This post is written by Lexi Earl, on her visit to The Bridge School in London.
When I visited The Bridge School (a special school for children with severe, profound and complex learning difficulties), I had an unexpected opportunity to accompany the 6th form to the theatre. On the day that I visited, they had been invited to attend a matinee performance of Ghost at the Lilian Baylis Studio. The production was put on in collaboration with people from the Daylight Daycentre and the Samuel Rhodes School – these were performers with various disabilities, acting on stage with others.
The performance was wonderful to watch. There were fantastic costumes. People came on holding colourful lights that then designated the space they danced in. The scene where Sam, the main male character, is shot and dying in the hospital (and realises he has become a ghost), was made much lighter by a fabulous dance routine of surgeons and nurses in scrubs. There was a live band on stage, who sometimes helped fill the silence if someone was late on or forgot their lines briefly.
During the performance I noticed the audience’s reactions to the different scenes, and different actors. Some of the performers were old students from The Bridge, and the young people I was with recognised them – telling me excitingly that so-and-so was on stage. They especially seemed to enjoy the music – clapping and singing along at various points. This theatre trip formed part of the students’ Arts Award activities.
The following week I returned to The Bridge to complete my 2-day visit. I spoke to Steven Mills, the music and drama facilitator, about the importance of such theatre experiences for their students, and the purpose of completing a qualification like Arts Award.
I think what is really nice about the Arts Award is that they get something at the end of it and it is something outside of the school and it is country wide so they are getting the same award as every other student who achieves it in the country. I think that is really good.
As part of the Arts Award, the students were interviewed about their trip to the theatre. They came up with the questions as a group and then individually answered them, giving their honest opinions about the experience. One of the girls summed it up perfectly when she commented: “the show was good because it was about life”.
Arts Award forms part of a much wider approach to a creative curriculum that teachers at The Bridge follow. I spoke to Ryan McClelland, the art teacher, who explained:
[We follow a] more creative curriculum which meets the very diverse needs of our kids. So it is very student led and we do have accreditation but it isn’t as stringent as GCSE or A Level and we decided to go with the Arts Award from the Arts Council because it is a little bit more flexible and interesting. […] We are finding a lot more sensory needs coming in [to school] and I suppose my practice, as an art teacher, has evolved to meet those needs. Over the last few years I’ve dispensed with the idea of an autonomous art work and I’ve been encouraging much more group work because I think that can encourage relationship building and it shifts the emphasis onto the staff as well and I expect the staff to treat the work as their work as well and whether that is supporting a child to make the work or them modelling something. I also think that the way the world is going I think this cult of the individual is going to be superseded and there will be much more of an emphasis on group work. Especially for kids with SEN because they are always going to need some sort of support in their lives and so we need to equip them with the skills to be flexible and to work with different people. We try to promote that through art, music and drama because they are the subjects that they access best.
The theatre production illustrated how this collaborative and group art might work between people of differing abilities. It gave the young people a chance to see similar people to themselves performing on a stage, and also provided me with the perfect opportunity to understand how Ryan’s ideas of collaborative and group work might work in practice.