Section 4 Theatre Groups In School & Theatre Visits
4.1 Introduction
‘Theatre should not be seen as an alternative mode of learning but as a complementary part of a package with a follow-up curriculum-linked programme’.
Office of the Deputy Prime Minister; Theatre in Education www.firesafetytoolbox.org.uk
Student teachers may well have first-hand knowledge of either visiting the theatre with a school group or seeing theatre groups perform in school. This should be capitalised upon in discussion.
4.2 Planning and follow-up of theatre experiences
The importance of the practicalities involved in organising a theatre visit, or the visit of a theatre group to school cannot be overemphasised. Student teachers should be reassured that there will be others in schools with experience of this, and they should use their support when considering using theatre in education for the first time. They should be aware of risk assessments, insurance requirements etc, as with any out of school trip, and with the impact on, for example, timetabling and hall use when a group visits the school. If any of these practical issues go wrong, the positive impact of the theatre experience can be overshadowed.
Pupils’ follow-up work may depend upon the initial reason for booking the performance. If it is, for example, an end of term treat, letters of thanks may be appropriate, or just an informal discussion about what was enjoyed in the performance. However, if there is a definite curriculum link, the outcomes would be different.
4.3 Developing critical skills in relation to theatrical productions
It can sometimes be overlooked, especially with groups visiting primary schools, that the quality and usefulness of what is presented may not always be what one would hope.
Schools receive a considerable number of advertising flyers from theatre in education providers, and it can be almost impossible for the teacher to know which will live up to expectations. It is a good idea to keep a log of any performances, with comments from both teachers and pupils. This evaluative record will build into a useful resource for future planning, as well as helping to develop a critical awareness in children.
4.4 Activities
- A useful starting point to get student teachers thinking about Theatre in Education is to ask them, in groups, to discuss their experiences, highlighting any perceived benefits. They could also be asked to consider the teacher’s role in organising such a visit.
- Ask student teachers to draw up two lists of criteria for assessing productions, either in or out of school; one for teachers and one for pupils. Ask what each might be looking for from a theatre experience – would teachers are pupils always agree about what makes a ‘good’ production?
This activity could perhaps be followed up when on placement, where the student teacher talks with both teachers and pupils about their experiences of school/theatre links.
- Whilst it is perfectly legitimate to see a theatre performance simply as a treat, to be enjoyed for the pleasure and interest it affords, student teachers should be encouraged to find interesting ways to make the most of using Theatre in Education. They will be used to the idea of watching the play to support study of the text, as at GCSE or A Level, but should be guided towards a debate that links with the use of Drama as a cross-curricular tool; as a valuable resource for developing Speaking and Listening and as a way of children learning about the world and about themselves. Ask student teachers to choose a performance that might be used by their chosen age-range, e.g. a pantomime, a puppet show, a version of a traditional tale, a re-telling of a well-known text such as the BFG, Wind in the Willows, The Iron Man, etc., or they may have particular examples which they know. In pairs or groups, ask them to devise a list of possible follow-up activities which could be used with children after the performance. These should include some drama and linked writing activities, but may fall into other curriculum areas.
4.5 Useful Links
