All at Once!

Full Script

ALL AT ONCE!

Where The Noise Becomes Music!

Book, Music & Lyrics by Richard Ehrlich Based on the book GoYou! Focus Forward

Copyright©2025 Richard Ehrlich

Runtime: 1h20m (no intermission)

CHARACTERS

JULES CHEN (17) - High school junior. Soprano, G3-G5. DEREK MARTINEZ (18) - Jules' lab partner, later boyfriend. Tenor, C3-A4. SAM MARTINEZ (23) - Derek's brother, guidance counselor. Baritone, A2-F4. MAYA RODRIGUEZ (35) - Graphic designer, single mother. Mezzo-soprano, B3-F5. EMMA RODRIGUEZ (8) - Maya's daughter. Treble, C4-D5. DR. VASQUEZ (45) - Support group facilitator. Alto, G3-D5. MR. HENDRICKS (50s) - Chemistry teacher. Speaking role. LINDA CHEN (42) - Jules' mother, nurse. Alto, A3-E5. DAVID CHEN (45) - Jules' father, engineer. Bass-baritone, F2-D4. MARCUS WILLIAMS (19) - College student. Baritone, G2-E4.

INTERVIEWERS (2–3) – Media Q&A voices; speaking roles.

BOARD CHAIR PARK (50s) – Board chair; speaking role.

BOARD MEMBER TORRES (40s) – Board member, skeptical; speaking role.

BOARD MEMBER JOHNSON (50s) – Board member, empathetic; speaking role.

Ensemble: 6-8 performers (Students, Board Members, Parents, etc.)

 

SCENE 1: EXPLOSION POINT (8 minutes)

Set with moveable classroom desks. JULES sits at her desk, clearly in trouble. MR. HENDRICKS stands over her failed test.

MR. HENDRICKS: (Disappointed) D-minus, Jules. Again. Your lab work is brilliant, but tests...

JULES: (Defensive) The fluorescent lights sound like angry bees, Derek's tapping "Bohemian Rhapsody" on his desk, and Madison's strawberry lip gloss is making my brain itch. The equilibrium stuff makes perfect sense, I just---

DEREK: (Interrupting, intrigued) Wait, how do you know I was tapping "Bohemian Rhapsody"?

JULES: (Surprised) You always tap in 6/8 time when you're nervous. Today it was definitely "We Will Rock You" transitioning to---

MR. HENDRICKS: (Cutting her off) Jules, focus! Friday's exam determines if you pass chemistry.

(JULES stares at her notebook - elaborate atomic structure drawings instead of notes.)

JULES: (Quietly) But I am focusing. Just... differently.

SONG 1: "SEVENTEEN DIRECTIONS"

Key: G minor → B♭ major | Tempo: 140 BPM | Duration: 2:45

JULES: (Starting quietly, building to manic energy)

Every sound's a symphony playing in my head

Derek's drumming fingers, clock hands filled with dread

I can taste the anxiety floating through the air

While my brain runs seventeen directions everywhere

 

Too much noise, too much noise

Can't turn down the volume

Too much noise, too much noise

Lost inside the storm

 

But maybe seventeen directions

Is exactly where I'm meant to go

Maybe all this noise and motion

Makes a music they don't know

 

ENSEMBLE:

Pay attention! Sit still! What's wrong with you?

 

JULES:

Maybe seventeen directions is my superpower

Maybe chaos in my head is my finest hour

When you see scattered, I see patterns

When you hear noise, I hear song

 

Too much noise, too much noise

This is how I'm made

Too much noise, too much noise

I won't be afraid

 

Too much noise, too much noise

Can't turn down the volume

Too much noise, too much noise

Can't turn down the volume

Too much noise, too much noise

Can't turn down the volume

Lost inside the storm

 

Maybe seventeen directions is my superpower

Maybe chaos in my head is my finest hour

When you see scattered, I see patterns

When you hear noise, I hear song

 

Too much noise, too much noise

This is how I'm made

Too much noise, too much noise

I won't be afraid

 

ENSEMBLE:

Pay attention! Sit still! What's wrong with you?

 

JULES:

Maybe seventeen directions is my superpower

Maybe chaos in my head is my finest hour

When you see scattered, I see patterns

When you hear noise, I hear song

 

Too much noise, too much noise

This is how I'm made

Too much noise, too much noise

I won't be afraid

 

(Bell rings. Students exit quickly.)

MR. HENDRICKS: (Approaching gently) Jules, my daughter went through something similar. Got help. She's thriving now. (Hands her a card) Dr. Vasquez - she runs a support group. Might be worth checking out.

DEREK: (Poking head back in) Your atomic drawings are insane. In the best way. Coffee? I can explain chemical equilibrium using music theory if you want.

JULES: (Hope creeping in) Music theory?

DEREK: Everything's just patterns and energy, right?

(Lights transition as they exit together)

 

SCENE 2: COLLISION COURSE (10 minutes)

Coffee shop. SAM studies at a corner table. MAYA sits nearby with EMMA, working on laptops. JULES and DEREK enter, sharing earbuds.

DEREK: ---so if you think of chemical equilibrium like a song finding its key---

JULES: (Excited) Oh! Like when too much bass makes everything shift to compensate!

SAM: (Looking up, recognizing the pattern) Let me guess - someone just found a way to make chemistry make sense?

DEREK: (To SAM) Sam, meet Jules. (To JULES) My brother, the guidance counselor who sees everything.

SAM: (Closing his textbook) How long have you been fighting your own brain?

JULES: (Defensive) I'm not fighting anything. I just need better focus---

MAYA: (Looking up from her laptop, frustrated) Sorry, couldn't help overhearing. You sound exactly like me talking to my therapist last month. "I just need better time management" while my ADHD brain is running five projects simultaneously and forgetting to eat.

EMMA: (Looking up from her coloring, matter-of-fact) Mama's brain is like a kaleidoscope. It's pretty, but sometimes the pieces move too fast.

JULES: (Staring at EMMA) That's... actually perfect.

MAYA: (To JULES) Eight-year-olds are surprisingly wise about brain stuff. (To EMMA) Show her your fidget collection, sweetheart.

(EMMA proudly displays a small bag of various fidget toys)

EMMA: This one's for when my thoughts are bouncy. This one's for when they're sticky. And this one's for when I need to think really hard.

SAM: (To JULES) Wednesday night. Seven o'clock. Dr. Vasquez runs the group - people who think in spirals instead of straight lines.

JULES: What kind of people?

SAM: Honest ones. Who've figured out that different doesn't mean broken.

SONG 2: "THE LEARNING CURVE"

Key: E♭ major → G major | Tempo: 130 BPM | Duration: 2:30

SAM: (Upbeat, confident)

I used to think I was broken, tried to fix what wasn't wrong Failed college twice before I realized I belonged In a different kind of classroom, with a different kind of song Now I'm here to tell you --- you've been right here all along!

This is the learning curve Finally making sense This is the learning curve Trading shame for confidence

MAYA: (Joining with excitement)

Thirty-five years of wondering why I couldn't keep the pace Running five projects, forgetting my own face Till someone said "Your wiring's not a problem to erase" Now I'm raising Emma knowing she belongs in any space!

JULES: (Building energy)

You mean there's actually a reason that I paint until I drop? A reason that I hyperfocus and forget to ever stop? A reason that my mind works like a never-ending shop Of ideas and connections that just bubble to the top?

ALL THREE: (Full energy, driving rhythm)

This is the learning curve Better than going it alone This is the learning curve Finally coming home

We're not broken, we're not lacking We're just learning how to fly This is the learning curve And we're finally getting high!

Learning curve, learning curve Watch us rise and watch us thrive Learning curve, learning curve This is how we come alive!

DEREK: (Spoken over music) Would you want me to come Wednesday? I don't understand it all, but I want to learn.

JULES: (Touched) Really?

DEREK: Really.

(Lights fade as they make plans)

 

SCENE 3: RAW TRUTH (22 minutes)

Two weeks later. Support group circle. DR. VASQUEZ facilitates. JULES, DEREK, MAYA, SAM, and MARCUS in folding chairs.

DR. VASQUEZ: Quick re-intros—Jules, this is Marcus, a college sophomore who joined us last week; Marcus, this is Jules, just starting with us.

DR. VASQUEZ: (Warm but direct) Marcus, you look defeated. What happened? I know this is only your second week with us, but you seemed hopeful last time.

MARCUS: (Bitter) Failed organic chemistry. Again. Even with accommodations. (Looking around) Maybe I should just accept I'm not smart enough for pre-med.

DEREK: (To the group, awkward) I keep trying to be Jules's backup brain. Reminding her about everything, planning for her...

JULES: (To DEREK, sudden intensity) Stop! That makes me feel like a broken thing you're trying to fix.

DEREK: (Defensive) I'm just helping---

JULES: (Cutting him off) I need support, not management.

DR. VASQUEZ: (To DEREK) What would support look like instead of management?

DEREK: (Genuinely confused) I... I don't know.

MAYA: (To DEREK) Learn her rhythms. Notice when she's struggling before she crashes. And remember - her chaos isn't about you.

JULES: (To the group, vulnerable) Sometimes I feel genuinely broken. Other times everyone else seems to move in slow motion and it's maddening.

MARCUS: (Nodding) Too much and not enough at the same time.

MARCUS: (To JULES) How old are you?

JULES: Seventeen.

MARCUS: (With envy and hope) I wasted two years hating myself. You're figuring this out early. That's huge.

SONG 3: "WHAT IF THERE'S NOTHING WRONG WITH ME?"

Key: F major → A major | Tempo: 95 BPM | Duration: 3:15

JULES: (Raw vulnerability)

What if there's nothing wrong with me? What if this storm inside my head Isn't damage to repair But music waiting to be conducted?

What if I'm not broken, just different? What if I'm not lacking, just learning?

MARCUS: (Standing, angry)

But what if I'm just making excuses? Nineteen years of feeling stupid "Such potential if he'd apply himself" Yeah, potential to disappoint everyone

What if the world's just not built For minds that spiral and leap Instead of marching in straight lines?

MAYA: (Fierce protectiveness)

What if I'm teaching Emma To hate her own beautiful mind? What if my struggle becomes her shame?

DEREK: (Confused but committed)

I don't hear your symphonies But I watch you create magic What if different isn't less than? What if I need to learn your language?

ALL: (Building revelation)

What if there's nothing wrong with us? What if we're exactly what the world needs? Different kinds of light Different ways to see

The question changes everything From broken to discovering How to love ourselves In a world still learning How to love us too

DR. VASQUEZ: (After silence) That's the work. You're not broken, but you still have to navigate a world designed for different minds.

MARCUS: (Thoughtful) Maybe I should switch to psychology. Help other kids who feel like I did.

DR. VASQUEZ: That's exactly why Sam's peer mentoring proposal matters so much. Having students who understand guide others through the system.

SAM: The district board meets Tuesday to vote on a new Student Supports policy—movement breaks, fidgets, extended time, quiet rooms, all of it. Public comment is open. If voices like yours show up, it matters.

JULES: What would we say?

SAM: Just tell your truth. Show them that accommodation isn't about excuses - it's about access.

JULES: (To the group) My parents don't know I'm here. They think I'm studying. They wouldn't understand.

SONG 4: "NOT ALONE ANYMORE"

Key: C major → E major | Tempo: 120 BPM | Duration: 2:30

MARCUS: (Looking around circle)

Spent so many nights believing I was broken Every mirror showed a failure looking back But sitting in this circle, something's woken A truth that fills the places where I lack

ALL: (Building energy, hands reaching toward center)

We're not alone anymore In this wild and winding journey Not alone anymore When the world won't stop turning

There's a voice that says "I know this" There's a hand that understands Not alone anymore We're finally where we stand

JULES: (Solo verse)

All my life I thought my mind was just too much Racing thoughts that no one else could ever share Now I see there's others with this magic touch Who know exactly what it's like to live up there

ALL: (Full harmony)

We're not alone anymore In this beautiful confusion Not alone anymore Past the hurt and the illusion

Finding souls who speak our language Hearts that beat the same off-rhythm Not alone anymore We're learning how to live with them

We're not alone anymore In our spectacular difference Not alone anymore Making sense of our existence

MAYA: (Bridge, maternal)

Every parent's fear is passing down their pain But what if what we carry is a gift?

ALL: (Final chorus, building)

We're not alone anymore In our bright and blazing glory Not alone anymore This is how we tell our story

(Group embrace as lights shift)

 

SCENE 4: FAMILY CRISIS (8 minutes)

One month later. The Chen kitchen. LINDA aggressively organizing already-clean counters. DAVID sits with JULES's report card and bills. JULES enters with mail.

JULES: (Excited) I got an interview for State's art program! They only interview thirty students for the scholarship---

LINDA: (Not looking up) That's nice, sweetheart. Sit down. We need to discuss your grades.

JULES: (Deflated) What about them?

DAVID: (Reading report card) C+ in chemistry after all that tutoring. D in calculus. Incomplete in English.

JULES: (Defensive) I'm using accommodations now. Mrs. Patterson said my writing shows real insight when I have extra time---

LINDA: (Exploding) Accommodations won't exist when you're an adult! The real world doesn't give participation trophies!

DEREK: (Entering through back door, sensing tension) Bad timing?

DAVID: (To DEREK) Actually, maybe you can talk sense into her. Ever since this whole diagnosis thing, she acts like normal expectations don't apply.

DEREK: (Carefully) Mr. Chen, Jules works harder than anyone I know. She just works differently.

LINDA: (Breaking down) Because if that's true, then we failed her. Seventeen years of missing this. What kind of parents does that make us?

JULES: (Quietly fierce) Parents who are failing me now by making this about your guilt instead of my future.

(She grabs her art supplies)

JULES: (To DEREK) I can't stay here tonight.

DEREK: (To her parents) She's not asking you to understand everything immediately. Just stop making her feel broken for needing different support.

(They exit. LINDA and DAVID left alone with their guilt)

LINDA: (To DAVID) What if we really did miss it? What if we made it worse?

DAVID: (Slumping) What if we still are?

(Walking to Sam's apartment)

SONG 5: "CHOSEN FAMILY"

Key: F major → A♭ major | Tempo: 95 BPM | Duration: 2:30

JULES: (Heartbroken but gathering strength)

I thought that home meant love you didn't earn That family meant they'd never let you go But some doors slam when you need them most Sometimes love means letting people know

They can keep their conditions I won't play their games

DEREK: (Taking her hand, steady and sure)

I choose your lightning mind I choose your restless heart I choose the girl who sees the world In seventeen directions

This is chosen family Love that stays when things get hard Chosen family You don't have to play a part

JULES: (Finding her voice, defiant)

Done shrinking down to pocket size Done dulling all my shine Done waiting for their blessing

DEREK: Time to claim what's mine

BOTH: (Overlapping, growing stronger)

JULES: This is chosen family DEREK: Hearts that see you as you are JULES: Chosen family DEREK: Love that isn't very far

BOTH: When you're ready to be free And brave enough to choose The love that doesn't change you

JULES: (Final declaration, powerful)

This is chosen family And I refuse to lose

(They reach Sam's building as music fades)

 

SCENE 5: MAKE OR BREAK (12 minutes)

Two weeks later. Art studio. Three INTERVIEWERS at a table. JULES's portfolio spread before them.

INTERVIEWER 1: (Cold) Ms. Chen, your portfolio is... unconventional. This piece - what exactly are we looking at?

JULES: (Nervous but honest) "Hyperfocus Storm." It shows what my brain looks like when I'm completely absorbed in creating. Each color represents a different thought stream.

INTERVIEWER 2: (Skeptical) It appears quite chaotic. Our program demands structure, discipline---

JULES: (Finding courage) You know what? This is exactly the problem. You see chaos because you don't understand how my mind works. But this painting took sixteen hours of sustained focus. Just because my process looks different doesn't mean it's undisciplined.

INTERVIEWER 3: (Dismissive) Our students need to handle intense pressure---

JULES: (Interrupting, passionate) When I care about something - really care - I disappear into it. Time stops. I work until I collapse because I forget my body needs food. If that's not intense focus, what is?

(She unveils "Seventeen Directions" - a stunning multimedia work)

JULES: This represents simultaneous thought streams. Most people see noise. I see music waiting to be conducted.

SONG 6: "HYPERFOCUS MAGIC"

Key: A major → C major | Tempo: 125 BPM | Duration: 2:30

JULES: (Starting quietly, materials in hand)

The world fades out, the noise goes quiet My hands know what they need to do Colors call and shapes start shifting Time stops when I'm breaking through

Watch me disappear completely Into something being born This is where I come alive This is what I was made for

JULES: (Building energy, creating in real time)

Every line has its own purpose Every shadow tells a story What you see as scattered madness I see blazing into glory

This is hyperfocus magic When my mind becomes a flame Hours vanish, world goes silent Nothing left but me and making

JULES: (Peak intensity, lost in creation)

Red for the anger that won't settle Blue for the sadness that won't leave Gold for the moment when it all makes sense Green for the hope I now believe

Layer over layer over layer Building something no one's seen This is hyperfocus magic This is where I reign as queen

JULES: (Key change to C major, triumphant realization)

Now you see what I've been trying To explain to all of you What looks broken from the outside Is exactly what I do

This is hyperfocus magic My superpower set free When you stop trying to fix me Look what I create when I'm me

(She steps back, revealing completed artwork)

This is hyperfocus magic And it's everything I am

(Final orchestral flourish as interviewers stare in amazement)

INTERVIEWER 1: (Genuinely amazed) That's... extraordinary. I've never seen anyone work quite like that.

INTERVIEWER 2: (Making notes, intrigued) The process is as compelling as the result.

INTERVIEWER 3: (Still resistant) We'll be in touch by Friday.

DEREK: (To himself as JULES exits) I'll wait by her mailbox. She shouldn't face this alone.

SCENE 6: THE REAL FIGHT (20 minutes)

DISTRICT SCHOOL BOARD — Public Comment on Agenda Item 6B: Classroom Supports & Accommodations (movement breaks, sensory tools (fidgets), extended time, quiet rooms). JULES, SAM, MAYA, EMMA, and MARCUS face skeptical board members and hostile parents.

[Parents, students, and teachers pack the room. MR. HENDRICKS stands at the back.]

BOARD CHAIR PARK: We’re here to take public comment on Agenda Item 6B—Classroom Supports & Accommodations—and to consider Mr. Martinez’s peer-mentoring pilot as part of that discussion.

BOARD MEMBER TORRES: (Aggressive) How will this program not just enable students to make excuses for poor performance?

PARENT IN AUDIENCE: (Standing, angry) My tax dollars shouldn't coddle kids who won't try!

(EMMA stands before anyone can stop her)

EMMA: (Innocent but profound) Can I tell you about my brain?

BOARD MEMBER JOHNSON: (Softening) Of course, sweetheart.

EMMA: (Center stage) My brain is like a kaleidoscope. It sees pretty patterns all at once, but sometimes it's hard to focus on just one. My old teacher thought that was bad because I couldn't sit like a statue. But my new teacher gives me fidget toys and lets me wiggle, and now I listen so much better. I'm not broken. I just need different things to help my brain work its best.

BOARD MEMBER JOHNSON: (Genuinely curious) What else helps you learn?

EMMA: (Thoughtful) When teachers know I'm not being naughty on purpose. Like how Sofia needs glasses to see the board, I need movement breaks to help my brain settle down.

PARENT IN AUDIENCE: (Hostile) In my day, we learned to sit still without special toys!

SAM: (Professionally calm) Current research shows that accommodations like movement breaks improve learning for all students, not just those who need them.

MARCUS: (Standing) I switched from pre-med to psychology this semester. Not because I gave up, but because I found where my mind belongs. That's what this program offers.

JULES: (Standing, raw honesty) Two months ago, I wanted to drop out. I thought I was worthless. Today, I'm waiting to hear from one of the most competitive art programs in the country. Not because someone fixed me, but because someone saw me.

SONG 7: "ALL AT ONCE!" (Title Song)

Key: C major → E♭ major → F major | Tempo: 130 BPM | Duration: 3:30

JULES: (To the room, building passion)

You want to know what it's really like Inside a mind like mine? Imagine seventeen radio stations Playing different songs at the same time

All at once I'm hearing every whisper All at once my mind's a storm I can't shut out But in that storm I see patterns you miss While you see chaos, I see possibility

We are the kids who think outside every box We are the ones who find keys to every lock

All at once we're asking for space to be ourselves All at once we're proving we don't need your help To be fixed or cured or normalized Just understood and seen

ALL AT ONCE! ALL AT ONCE! DIFFERENT MINDS, SAME DREAMS! ALL AT ONCE! ALL AT ONCE! NOTHING'S BROKEN AS IT SEEMS!

Stop trying to fix us, start trying to see ALL AT ONCE WE'RE SHOWING WHO WE'RE MEANT TO BE!

All at once I'm hearing every whisper All at once my mind's a storm I can't shut out But in that storm I see patterns you miss While you see chaos, I see possibility

We are the kids who think outside every box We are the ones who find keys to every lock

All at once we're asking for space to be ourselves All at once we're proving we don't need your help To be fixed or cured or normalized Just understood and seen

ALL AT ONCE! ALL AT ONCE! DIFFERENT MINDS, SAME DREAMS! ALL AT ONCE! ALL AT ONCE! NOTHING'S BROKEN AS IT SEEMS!

Stop trying to fix us, start trying to see ALL AT ONCE WE'RE SHOWING WHO WE'RE MEANT TO BE!

ALL AT ONCE! ALL AT ONCE! ALL AT ONCE! DIFFERENT MINDS, SAME DREAMS!

(Tense silence)

BOARD MEMBER JOHNSON: I move to approve a six-month pilot program.

BOARD MEMBER TORRES: I move to table the item.

BOARD CHAIR PARK: Motion to table fails, 3–4. Returning to the main motion.

BOARD CHAIR PARK: On the pilot program—four in favor, three opposed. Motion carries.

(Muted celebration)

DEREK: (Bursting in with envelope) Jules! Your acceptance letter!

JULES: (Reading, voice breaking) "We are pleased to offer you a full scholarship... your unconventional perspective and demonstrated ability to sustain intensive creative work makes you exactly what we're looking for."

(Real celebration)

MAYA: You did it.

SAM: You fought for yourself and won.

EMMA: Can you teach other kids to paint like their brains?

JULES: (Laughing through tears) Yes, Emma. Exactly.

SAM: (To Marcus) Psych major orientation is next week, right?

MARCUS: (Grinning) Already registered. And Dr. Vasquez and I are talking about me co-facilitating a campus group next semester.

DR. VASQUEZ: (Warmly) You'll be amazing at it.

MAYA: (To Emma, kneeling) So... still want to help me design that fidget toolkit line we talked about?

EMMA: (Excited) Can we call it "Kaleidoscope Tools"?

MAYA: (Smiling) Perfect.

SAM: The pilot program launches in three weeks. (To the group) We actually did this.

MR. HENDRICKS: (from the back, moved): Lab policy update starts Monday—fidgets welcome.

DEREK: (To Jules, taking her hand) We start visiting schools next month, right?

JULES: If they'll let a freshman with a lightning mind help.

(LINDA and DAVID CHEN enter quietly)

LINDA: (Hesitant) Jules? We...we saw the meeting announcement. Heard your speech.

JULES: (Turning, surprised) Mom? Dad?

DAVID: (Humble) We realized we've been fighting against you instead of for you.

LINDA: (Emotional) We want to learn. About your brain, about how to support you instead of trying to change you.

JULES: (Cautious hope) It'll take time. And you'll have to listen even when you don't understand.

LINDA: (Taking her hand) We're ready to try. Really try.

SONG 8: "WHERE THE NOISE BECOMES MUSIC" (Finale)

Key: F major | Tempo: 75 BPM | Duration: 2:30

FULL COMPANY: (Gentle, earned)

Where the noise becomes music Where the scattered finds its song Where the different find their voices That were strong all along

JULES: (Solo, reflective)

In the space between silence and overwhelming sound That's where I learned to listen That's where I was found

MAYA:

Not in spite of how we're wired

SAM:

But because of how we're made

ALL: (Building gently)

Where the noise becomes music Where the chaos finds its beat Where the symphony of difference Makes the harmony complete

JULES: (To audience)

Listen for the music in the noise you can't understand We're not asking you to hear it Just to let us take the stand

Where the noise becomes music That's where we belong Where the noise becomes music That's our freedom song

(Final tableau: JULES center stage, surrounded by biological and chosen family)

JULES: (Final line) This isn't the end of anything. It's the beginning of everything.

(Final blackout)

END OF PLAY

 

 

 

FINAL MUSICAL NUMBERS

"Seventeen Directions" - Jules (2:45)

"The Learning Curve" - Sam, Maya, Jules (2:30)

"What If There's Nothing Wrong With Me?" - Jules, Marcus, Maya, Derek (3:15)

"Not Alone Anymore" - Full Group (2:30)

"Chosen Family" - Jules, Derek (2:30)

"Hyperfocus Magic" - Jules (2:30)

"All At Once!" - Full Company (3:30)

"Where The Noise Becomes Music" (Finale) - Full Company (2:30)

Total Runtime: 1h20m (no intermission)

 

PRODUCTION NOTES

Set Design: Set with moveable elements. Focus on lighting changes rather than complex set changes.

Casting: Requires strong young leads with both acting and vocal ability. Emma's role is crucial - needs mature 8-10 year old performer.

Music: Contemporary musical theater style with some electronic elements to represent mental noise/chaos. Acoustic instruments can handle all requirements.

Themes: Neurodiversity acceptance, family dynamics, self-advocacy, community building, systemic change.

Target Audience: Young adult and adult audiences. Educational market potential for schools/organizations.

Commercial Viability: Timely subject matter, strong roles for young performers, clear message without being preachy.

 

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Scene-by-Scene Overview

ALL AT ONCE!

Where the Noise Becomes Music!

Book, Music & Lyrics by Richard Ehrlich Based on the book GoYou! Focus Forward Copyright © 2025 Richard Ehrlich Runtime: 1h20m (no intermission)

 

Scene-by-Scene Overview

Scene 1: Explosion Point (8 min)

Setting: Chemistry classroom with moveable desks and whiteboard. Unit set design allows for quick transitions.

Action: Jules struggles with D-minus test grade while experiencing sensory overload from fluorescent lights, Derek's tapping, and Madison's lip gloss. Derek shows intrigue when Jules identifies his "Bohemian Rhapsody" tapping pattern. Mr. Hendricks offers compassionate guidance, sharing his daughter's similar journey and recommending Dr. Martinez's support group.

Song: "Seventeen Directions" --- explosive opener introducing Jules' mind as both overwhelming chaos and potential symphony, building from quiet vulnerability to triumphant self-acceptance.

Scene 2: Collision Course (10 min)

Setting: Coffee shop with corner tables and warm lighting. Sam studies while Maya works with Emma nearby.

Action: Derek explains chemical equilibrium using music theory, creating deeper connection with Jules. Maya recognizes ADHD patterns and shares her own struggles. Emma demonstrates fidget collection with mature wisdom about brain differences. Sam recognizes Jules' needs and invites group to Wednesday support meeting.

Song: "The Learning Curve" --- Sam, Maya, and Jules share transformation journeys from self-blame to self-acceptance; Derek commits to learning Jules' language rather than trying to fix her.

Scene 3: Raw Truth (22 min)

Setting: Support group circle two weeks later. Intimate folding chair arrangement with Dr. Vasquez facilitating.

Action: Marcus reveals repeated organic chemistry failure despite accommodations, contemplating pre-med abandonment. Derek realizes he's been "managing" rather than supporting Jules. Jules pushes back against being treated as broken thing needing backup brain. Maya teaches Derek about rhythms vs. management. Group explores fundamental question of being different vs. being broken.

Songs:

"What If There's Nothing Wrong With Me?" --- Jules leads vulnerable exploration of self-worth, joined by Marcus (angry self-doubt), Maya (parental fears), and Derek (confusion but commitment)

"Not Alone Anymore" --- Marcus initiates group solidarity anthem celebrating found community and shared understanding

Scene 4: Family Crisis (8 min)

Setting: Chen family kitchen one month later. Clean but tense atmosphere with report cards and bills visible on counter.

Action: Jules excitedly shares art program interview news, but parents focus on disappointing grades (C+ chemistry, D calculus, incomplete English). Linda explodes about real-world expectations while David questions accommodations. Linda breaks down over missing diagnosis for 17 years. Jules calls out parents for making it about their guilt rather than her future. Derek witnesses family dynamics and supports Jules' decision to leave.

Song: "Chosen Family" --- Jules and Derek walking to Sam's apartment, defining love that accepts rather than conditions, choosing support over blood obligation.

Scene 5: Make or Break (12 min)

Setting: Art studio at State University two weeks later. Formal interview setup with three skeptical interviewers and portfolio display.

Action: Jules faces dismissive interviewers who see "chaos" in her "Hyperfocus Storm" piece. Instead of apologizing, she educates them about her creative process, challenging their narrow definitions of discipline and structure. Demonstrates sixteen hours of sustained focus. Unveils "Seventeen Directions" multimedia work representing simultaneous thought streams.

Song: "Hyperfocus Magic" --- Jules demonstrates her creative process in real-time, celebrating intense concentration as superpower while actually creating art piece, transforming interviewers' understanding.

Scene 6: The Real Fight (20 min)

Setting: School board meeting room that evening. Formal setup with skeptical board members and hostile parents in audience.

Action: Sam presents peer mentoring proposal facing aggressive opposition. Emma gives profound testimony about her "kaleidoscope brain" needing different tools, not different treatment. Marcus shares switching from pre-med to psychology as finding where his mind belongs. Jules delivers passionate advocacy about accommodation as access, not excuse. Close 4-3 vote approves six-month pilot. Derek arrives with scholarship acceptance. Parents arrive having witnessed meeting, ready to learn rather than judge.

Songs:

"All At Once!" --- Jules leads company-wide advocacy anthem using the "seventeen radio stations playing at once" metaphor, celebrating neurodivergent minds and building from individual testimony to collective demand for understanding

"Where the Noise Becomes Music" --- gentle finale acknowledging ongoing journey while celebrating difference as harmony, with Jules' final declaration about beginnings

 

Scene Chart

 

Technical Notes

Set Design: Unit set with moveable elements allows seamless scene transitions without breaks

Lighting: Primary tool for distinguishing locations and emotional shifts

Props: Strategic and specific - fidget toys, art supplies, portfolios, report cards, test papers

Art Creation: Scene 5 requires functional art supplies for live creation during "Hyperfocus Magic"

 

Pacing Strategy

The streamlined 80-minute structure maintains momentum while deepening character development:

Opening (18 min): Establishes Jules' sensory world and introduces supportive community

Heart (22 min): Deep dive into support group authenticity and relationship dynamics

Crisis (20 min): Family rejection and high-stakes interview build maximum tension

Resolution (20 min): Public advocacy, victory, and family reconciliation provide earned conclusion

 

Character Arc Tracking

Jules: Defensive/overwhelmed → Curious/connecting → Vulnerable/honest → Confident/authentic → Advocacy leader

Derek: Well-meaning manager → Student of difference → True supporting partner

Marcus: Failing/self-hating → Questioning/exploring → Accepting/redirecting career path

Maya: Struggling alone → Community member → Fierce protective advocate

Parents: Denial/grade-focused → Crisis/guilt-ridden → Willing to learn/support

Emma: Wise child → Powerful testimony → Bridge between generations

 

The tighter structure ensures each character moment serves Jules' central journey while maintaining authentic emotional development that makes the musical both entertaining and impactful for neurodivergent audiences and their families.

 

Scene	Duration	Setting	Key Action	Songs
1. Explosion Point	8 min	Chemistry classroom	Jules' sensory overload meets Derek's musical recognition and teacher's compassionate guidance	1. Seventeen Directions
2. Collision Course	10 min	Coffee shop	Organic community formation through Maya's ADHD recognition, Emma's wisdom, Sam's professional insight	2. The Learning Curve
3. Raw Truth	22 min	Support group circle	Marcus' failure/career pivot, Derek learns support vs. management, group explores difference vs. broken	3. What If There's Nothing Wrong With Me?<br>4. Not Alone Anymore
4. Family Crisis	8 min	Chen kitchen	Parents resist ADHD reality despite achievements, focus on grades over growth, Jules chooses self-respect	5. Chosen Family
5. Make or Break	12 min	University art studio	Scholarship interview requires authentic self-presentation, live art demonstration challenges preconceptions	6. Hyperfocus Magic
6. The Real Fight	20 min	School board room	Emma's testimony, Marcus' advocacy, Jules' leadership, real opposition, hard-won victory, family reconciliation begins	7. All At Once!<br>8. Where the Noise Becomes Music