But these cannot I command to any utterance of harmony.

Sometimes it feels like one of the goals of teaching theatre/Shakespeare/performance is a kind of harmony in the classroom. Not literal harmony, of course – and not unison. We’re not after everyone doing the same thing. But harmony – multiple voices working together to create a coherent whole – even if there are dissonant notes or the occasional wrong note.
Some groups take to the work like ducks take to water. I do not have to fight them and explain all the factors. I offer what I offer and they soak it up. Some groups take a while to buy in. They clunk along for a while until it becomes easier – like an old engine taking a while to get started by then running just fine to get the job done.
And then, there are the groups whose issues outside the classroom are so great, their brains so noisy with trouble, that it’s always a slog. These cannot I command to any utterance of harmony.

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