Each performance was significantly different as the performer adapted the journey and Sasha’s character to each specific group. The week before performances Paul took his character to see eight of the groups in their schools and playgroups. This allowed him to develop the character according to the children’s response and interaction. It also meant that these groups were familiar with Sasha and built up a relationship making them more comfortable with the visit to Lanternhouse. These meetings of Sasha and children on their territory are another example of this projects reciprocal nature. To go out and introduce oneself before inviting someone to your house.

Paul also wished to create a learning experience for the parents and carers as well as the children. Some adults seemed to find it hard to let go of the rules, which are felt necessary in many teaching institutions. ‘Don’t touch’, ‘be quiet’. These rules restricted what was aimed to be a different kind of learning experience for the children. To touch and communicate freely and creatively in the environment was an aim of the project. To counteract this blocking the character would speak directly to carers and instruct them. Sasha aimed to teach by example. Sometimes to be gentle, quiet and listen will give you more from a child.