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Speaker 1: It's another jubile phone frame on the twenties. Hello, Yes,

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Speaker 1: I'm looking for Mason's mommy.

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Speaker 2: Mason's mommy.

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Speaker 1: Do you have a child named Mason?

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Speaker 2: I do have a child.

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Speaker 1: Wonderful. It's so nice to meet you. I'm mister Tigra,

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Speaker 1: a new teacher at your son elementary school. How are you?

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Speaker 2: I'm doing great?

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Speaker 1: How are you very happy to be speaking with Mason's mommy?

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Speaker 2: What is it that you're teaching my son?

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Speaker 1: I am in charge of the production that we're putting

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Speaker 1: on a Wizard of Oz and I know that Mason

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Speaker 1: has signed up to be in the production. And the

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Speaker 1: reason that I'm calling to talk to you is because

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Speaker 1: I hear that you make quite a costume. Oh goodness.

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Speaker 3: Uh well, I mean yeah for the kids we put

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Speaker 3: on we like creative for Halloween.

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Speaker 1: Well, let mister Tigra make your day. I wanted to

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Speaker 1: ask you if you'd be willing to make the costumes

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Speaker 1: for this year's production of the Wizard of Oz.

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Speaker 2: Oh, like, you know, make sure Mason has his.

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Speaker 1: Costume, I mean all of the costumes. Would you be

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Speaker 1: willing to do that for us? Because I've also talked

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Speaker 1: to other teachers around here, and everybody tells me that

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Speaker 1: Mason always has the best costumes.

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Speaker 3: Okay, well, I mean I appreciate that everyone loves my costumes. However,

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Speaker 3: you know it's it is the Wizard of an I mean,

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Speaker 3: could into school just purchase the costume?

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Speaker 1: Oh, I mean they could if they wanted to be basic.

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Speaker 1: The The thing about me is I will never put

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Speaker 1: on a production that is subpar. Part of art is

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Speaker 1: taking something that someone's already done and then making it better.

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Speaker 2: I just don't know if that's something I could commit to.

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Speaker 2: I mean, could you tell me a little bit more

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Speaker 2: about you know what you were thinking? Yes?

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Speaker 1: What I want to do for this year's fifth grade

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Speaker 1: production of Mister T. Gray's Wizard of Oz is we're

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Speaker 1: going to take it to the streets. It's gonna be

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Speaker 1: set a little more urban.

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Speaker 2: Urban.

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Speaker 1: Yeah, so what does that mean on the streets of

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Speaker 1: Osville Gotham. So it's going to be very gritty and

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Speaker 1: grimy and a few crackhead rats.

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Speaker 2: You say, crackhead rats.

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Speaker 1: Yes, there's a lot of crime in the city of Osville,

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Speaker 1: and so even the rats are addicted to crack. I've

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Speaker 1: got a whole song already written about it. The rats

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Speaker 1: are on crack, The rats are on crack.

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Speaker 2: Was this approved by the school?

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Speaker 1: Yes, I have been approved as the director of the

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Speaker 1: fifth grade performance and production.

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Speaker 3: Yes, But does the school know that you're singing about

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Speaker 3: rats on crack?

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Speaker 1: You're wondering if the school knows that the rats are

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Speaker 1: on crown.

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Speaker 2: Yeah, that's that's exactly what I'm asking you.

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Speaker 1: The rats are on the crack. That's just part of it. No,

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Speaker 1: they don't. They don't know. Yeah, they're going to be wild,

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Speaker 1: just like you are.

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Speaker 3: No, no one is going to appreciate that. I don't

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Speaker 3: want Meson singing about rats on crack.

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Speaker 1: Well, he doesn't have to be one of the main character.

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Speaker 1: The main character sings that song, so he could be

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Speaker 1: a rat that was on crack. Maybe. I don't know.

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Speaker 3: None of the children are going to participate in a

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Speaker 3: show that's thing about.

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Speaker 2: They're in fifth grade.

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Speaker 1: Is it the rats that's bothering you?

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Speaker 2: Yeah, it's the rats. The rats are driving me bonkers.

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Speaker 2: It's talking about crack. You can't be explaining.

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Speaker 1: That to my child. I see what you're saying. I

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Speaker 1: see it, noted. I see what you're saying. I see

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Speaker 1: what you're saying. Thank you. It should be a different

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Speaker 1: sort of substance, shouldn't it that they're on.

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Speaker 3: I'm glad that you called, actually, because I'm going to

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Speaker 3: now have to talk to the principal, the head.

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Speaker 2: Of the department. I mean, I just don't even know

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Speaker 2: how you've got the role that you're in, and maybe

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Speaker 2: I even need to call the district. So you said,

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Speaker 2: it's t Gray, right, how do I spell that?

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Speaker 1: You spell it Juba lay because this is actually Jubil

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Speaker 1: from the Jubil Show doing a phone brank on you

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Speaker 1: and your husband James set you up.

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Speaker 2: Oh my god, Oh my god.

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Speaker 1: He said that you always get involved in the school

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Speaker 1: place for your kids, and you wanted to make this

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Speaker 1: one really interesting for you was wake up every morning

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Speaker 1: with Jubile phone branks.