Brown students at the school to help them feel more welcome and accepted around school. We hosted many group discussions on countless topics, usually allowing the members to choose what they would like to discuss. We had the opportunity in February to attend DPS's Black Student Alliance Banquet 2024. During the banquet, I was awarded the Cornel West Academic Progress Award for outstanding activity and impact in Denver Public Schools. I am also a part of the Delta Sigma Theta Inc. "Delta Gem '' program. With them, I learn about financial literacy, college planning, cooking skills, and overall activities that will help prepare me for my life after high school. It allows me a great opportunity to make connections with Black women that I can come to, talk with, and learn from. As far as community service, I serve on the youth leadership board at my church roughly 3 times a month. Along with my team, we create a wonderful environment where youth can come to learn about God in a way that can be made understandable to them, connecting the message with real life events that teens may face. I have found myself to be interested in numerous activities and interests. This includes stage management for theater and dance, reading (especially romance and thriller novels), painting, and writing. I also enjoy getting time to hangout with my friends on the weekend or even running a show with them. Overall, I like to keep myself busy with things that I love to do. As an aspiring stage manager, my goal would be to implement equity, diversity, and accessibility into the performing arts industry. First beginning with hiring and casting people from all different backgrounds into the space. Seeing someone that is representing your identity on stage can be empowering to an audience member. It helps break down systematic barriers and creates a sense of belonging that pushes for different stories to be told. The audience seeing the performance are people from all different backgrounds and experiences, so seeing productions that embrace the diversity and can be relatable to the audience, help increase communities to see shows. Promoting equity and inclusion challenges stereotypes and helps bring opportunities to marginalized communities. Different voices in a project leads to innovative ways of telling the story and new interpretations of the material. These implementations in the performing arts industry align with making a positive impact by collaborating with different people, and giving space for new ideas, designers, and other creatives to have their voices heard. Stage managers often must advocate for the needs of their production team, cast, crew, and audience members which aligns with wanting to create an inclusive production experience. By keeping these goals in mind, I will be more equipped to attend college, study Theater, which will further prepare me with inside and outside of the classroom knowledge to enter into the entertainment industry and accomplish my goals and exemplify excellence.

While in High School, I completed 18 college credits through Community College of Denver (CCD) and to ensure my credits will transfer to a four year institution, I plan to earn my Associates Degree during my first year of college. During the 2025-2026 school year, I plan to transfer to New York University where I will work to earn my Bachelors degree in Theater (Stage Management); minoring in business management. I have always been interested in technical theater. However, my love for stage management began during my Sophomore year in High School. Stagecraft and Design majors were required to take a six week course on stage management. After our course, I had the opportunity to stage manage the Denver School of the Art’s Black History Show for that year. By the end of the show, I had absolutely fallen in love with stage management. From the initial rehearsals, the production meetings, tech rehearsals, and the feeling of calling the last cue in the show. My career aspirations after college are to become a professional stage manager on Broadway or in the film industry. I would also like to gain more experience in directing and acting. As an aspiring stage manager, my goal would be to implement equity, diversity, and accessibility into the performing arts industry. First beginning with hiring and casting people from all different backgrounds into the space. Seeing someone that is representing your identity on stage can be empowering to an audience member. It helps break down systematic barriers and creates a sense of belonging that pushes for different stories to be told. The audience seeing the performance are people from all different backgrounds and experiences, so seeing productions that embrace the diversity and can be relatable to the audience, help increase communities to see shows. Promoting equity and inclusion challenges stereotypes and helps bring opportunities to marginalized communities. Different voices in a project leads to innovative ways of telling the story and new interpretations of the material. These implementations in the performing arts industry align with making a positive impact by collaborating with different people, and giving space for new ideas, designers, and other creatives to have their voices heard. Stage managers often must advocate for the needs of their production team, cast, crew, and audience members which aligns with wanting to create an inclusive production experience. By receiving the Jim Maxwell Memorial scholarship, I will be more equipped to attend college, study Theater, which will further prepare me with inside and outside of the classroom knowledge to enter into the entertainment industry and accomplish my goals.

While in High School, I completed 18 college credits through Community College of Denver (CCD) and to ensure my credits will transfer to a four year institution, I plan to earn my Associates Degree during my first year of college. During the 2025-2026 school year, I plan to transfer to New York University where I will work to earn my Bachelors degree in Theater (Stage Management); minoring in business management. As an aspiring stage manager, my goal would be to implement equity, diversity, and accessibility into the performing arts industry. First beginning with hiring and casting people from all different backgrounds into the space. Seeing someone that is representing your identity on stage can be empowering to an audience member. It helps break down systematic barriers and creates a sense of belonging that pushes for different stories to be told. The audience seeing the performance are people from all different backgrounds and experiences, so seeing productions that embrace the diversity and can be relatable to the audience, help increase communities to see shows. Promoting equity and inclusion challenges stereotypes and helps bring opportunities to marginalized communities. Different voices in a project leads to innovative ways of telling the story and new interpretations of the material. These implementations in the performing arts industry align with my career goal as a stage manager by collaborating with different people, and giving space for new ideas, designers, and other creatives to have their voices heard. Stage managers often must advocate for the needs of their production team, cast, crew, and audience members which aligns with wanting to create an inclusive production experience. By receiving this, I will be more equipped to attend college, study Theater, which will further prepare me with the knowledge to enter into the entertainment industry and accomplish my goals.

I have always been interested in technical theater. However, my love for stage management began during my Sophomore year in High School. Stagecraft and Design majors were required to take a six week course on stage management. After our course, I had the opportunity to stage manage the Denver School of the Art’s Black History Show for that year. By the end of the show, I had absolutely fallen in love with stage management. From the initial rehearsals, the production meetings, tech rehearsals, and the feeling of calling the last cue in the show. My career aspirations after college are to become a professional stage manager on Broadway or in the film industry. I would also like to gain more experience in directing and acting. My passion for stage management has grown into wanting to learn more about the industry. I've found numerous topics on anti-racist practice efforts in theater. I began to think about what I had read about the anti-racist practices on the professional level. But it seemed like not a lot was currently being done at the local, non-profit theaters. Learning this, I've made it one of my goals to one day be able to bring more anti-racist practices to theater, continuing the implementation of equity and inclusion where everyone feels respected and accepted. As an aspiring stage manager, my goal would be to implement equity, diversity, and accessibility into the performing arts industry. First beginning with hiring and casting people from all different backgrounds into the space. Seeing someone that is representing your identity on stage can be empowering to an audience member. It helps break down systematic barriers and creates a sense of belonging that pushes for different stories to be told. The audience seeing the performance are people from all different backgrounds and experiences, so seeing productions that embrace the diversity and can be relatable to the audience, help increase communities to see shows. Promoting equity and inclusion challenges stereotypes and helps bring opportunities to marginalized communities. Different voices in a project leads to innovative ways of telling the story and new interpretations of the material. These implementations in the performing arts industry align with making a positive impact by collaborating with different people, and giving space for new ideas, designers, and other creatives to have their voices heard. Stage managers often must advocate for the needs of their production team, cast, crew, and audience members which aligns with wanting to create an inclusive production experience. Being awarded this scholarship would help me achieve my goal of attending New York University Tisch School of Arts to continue my studies of technical theater.

My sixth grade year of math was difficult, especially with it being taught in Mandarin Chinese. I wasn't doing well on the schoolwork or the tests. I had to think of how I would solve this problem so I could move onto the next grade. I didn’t want anyone to know how far behind I was so I kept quiet in class. I was even embarrassed to ask my teacher for help. I knew I needed to work hard to improve my math. When summer came around, I was determined to study anything I had fallen behind on in 5th grade and improve my sixth grade math skills. I worked long days and nights to grasp the concepts that I had not understood. There were nights where I would be up until 12:00 am because I was committed to sharpening my math skills for seventh grade. However, there were many times I was so frustrated that I wanted to give up. But with a lot of motivation from my aunt as my tutor and my family and friends, I decided I would persevere. I poured my soul into learning these concepts. It was hard for me because it was summer and I wanted to enjoy it with my friends; not at my kitchen table with numerous papers spread everywhere. I kept telling myself: “this will all pay off one day. Just keep working.” I stuck to that and by the end of summer, I had caught up to what I was lacking in math. Not only did I start to understand the content, I also gained confidence in myself. I was nervous walking into my seventh grade math class. Seeing all the new posters of new formulas on the wall, the #2 pencils on everyone's desk, and the teacher with her welcoming smile and powerpoint, ready to begin. As the semester progressed I noticed a shift from 6th grade until this point. I not only was getting better grades in math, I was participating more in the classroom, gaining confidence in my skill, and I was even able to help others when they were struggling! I still called my aunt frequently for help or to go over a problem. I learned communication skills and time management from no longer being scared to ask for help and managing what I worked on first. When I got my final report card for seventh grade, I saw a beautiful “A” to the left of math. I was so proud of myself and I could finally say my hard work over the summer paid off in the end. I was able to enjoy my summer going into 8th grade knowing I accomplished something I didn’t think I could. Something I have learned from this experience was to keep working hard at it. It seemed impossible in the beginning but it really did pay off in the end, I learned that it wasn’t about proving to everyone else that I could do it, but most importantly proving to myself that I can accomplish what I had set out to do. Like I mentioned, I was afraid to ask for help due to the embarrassment from others. Looking back though, I’d say that everyone is struggling with something and asking for help showed me that I was willinging to advocate for myself and that really does build a strong character going further into my educational career.

While in High School, I completed 18 college credits through Community College of Denver (CCD) and to ensure my credits will transfer to a four year institution, I plan to earn my Associates Degree during my first year of college. During the 2025-2026 school year, I plan to transfer to New York University where I will work to earn my Bachelors degree in Theater (Stage Management); minoring in business management. I have always been interested in technical theater. However, my love for stage management began during my Sophomore year in High School. Stagecraft and Design majors were required to take a six week course on stage management. After our course, I had the opportunity to stage manage the Denver School of the Art’s Black History Show for that year. By the end of the show, I had absolutely fallen in love with stage management. From the initial rehearsals, the production meetings, tech rehearsals, and the feeling of calling the last cue in the show. My career aspirations after college are to become a professional stage manager on Broadway or in the film industry. I would also like to gain more experience in directing and acting. As an aspiring stage manager, my goal would be to implement equity, diversity, and accessibility into the performing arts industry. First beginning with hiring and casting people from all different backgrounds into the space. Seeing someone that is representing your identity on stage can be empowering to an audience member. It helps break down systematic barriers and creates a sense of belonging that pushes for different stories to be told. The audience seeing the performance are people from all different backgrounds and experiences, so seeing productions that embrace the diversity and can be relatable to the audience, help increase communities to see shows. Promoting equity and inclusion challenges stereotypes and helps bring opportunities to marginalized communities. Different voices in a project leads to innovative ways of telling the story and new interpretations of the material. These implementations in the performing arts industry align with making a positive impact by collaborating with different people, and giving space for new ideas, designers, and other creatives to have their voices heard. Stage managers often must advocate for the needs of their production team, cast, crew, and audience members which aligns with wanting to create an inclusive production experience. By receiving the Kumar Family scholarship, I will be more equipped to attend college, study Theater, which will further prepare me with inside and outside of the classroom knowledge to enter into the entertainment industry and accomplish my goals.

I have always been interested in technical theater. However, my love for stage management began during my Sophomore year in High School. Stagecraft and Design majors were required to take a six week course on stage management. After our course, I had the opportunity to stage manage the Denver School of the Art’s Black History Show for that year. By the end of the show, I had absolutely fallen in love with stage management. From the initial rehearsals, the production meetings, tech rehearsals, and the feeling of calling the last cue in the show. My career aspirations after college are to become a professional stage manager on Broadway or in the film industry. I would also like to gain more experience in directing and acting. As an aspiring stage manager, my goal would be to implement equity, diversity, and accessibility into the performing arts industry. First beginning with hiring and casting people from all different backgrounds into the space. Seeing someone that is representing your identity on stage can be empowering to an audience member. It helps break down systematic barriers and creates a sense of belonging that pushes for different stories to be told. The audience seeing the performance are people from all different backgrounds and experiences, so seeing productions that embrace the diversity and can be relatable to the audience, help increase communities to see shows. Promoting equity and inclusion challenges stereotypes and helps bring opportunities to marginalized communities. Different voices in a project leads to innovative ways of telling the story and new interpretations of the material. I would implement accessibility and inclusion in the theater by ensuring that all people of abilities or disabilities are able to participate and experience the arts. For example, in the musical “Wicked” by Winnie Holzman, a wheelchair user has never played the role of Nessarose, who is in a wheelchair for the stage production, only an actor that portrays to be a wheelchair user. The first performance was in 2003 and only in the film adaptation of “Wicked” in 2024 has a wheelchair user played Nessarose. Additionally, only two actors have been nominated for a Tony Award, Ali Stroker and Katy Sullivan. Stroker was the only winner to win in 2019. I think it is time to include more disability representation into the theater. For physical accessibility in the theater, spaces should have renovations done to ensure there are elevators, ramps, wheelchair friendly seating. Hiring a sign language interpreter or closed captioning devices for those hard of hearing allows them to also enjoy the performance. Offering discounted or free tickets to underprivileged communities makes theater more accessible to all demographics. Having a “teen and young adult” show also encourages young theater lovers to see performing arts shows, and builds more opportunities to get connected within theater. Incorporating a digital option of a production would be helpful for those in remote areas or those unable to attend performance in person. Creating neurodivergent friendly shows with sensory options that can help accommodate those with sensitivities by adjusting lighting, volume, etc… These implementations in the performing arts industry align with making a positive impact by collaborating with different people, and giving space for new ideas, designers, and other creatives to have their voices heard. Stage managers often must advocate for the needs of their production team, cast, crew, and audience members which aligns with wanting to create an inclusive production experience. Being awarded this scholarship would help me achieve my goal of attending New York University Tisch School of Arts to continue my studies of technical theater.

I have always been interested in technical theater. However, my love for stage management began during my Sophomore year in High School. Stagecraft and Design majors were required to take a six week course on stage management. After our course, I had the opportunity to stage manage the Denver School of the Art’s Black History Show for that year. By the end of the show, I had absolutely fallen in love with stage management. From the initial rehearsals, the production meetings, tech rehearsals, and the feeling of calling the last cue in the show. My career aspirations after college are to become a professional stage manager on Broadway or in the film industry. I would also like to gain more experience in directing and acting. As an aspiring stage manager, my goal would be to implement equity, diversity, and accessibility into the performing arts industry. First beginning with hiring and casting people from all different backgrounds into the space. Seeing someone that is representing your identity on stage can be empowering to an audience member. It helps break down systematic barriers and creates a sense of belonging that pushes for different stories to be told. The audience seeing the performance are people from all different backgrounds and experiences, so seeing productions that embrace the diversity and can be relatable to the audience, help increase communities to see shows. Promoting equity and inclusion challenges stereotypes and helps bring opportunities to marginalized communities. Different voices in a project leads to innovative ways of telling the story and new interpretations of the material. Offering discounted or free tickets to underprivileged communities makes theater more accessible to all demographics. Having a “teen and young adult” show also encourages young theater lovers to see performing arts shows, and builds more opportunities to get connected within theater. Incorporating a digital option of a production would be helpful for those in remote areas or those unable to attend performance in person. Creating neurodivergent friendly shows with sensory options that can help accommodate those with sensitivities by adjusting lighting, volume, etc… These implementations in the performing arts industry align with making a positive impact by collaborating with different people, and giving space for new ideas, designers, and other creatives to have their voices heard. Stage managers often must advocate for the needs of their production team, cast, crew, and audience members which aligns with wanting to create an inclusive production experience. Being awarded this scholarship would help me achieve my goal of attending New York University Tisch School of Arts to continue my studies of technical theater.

I have always been interested in technical theater. However, my love for stage management began during my Sophomore year in High School. Stagecraft and Design majors were required to take a six week course on stage management. After our course, I had the opportunity to stage manage the Denver School of the Art’s Black History Show for that year. By the end of the show, I had absolutely fallen in love with stage management. From the initial rehearsals, the production meetings, tech rehearsals, and the feeling of calling the last cue in the show. My career aspirations after college are to become a professional stage manager on Broadway or in the film industry. I would also like to gain more experience in directing and acting. As an aspiring stage manager, my goal would be to implement equity, diversity, and accessibility into the performing arts industry. First beginning with hiring and casting people from all different backgrounds into the space. Seeing someone that is representing your identity on stage can be empowering to an audience member. It helps break down systematic barriers and creates a sense of belonging that pushes for different stories to be told. The audience seeing the performance are people from all different backgrounds and experiences, so seeing productions that embrace the diversity and can be relatable to the audience, help increase communities to see shows. Promoting equity and inclusion challenges stereotypes and helps bring opportunities to marginalized communities. Different voices in a project leads to innovative ways of telling the story and new interpretations of the material. I would implement accessibility and inclusion in the theater by ensuring that all people of abilities or disabilities are able to participate and experience the arts. For example, in the musical “Wicked” by Winnie Holzman, a wheelchair user has never played the role of Nessarose, who is in a wheelchair for the stage production, only an actor that portrays to be a wheelchair user. The first performance was in 2003 and only in the film adaptation of “Wicked” in 2024 has a wheelchair user played Nessarose. Additionally, only two actors have been nominated for a Tony Award, Ali Stroker and Katy Sullivan. Stroker was the only winner to win in 2019. I think it is time to include more disability representation into the theater. For physical accessibility in the theater, spaces should have renovations done to ensure there are elevators, ramps, wheelchair friendly seating. Hiring a sign language interpreter or closed captioning devices for those hard of hearing allows them to also enjoy the performance. Offering discounted or free tickets to underprivileged communities makes theater more accessible to all demographics. Having a “teen and young adult” show also encourages young theater lovers to see performing arts shows, and builds more opportunities to get connected within theater. Incorporating a digital option of a production would be helpful for those in remote areas or those unable to attend performance in person. Creating neurodivergent friendly shows with sensory options that can help accommodate those with sensitivities by adjusting lighting, volume, etc… These implementations in the performing arts industry align with making a positive impact by collaborating with different people, and giving space for new ideas, designers, and other creatives to have their voices heard. Stage managers often must advocate for the needs of their production team, cast, crew, and audience members which aligns with wanting to create an inclusive production experience.

have always been interested in theater, my love for stage management began during my Sophomore year in High School. Stagecraft and Design majors were required to take a six week course on stage management. After our course, I had the opportunity to stage manage the Denver School of the Art’s Black History Show for that year. By the end of the show, I had absolutely fallen in love with stage management. From the initial rehearsals, the production meetings, tech rehearsals, and the feeling of calling the last cue in the show. My career aspirations after college are to become a professional stage manager on Broadway or in the film industry. I would also like to gain more experience in directing and acting. As an aspiring stage manager, my goal would be to implement equity, diversity, and accessibility into the performing arts industry and community. First beginning with hiring and casting people from all different backgrounds into the space. Seeing someone that is representing your identity on stage can be empowering to an audience member. It helps break down systematic barriers and creates a sense of belonging that pushes for different stories to be told. The audience seeing the performance are people from all different backgrounds and experiences, so seeing productions that embrace the diversity and can be relatable to the audience, help increase communities to see shows. Promoting equity and inclusion challenges stereotypes and helps bring opportunities to marginalized communities. Different voices in a project leads to innovative ways of telling the story and new interpretations of the material. I would implement accessibility and inclusion in the theater by ensuring that all people of abilities or disabilities are able to participate and experience the arts. For example, in the musical “Wicked” by Winnie Holzman, a wheelchair user has never played the role of Nessarose, who is in a wheelchair for the stage production, only an actor that portrays to be a wheelchair user. The first performance was in 2003 and only in the film adaptation of “Wicked” in 2024 has a wheelchair user played Nessarose. Additionally, only two actors have been nominated for a Tony Award, Ali Stroker and Katy Sullivan. Stroker was the only winner to win in 2019. I think it is time to include more disability representation into the theater. For physical accessibility in the theater, spaces should have renovations done to ensure there are elevators, ramps, wheelchair friendly seating. Hiring a sign language interpreter or closed captioning devices for those hard of hearing allows them to also enjoy the performance. Offering discounted or free tickets to underprivileged communities makes theater more accessible to all demographics. Having a “teen and young adult” show also encourages young theater lovers to see performing arts shows, and builds more opportunities to get connected within theater. Incorporating a digital option of a production would be helpful for those in remote areas or those unable to attend performance in person. Creating neurodivergent friendly shows with sensory options that can help accommodate those with sensitivities by adjusting lighting, volume, etc… These implementations in the performing arts industry align with making a positive impact by collaborating with different people, and giving space for new ideas, designers, and other creatives to have their voices heard. Stage managers often must advocate for the needs of their production team, cast, crew, and audience members which aligns with wanting to create an inclusive production experience.

My sixth grade year of math was difficult, especially with it being taught in Mandarin Chinese. I wasn't doing well on the schoolwork or the tests. I had to think of how I would solve this problem so I could move onto the next grade. I didn’t want anyone to know how far behind I was so I kept quiet in class. I was even embarrassed to ask my teacher for help. I knew I needed to work hard to improve my math. When summer came around, I was determined to study anything I had fallen behind on in 5th grade and improve my sixth grade math skills. I worked long days and nights to grasp the concepts that I had not understood. There were nights where I would be up until 12:00 am because I was committed to sharpening my math skills for seventh grade. However, there were many times I was so frustrated that I wanted to give up. But with a lot of motivation through prayer, my aunt as my tutor and my family and friends, I decided I would persevere. I poured so much into learning these concepts. It was hard for me because it was summer and I wanted to enjoy it with my friends; not at my kitchen table with numerous papers spread everywhere. I kept telling myself: “this will all pay off one day. Just keep working. God has a plan for you.” I stuck to that and by the end of summer, I had caught up to what I was lacking in math. Not only did I start to understand the content, I also gained confidence in myself. I was nervous walking into my seventh grade math class. Seeing all the new posters of new formulas on the wall, the #2 pencils on everyone's desk, and the teacher with her welcoming smile and powerpoint, ready to begin. As the semester progressed I noticed a shift from 6th grade until this point. I not only was getting better grades in math, I was participating more in the classroom, gaining confidence in my skill, and I was even able to help others when they were struggling! I still called my aunt frequently for help or to go over a problem. I learned communication skills and time management from no longer being scared to ask for help and managing what I worked on first. When I got my final report card for seventh grade, I saw a beautiful “A” to the left of math. I was so proud of myself and I could finally say my hard work over the summer paid off in the end, I just knew that I had to have faith in it. I was able to enjoy my summer going into 8th grade knowing I accomplished something I didn’t think I could.

I have always been interested in theater, my love for stage management began during my Sophomore year in High School. Stagecraft and Design majors were required to take a six week course on stage management. After our course, I had the opportunity to stage manage the Denver School of the Art’s Black History Show for that year. By the end of the show, I had absolutely fallen in love with stage management. From the initial rehearsals, the production meetings, tech rehearsals, and the feeling of calling the last cue in the show. My career aspirations after college are to become a professional stage manager on Broadway or in the film industry. I would also like to gain more experience in directing and acting. As an aspiring stage manager, my goal would be to implement equity, diversity, and accessibility into the performing arts industry. First beginning with hiring and casting people from all different backgrounds into the space. Seeing someone that is representing your identity on stage can be empowering to an audience member. It helps break down systematic barriers and creates a sense of belonging that pushes for different stories to be told. The audience seeing the performance are people from all different backgrounds and experiences, so seeing productions that embrace the diversity and can be relatable to the audience, help increase communities to see shows. Promoting equity and inclusion challenges stereotypes and helps bring opportunities to marginalized communities. Different voices in a project leads to innovative ways of telling the story and new interpretations of the material. I would implement accessibility and inclusion in the theater by ensuring that all people of abilities or disabilities are able to participate and experience the arts. For example, in the musical “Wicked” by Winnie Holzman, a wheelchair user has never played the role of Nessarose, who is in a wheelchair for the stage production, only an actor that portrays to be a wheelchair user. The first performance was in 2003 and only in the film adaptation of “Wicked” in 2024 has a wheelchair user played Nessarose. Additionally, only two actors have been nominated for a Tony Award, Ali Stroker and Katy Sullivan. Stroker was the only winner to win in 2019. I think it is time to include more disability representation into the theater. For physical accessibility in the theater, spaces should have renovations done to ensure there are elevators, ramps, wheelchair friendly seating. Hiring a sign language interpreter or closed captioning devices for those hard of hearing allows them to also enjoy the performance. Offering discounted or free tickets to underprivileged communities makes theater more accessible to all demographics. Having a “teen and young adult” show also encourages young theater lovers to see performing arts shows, and builds more opportunities to get connected within theater. Incorporating a digital option of a production would be helpful for those in remote areas or those unable to attend performance in person. Creating neurodivergent friendly shows with sensory options that can help accommodate those with sensitivities by adjusting lighting, volume, etc… These implementations in the performing arts industry align with making a positive impact by collaborating with different people, and giving space for new ideas, designers, and other creatives to have their voices heard. Stage managers often must advocate for the needs of their production team, cast, crew, and audience members which aligns with wanting to create an inclusive production experience.

My sixth grade year of math was difficult, especially with it being taught in Mandarin Chinese. I wasn't doing well on the schoolwork or the tests. I had to think of how I would solve this problem so I could move onto the next grade. I didn’t want anyone to know how far behind I was so I kept quiet in class. I was even embarrassed to ask my teacher for help. I knew I needed to work hard to improve my math. When summer came around, I was determined to study anything I had fallen behind on in 5th grade and improve my sixth grade math skills. I worked long days and nights to grasp the concepts that I had not understood. There were nights where I would be up until 12:00 am because I was committed to sharpening my math skills for seventh grade. However, there were many times I was so frustrated that I wanted to give up. But with a lot of motivation from my aunt as my tutor and my family and friends, I decided I would persevere. I poured my soul into learning these concepts. It was hard for me because it was summer and I wanted to enjoy it with my friends; not at my kitchen table with numerous papers spread everywhere. I kept telling myself: “this will all pay off one day. Just keep working.” I stuck to that and by the end of summer, I had caught up to what I was lacking in math. Not only did I start to understand the content, I also gained confidence in myself. I was nervous walking into my seventh grade math class. Seeing all the new posters of new formulas on the wall, the #2 pencils on everyone's desk, and the teacher with her welcoming smile and powerpoint, ready to begin. As the semester progressed I noticed a shift from 6th grade until this point. I not only was getting better grades in math, I was participating more in the classroom, gaining confidence in my skill, and I was even able to help others when they were struggling! I still called my aunt frequently for help or to go over a problem. I learned communication skills and time management from no longer being scared to ask for help and managing what I worked on first. When I got my final report card for seventh grade, I saw a beautiful “A” to the left of math. I was so proud of myself and I could finally say my hard work over the summer paid off in the end. I was able to enjoy my summer going into 8th grade knowing I accomplished something I didn’t think I could. Some advice I would give someone that may be struggling with the same circumstance would be to keep working hard at it. It can seem impossible in the beginning but it really does pay off in the end, and you most importantly prove to yourself that you can accomplish what you set out to do. Like I mentioned, I was afraid to ask for help due to the embarrassment from others. Looking back though, I’d say that everyone is struggling with something and asking for help shows that you are willinging to advocate for yourself and that really does build a strong character.

As an aspiring stage manager, my goal would be to implement equity, diversity, and accessibility into the performing arts industry. First beginning with hiring and casting people from all different backgrounds into the space. Seeing someone that is representing your identity on stage can be empowering to an audience member. It helps break down systematic barriers and creates a sense of belonging that pushes for different stories to be told. The audience seeing the performance are people from all different backgrounds and experiences, so seeing productions that embrace the diversity and can be relatable to the audience, help increase communities to see shows. Promoting equity and inclusion challenges stereotypes and helps bring opportunities to marginalized communities. Different voices in a project leads to innovative ways of telling the story and new interpretations of the material. I would implement accessibility and inclusion in the theater by ensuring that all people of abilities or disabilities are able to participate and experience the arts. For example, in the musical “Wicked” by Winnie Holzman, a wheelchair user has never played the role of Nessarose, who is in a wheelchair for the stage production, only an actor that portrays to be a wheelchair user. The first performance was in 2003 and only in the film adaptation of “Wicked” in 2024 has a wheelchair user played Nessarose. Additionally, only two actors have been nominated for a Tony Award, Ali Stroker and Katy Sullivan. Stroker was the only winner to win in 2019. I think it is time to include more disability representation into the theater. For physical accessibility in the theater, spaces should have renovations done to ensure there are elevators, ramps, wheelchair friendly seating. Hiring a sign language interpreter or closed captioning devices for those hard of hearing allows them to also enjoy the performance. Offering discounted or free tickets to underprivileged communities makes theater more accessible to all demographics. Having a “teen and young adult” show also encourages young theater lovers to see performing arts shows, and builds more opportunities to get connected within theater. Incorporating a digital option of a production would be helpful for those in remote areas or those unable to attend performance in person. Creating neurodivergent friendly shows with sensory options that can help accommodate those with sensitivities by adjusting lighting, volume, etc… These implementations in the performing arts industry align with my career goal as a stage manager by collaborating with different people, and giving space for new ideas, designers, and other creatives to have their voices heard. Stage managers often must advocate for the needs of their production team, cast, crew, and audience members which aligns with wanting to create an inclusive production experience. A book title that I would use to describe myself would be “The Catcher in the Rye” by J.D. Salinger. The main character, Holden shows empathy and advocacy through the book by how he desires to protect and include everyone. This resonates with me because I value the care of those around me, as well as the want to include others and I believe that hearing from voices that are not usually heard, are important to lift up. Holden often goes against the status quo, questioning societal norms and doesn’t like the “phonies” of the world, wanting true connections and appreciating authenticity. This mirrors my ideal of often questioning in theater, how can we make this work? Understanding what has been done in the past, but moving towards something more inclusive.

I first became interested in theater and the arts when I was just six years old playing around with makeup. I would constantly watch Monster High makeup tutorials and tried to follow the steps. I wanted to become a professional makeup artist and one day compete on the show "Face Off". I enjoyed being able to make myself and others that I would practice on, look like anything I chose. During middle school, I joined the theater program and found a liking to acting while still doing makeup for all of the performances. At that point in my life, I wasn't sure what path of theater I wanted to take, I just knew I needed to be in it. During the summer I would attend summer camps at my High School where I would continue to learn more makeup skills. I eventually got accepted into the school in the Stagecraft and Design department. When Covid happened, I really lost my spark for makeup and wanted to find what I thought would be a better fit for me in the theater. When we finally got back in person my Sophomore year, Stagecraft and Design majors were required to take a six week course on stage management. After the class ended, our stage management teacher pulled me aside to talk about stage management and where I actually wanted to go in this industry. She shared with me that she saw very good potential in me becoming a stage manager, saying that I had "the brain" for it. I managed the DSA Black History Show for that year. By the end of the show, I had absolutely fallen in love with stage management. From the initial rehearsals, the production meetings, tech rehearsals, and the feeling of calling the last cue in the show. From that point forward, I stage managed every semester of High School, and I had found my passion. My passion grew into wanting to learn more about the industry. I found numerous topics on anti-racist practice efforts in theater. Soon after, I worked on a show where there was very clear racial prejudice and I began to think about what I had read about the anti-racist practices on the professional level. But it seemed like not a lot was currently being done at the local, non-profit theaters. Learning this, I've made it one of my goals to one day be able to bring more anti-racist practices to theater, continuing the implementation of equity and inclusion where everyone feels respected and accepted. My career aspirations after I graduate is to become a professional stage manager on Broadway, be a director or actor for film and TV. Overall, I just aspire to make a name for myself in the entertainment industry doing what I love. During my years in college I really hope to learn how I can continue the racist practices in the entertainment industry and how I can use my voice as a Black woman to speak up.

I first became interested in theater and the arts when I was just six years old playing around with makeup. I would constantly watch Monster High makeup tutorials and tried to follow the steps. I wanted to become a professional makeup artist and one day compete on the show "Face Off". I enjoyed being able to make myself and others that I would practice on, look like anything I chose. During middle school, I joined the theater program and found a liking to acting while still doing makeup for all of the performances. At that point in my life, I wasn't sure what path of theater I wanted to take, I just knew I needed to be in it. During the summer I would attend summer camps at my High School where I would continue to learn more makeup skills. I eventually got accepted into the school in the Stagecraft and Design department. When Covid happened, I really lost my spark for makeup and wanted to find what I thought would be a better fit for me in the theater. When we finally got back in person my Sophomore year, Stagecraft and Design majors were required to take a six week course on stage management. After the class ended, our stage management teacher pulled me aside to talk about stage management and where I actually wanted to go in this industry. She shared with me that she saw very good potential in me becoming a stage manager, saying that I had "the brain" for it. I managed the DSA Black History Show for that year. By the end of the show, I had absolutely fallen in love with stage management. From the initial rehearsals, the production meetings, tech rehearsals, and the feeling of calling the last cue in the show. From that point forward, I stage managed every semester of High School, and I had found my passion. My passion grew into wanting to learn more about the industry. I found numerous topics on anti-racist practice efforts in theater. Soon after, I worked on a show where there was very clear racial prejudice and I began to think about what I had read about the anti-racist practices on the professional level. But it seemed like not a lot was currently being done at the local, non-profit theaters. Learning this, I've made it one of my goals to one day be able to bring more anti-racist practices to theater, continuing the implementation of equity and inclusion where everyone feels respected and accepted. My career aspirations after I graduate is to become a professional stage manager on Broadway, be a director or actor for film and TV. Overall, I just aspire to make a name for myself in the entertainment industry doing what I love.

I first became interested in theater and the arts when I was just six years old playing around with makeup. I would constantly watch Monster High makeup tutorials and tried to follow the steps. I wanted to become a professional makeup artist and one day compete on the show "Face Off". I enjoyed being able to make myself and others that I would practice on, look like anything I chose. During middle school, I joined the theater program and found a liking to acting while still doing makeup for all of the performances. At that point in my life, I wasn't sure what path of theater I wanted to take, I just knew I needed to be in it. During the summer I would attend summer camps at my High School where I would continue to learn more makeup skills such as; life casting molds, prosthetics, horror makeup, facial hair and so many more skills. I eventually got accepted into the school in the Stagecraft and Design department for my Freshman year. However, when Covid happened, I really lost my spark for makeup and wanted to find what I thought would be a better fit for me in the theater. When we finally got back in person my Sophomore year, Stagecraft and Design majors were required to take a six week course on stage management. I honestly dreaded going everyday, I had no interest in the idea of having to be the person with all of those jobs! Still, I attended the class, listened, and got all of my work done. After the class ended, our stage management teacher, Ms. Emily pulled me aside to talk about stage management and where I actually wanted to go in this industry. She shared with me that she saw very good potential in me becoming a stage manager, saying that I had "the brain" for it. Eventually, she was able to convince me to stage manage the DSA Black History Show for that year. By the end of the show, I had absolutely fallen in love with stage management. From the initial rehearsals, the production meetings, tech rehearsals, and the feeling of calling the last cue in the show. I knew I wanted to do it again and so, I asked Ms. Emily to put me on more shows. From that point forward, I stage managed every semester of my High School experience, and I had finally found my passion. My passion grew into wanting to learn more about the industry. I found numerous topics on anti-racist practice efforts in theater (specifically stage management). Soon after, I worked on a show where there was very clear racial prejudice and I began to think about what I had read about the anti-racist stage management practices on the professional level. But it seemed like not a lot was currently being done at the local, non-profit theaters. Learning this, and coming from my experiences at school, I've made it one of my goals to one day be able to bring more anti-racist practices to theater, continuing the theory and implementation of equity and inclusion where everyone feels respected and accepted in the spaces we work in. To me, success is for all people, regardless of race, gender, class, or sexuality, have the opportunity to work in spaces and create art where they all feel welcome and can all thrive together. Now, in my senior year, my future career aspiration after I graduate is to become a professional stage manager on Broadway. I would also love to become a director or actor for film and TV. Overall, I just aspire to make a name for myself in the entertainment industry doing what I love. My biggest hindrance from pursuing my goal is the financial hardship my family has gone through in recent years. The impacts of Covid, losing jobs, and health issues, have made it a struggle to pay for me to go to college. With the cost of tuition and FAFSA being delayed this year, this scholarship would help me tremendously to continue my theater passion and provide me with a space to continue my goals to help create a better environment in theater.

"Their Eyes Were Watching God" is my favorite book to film adaptation. I remember the first time I had read the book was Freshman year of High School and I immediately fell in love with it. The way the characters are written, I felt like I could be inside their mind and I could feel how they were feeling at any given time. I remember I read it a few times over and even annotated it. When I finally went to watch the movie, I was a bit skeptical because sometimes movie adaptations tend to leave a lot of the key plot out. I soon came to notice that the production team on this film had definitely done their research to make the film. The director of the 2005 film, Darnell Martin, paid clear attention to the nature of Hurston’s novel. Though there were elements of the book that was not incorporated into the movie, the film captures the key moments of the book, the characters, and themes. The film overall stays faithful to Hurston’s book which as an avid reader, I definitely appreciated it, making it one of my favorite movies very quickly. I was excited to see one of my favorite actors as the main character, Halle Berry. Halle Berry brought Janie Crawford to life and gave a wonderful performance of the struggles, love, and complexities of the character. Berry’s portrayal of Janie is exactly how I imagined while reading, a strong woman that is beginning to navigate the world on her own for the first time but still being tied down in marriages with men she does not truly love. She strives to define herself. First from her young dreams of love and the gradual realization of her personal autonomy. The ability to convey Janie’s inner thoughts and feelings really connected the audience to the character, creating empathy for the character. Through her relationships with the men in the story; Logan Killicks, Joe Starks, and Tea Cake, Berry connects with the character and resembles the coexistence between love and independence. The emotional impact described by Hurston in the book are depicted in the film adaptation by exploring themes such as racial and gender discrimination, love, self discovery, and women empowerment. The film deeply resonates with the audience, including myself. As a young black woman that much like Janie, is on a journey to self discovery, being able to visually see that on screen, represented by a young black woman with those universal themes and complexities, there was almost always something I found myself relating too. Seeing a book that was created by a Black woman and stars a Black woman was so incredibly inspirational and important to me. The movie has inspired me to continue striving for my goal to one day work in the entertainment industry. Historically, there were no spaces created for black artist, much less black women. Seeing this film, though made in 2005 made me realize that there are spaces being made for women and Black women in the industry where we can create movies like "Their Eyes were Watching God."

I first became interested in theater and the arts when I was just six years old playing around with makeup. I would constantly watch Monster High makeup tutorials and tried to follow the steps. I wanted to become a professional makeup artist and one day compete on the show "Face Off". I enjoyed being able to make myself and others that I would practice on, look like anything I chose. During middle school, I joined the theater program and found a liking to acting while still doing makeup for all of the performances. At that point in my life, I wasn't sure what path of theater I wanted to take, I just knew I needed to be in it. During the summer I would attend summer camps at my High School where I would continue to learn more makeup skills such as; life casting molds, prosthetics, horror makeup, facial hair and so many more skills. I eventually got accepted into the school in the Stagecraft and Design department for my Freshman year. However, when Covid happened, I really lost my spark for makeup and wanted to find what I thought would be a better fit for me in the theater. When we finally got back in person my Sophomore year, Stagecraft and Design majors were required to take a six week course on stage management. I honestly dreaded going everyday, I had no interest in the idea of having to be the person with all of those jobs! Still, I attended the class, listened, and got all of my work done. After the class ended, our stage management teacher, Ms. Emily pulled me aside to talk about stage management and where I actually wanted to go in this industry. She shared with me that she saw very good potential in me becoming a stage manager, saying that I had "the brain" for it. Eventually, she was able to convince me to stage manage the DSA Black History Show for that year. By the end of the show, I had absolutely fallen in love with stage management. From the initial rehearsals, the production meetings, tech rehearsals, and the feeling of calling the last cue in the show. I knew I wanted to do it again and so, I asked Ms. Emily to put me on more shows. From that point forward, I stage managed every semester of my High School experience, and I had finally found my passion. My passion grew into wanting to learn more about the industry. I found numerous topics on anti-racist practice efforts in theater (specifically stage management). Soon after, I worked on a show where there was very clear racial prejudice and I began to think about what I had read about the anti-racist stage management practices on the professional level. But it seemed like not a lot was currently being done at the local, non-profit theaters. Learning this, and coming from my experiences at school, I've made it one of my goals to one day be able to bring more anti-racist practices to theater, continuing the theory and implementation of equity and inclusion where everyone feels respected and accepted in the spaces we work in. Now, in my senior year, my future career aspiration after I graduate is to become a professional stage manager on Broadway. I would also love to become a director or actor for film and TV. Overall, I just aspire to make a name for myself in the entertainment industry doing what I love. My biggest hinderance from pursuing my goal is the financial hardship my family has gone through in recent years. The impacts of Covid, losing jobs, and health issues, have made it a struggle to pay for me to go to college. With the cost of tuition and FAFSA being delayed this year, this scholarship would help me tremendously to continue my theater passion and provide me with a space to continue my goals to help create a better environment in theater.

My BIPOC role model is Narda E. Alcorn, an influential stage manager that has worked on Broadway and teaches stage management at the college level. Upon reading about her and her work, I found that she strives to teach about anti-racist stage management practices. I looked into her studies and the book written about it. However, what I really enjoyed reading about was her teaching of taking the theory and turning it into real practice. Having experienced racial prejudice while being an SM, I loved knowing that she is bringing this discussion to light and holding space for people like me. My theater experience has allowed me to find what my purpose is in theater. Coming in, I wasn't completely sure what track I wanted to follow, I just knew I enjoyed live theater and the technical aspects of it. My sophomore year of High School I had taken a stage management class and found a new interest that I didn't know existed yet. I made it a goal to be the first underclassman to stage manage a show, and I did! I managed my school's Black History Show and it was such a rewarding experience. My passion grew into wanting to learn more about the industry; I found numerous topics on anti-racist practice efforts in theater (specifically stage management). During my time stage managing, I began reading about Narda E. Alcorn and her efforts to create a more equitable work space. I began speaking with my stage management teacher about it and soon it became a discussion point among the stage management Capstone class. Soon after, I had worked on a show where there was very clear racial prejudice and I began to think about what I had read in Alcorn’s essay, “We Commit to Anti-Racist Stage Management Education” about the anti-racist stage management practices on the professional level. But it seemed like not a lot was currently being done at the local, non-profit theaters. Learning this, and coming from my experiences at school, I've made it one of my goals to one day be able to bring more anti-racist practices to theater, continuing the theory and implementation of equity and inclusion where everyone feels respected and accepted in the spaces we work in. Narda E. Alcorn has influenced me as a young black girl who has a passion for theater. To always stand up for racial equity in spaces that might not always have it. Just as she has worked to provide a better experience for Black and Brown people in theater, that is something that I look up to and strive to continue for the people coming in the theater industry after me.

“Their Eyes Were Watching God” Their Eyes Were Watching God is my favorite book to film adaptation. I remember the first time I had read the book was Freshman year of High School and I immediately fell in love with it. The way the characters are written, I felt like I could be inside their mind and I could feel how they were feeling at any given time. I remember I read it a few times over and even annotated it. When I finally went to watch the movie, I was a bit skeptical because sometimes movie adaptations tend to leave a lot of the key plot out. I soon came to notice that the production team on this film had definitely done their research on this book. The director of the 2005 film, Darnell Martin, paid clear attention to the nature of Hurston’s novel. Though there were elements of the book that were not incorporated into the movie, the film captures the key moments of the book, the characters, and themes. The film overall stays faithful to Hurston’s book which as an avid reader, I definitely appreciate. I was excited to see one of my favorite actors as the main character, Halle Berry. Halle Berry brought Janie Crawford to life and gave a wonderful performance of the struggles, love, and complexities of the character. Berry’s portrayal of Janie is exactly how I imagined while reading, a strong woman that is beginning to navigate the world on her own for the first time but still being tied down in marriages with men she does not truly love. She strives to define herself. First from her young dreams of love and the gradual realization of her personal autonomy. The ability to convey Janie’s inner thoughts and feelings really connected the audience to the character, creating empathy for the character. Through her relationships with the men in the story; Logan Killicks, Joe Starks, and Tea Cake, Berry connects with the character and resembles the coexistence between love and independence. The emotional impact described by Hurston in the book are depicted in the film adaptation by exploring themes such as racial and gender discrimination, love, self discovery, and women empowerment. The film deeply resonates with the audience, including myself. As a young black woman that much like Janie, is on a journey to self discovery, being able read a book with those universal themes and complex characters, there was almost always something I found myself relating too. Seeing a book that was created by a Black woman and stars a Black woman was so incredibly inspirational and important to me.

"A.N.T It Up" The best crossover episode on Disney would be between A.N.T Farm and Shake it Up. During a performance break at Shake It Up Chicago; CeCe, Rocky and Ty are presented with an opportunity to create a spin off show documenting their process for the show with a big performance with them all at the ending. It would come with a guaranteed 3 seasons, press tours and a huge scholarship to go to their dream colleges for dance. However, this offer comes with a challenge: they must work with the Advanced Natural Talent program, (A.K.A the A.N.T Farm kids). Rocky and CeCe are hesitant at first knowing the A.N.T Farm kids are younger than them and have never been on a professional stage before. Regardless, they agree and within the next week, the kids arrive. Upon arrival; Chyna, Fletcher, and Olive are in awe of Shake It Up. They are greeted by the stage manager of the show who walks them through how the show should run and what they should expect. They then all sit down with their parents to fill out any paperwork needed and proceed onto a tour of the facility. They first stop at the backstage area, where all of the dressing rooms are. As they walk through, they are greeted by Ty, Rocky’s older brother. He introduces himself and once he finds out that Feltcher is a visual arts prodigy, he asks him if he would be interested in creating the artwork for their poster of their show. Fletcher is ecstatic and happily accepts the offer and stays to chat with Ty more about design ideas. As the group continues through the building they come across the camera rooms and get to see inside. They meet the camera operators and once they learn what duties they have, Olive is excited and thinks she could put her talents to use. A while later, the only one left in the group is Chyna. The tour has concluded and she feels at a loss and doesn’t think she has anywhere to showcase her talents because all of the music they use on Shake It Up is pre-recorded tracks. Feeling defeated, she sits on the front of the stage with her guitar and begins strumming. After a while, Rocky and CeCe approach her and compliments her musicality. Once they’ve sat talking with each other for a while and Chyna explains feeling displaced, they come up with an idea for the producers. Chyna could play a song live on the stage while the dancers perform, almost like a cypher. The three girls go present this idea and in no time they begin production. In the end, you see Chyna on stage with the dancers, Olive helps the production crew behind the scenes and Fletcher gets to see his art broadcasted live.