One thing that was interesting at this class was that the kids were careful about the equipment. I think this was true for at least three reasons. The first reason is that we followed the routine as always. Even though there was some new stuff on stage, we followed the visual schedule and the actors knew where they were supposed to be. Secondly, we addressed their curiosity pretty quickly by demonstrating the lighting equipment during theater vocabulary section of the class (third activity) so the kids had a chance to see what the lights were for after a few minutes of seeing them. Thirdly, we tried to help them avoid tripping over the cables and over the lights by giving the actors a specific place to be away from the lights. For example, we did our acting scenes from center stage and avoided downstage where the lights were. We also had the kids come to the side, where there were no cables, and give a teacher a high five before going onstage in an effort to keep them from walking between the lights or tripping on the cables.
It was also interesting that none of the actors voiced concerns about the brightness of the lights. The squinted and blinked but did not say a word. We did let one child come in early and get a sample of the lights moving and flashing before class started so he would know it was coming and decide if he liked it or not. He gave it a big thumbs up. Most the kids experienced stage lights for the first time without preparation.
*Note about Fiddles and other sensory tools:
Here is a great (as in reasonably priced and cute) source for weighted clothes, lap toys, and even fiddles. Therapeutic Threads