rehearsal room practice

performing-artsSt Mary’s College in Hull has an impressive proscenium theatre and an ambitious programme of productions. Director of Performance, Neil Wood, has worked in musical theatre professionally and he draws on this background in his approach to teaching:

I always say to my students right at the beginning that when they walk through the doors of my classroom they are walking into a rehearsal studio and they are very much young actors. We will be creating theatre together and I expect them to be evaluative actors who can look back and also comment on other peoples work in a supportive environment. So I very much treat the classroom as a studio space.

The productions are led by students often as part of their courses, supported by staff, but with considerable responsibility for all the different aspects of production. In one term there might be a musical production, a play, a dance performance and a talent show alongside the school’s existing commitment to a programme of work as an RSC Associate School and in partnership with Hull Truck Theatre. Senior management support the work fully and see it as integral to the ethos of the school:

I think it sits very comfortably with our spiritual ethos because spirituality isnt something that is only linked with religion. It is about the discovery of self. I am always struck by the self-esteem that goes with acting and performing. I sometimes think I see therapy in art and design and, in acting. I see therapy in the escape of taking on a role and the ability to be someone else and to explore their nature. The curriculum should provide as many kinds of opportunities for that kind of spiritual experience and that kind of self-discovery.

Deputy Head, Damian Walmsley

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The TALE research team are currently analysing the data we have collected from the first year of visits and it’s very interesting to see what the students themselves say about what they learn when they take part in professional productions. The focus group of twenty four students we interviewed suggested they developed a wide range of skills:

  1. Communication
  2. Independence
  3. Active engagement
  4. Responsibility
  5. Confidence
  6. Self-reliance
  7. Dealing with pressure.
  8. Courage
  9. Creativity
  10. Dedication
  11. Interpretation
  12. Social skills
  13. Thinking on your feet
  14. Portraying the right image
  15. Self-expression
  16. Being proud of who you are
  17. Trial and error
  18. Persistence
  19. Being able to give and take constructive criticism
  20. Determination

img_3970Students often talk about pushing themselves to perform and the way this their increases confidence and as these year 10 students suggests, it is not always easy:

Some people used to run off if they were asked to go on stage whereas now, they might not love doing it, but they will volunteer.

In drama, even if you don’t feel confident, you get up on that stage and forget about everything and express yourself.

As the students go on to suggest:

You can’t take anything back when you are doing this kind of thing [live performance].

So much of what they do involves taking risks, but they have a clear sense of the value this has to their own development:

In drama you learn to exploit yourself and embody your ideas. You perform in real life.

I asked Neil how the RSC Associate School programme fitted with his approach to teaching:

I’ve always had this view of my classroom being a rehearsal space but to go along and work with a worldwide leading company and find that is what they were trying to do too…they were trying to bring Shakespeare into the classroom as a rehearsal room practice. And with the very first CPD we did that unlocked Shakespeare for me and I suddenly had these ways of unlocking texts.

Clearly this student, who said he previously did not like Shakespeare, has also found new ways to think about the plays:

I loved reading it. He has so many different ways like there’s a battle and they’ll be a comedy section in it. That’s why I love it because I want to think about why he did that.

Despite the challenges schools currently face in relation to the government position on arts education, the leadership team at St Mary’s are confident that they know what will best support the learning and success of their students:

2017 is a huge opportunity for us in terms of the cultural agenda and I hope that we take it to heart as a school and I really hope the city does as well.

Deputy Head, Damian Walmsley

We look forward to catching up with staff and students at St Mary’s and to hearing more about their experiences of being part of the UK City of Culture later in the year.

 

research partnership

One of the purposes of the Arts Council grants is to explore what happens when arts organisations work together with researchers in higher education. In the case of TALE, we have all worked together before, but in different ways and on separate projects. We hadn’t anticipated any particular problems, but we have found a couple of interesting issues already. We think it is worth noting these as we go along.

The first issue was related to what would happen if any of us wanted to apply for further funding for this research, or for a follow up. Because all three partners regularly apply to a small number of funders, we had to work out a process that would ensure we negotiated with each other about to avoid any one partner cutting across another organisational plan. There is now wording in our contract which says that we must all consent to any further funding application related to the project.

The second issue is related to calls on teacher time. One of our organisations offers an intense period of training to schools at the beginning of the school year which requires teachers out of class for a few days. The research team wanted to offer a combined day to schools where we reported on the first year of research results. Because we rely on summer to complete our data analysis we wanted to do this at the same time. This potentially created an additional request for time out for teachers. Our current compromise is that we researchers will add reporting interim results to the organisation’s existing CPD days and we will run a separate small event for the other organisation. We all agree that one big event is a good idea, but have yet to find the most appropriate time and place to do it.

Neither of these issues is big or insurmountable, but did require us to think about each of the organisation’s needs and processes and how the project proceeds without  getting in the way of any of them. Interestingly, we discussed questions of confidentiality and anonymity at our last project governance meeting and we were all in agreement – so it’s the organisational questions that have proved to be our first points of careful thinking through.