Dragon Breath Theatre Gulliver R&D in schools presentation 24 oct 2011

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Background information on how
Dragon Breath Theatre
work in schools
with young people
to develop our productions
and education programmes…… followed by
the latest update on our work on Gulliver’s Travels ,
our collaboration with
Curve, Leicester,
touring for schools’ and family audiences in summer 2012

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Dragon Breath Theatre Gulliver R&D in schools presentation 24 oct 2011

  1. 2. <ul><li>Background information on how </li></ul><ul><li>Dragon Breath Theatre </li></ul><ul><li>work in schools </li></ul><ul><li>with young people </li></ul><ul><li>to develop our productions </li></ul><ul><li>and education programmes… </li></ul>
  2. 3. <ul><li>… followed by </li></ul><ul><li>the latest update on our work on Gulliver’s Travels , </li></ul><ul><li>our collaboration with </li></ul><ul><li>Curve, Leicester, </li></ul><ul><li>touring for schools’ and family audiences in summer 2012 </li></ul>
  3. 5. Dragon Breath Theatre: creating theatre with & for young people
  4. 6. Cosmos - a Journey to the Stars Age 4-6 2009 http://vimeo.com/26835013 Shortlisted Notts Creative Business Award Shortlisted Theatre Centre/ Brian Way Young People’s Writing Award
  5. 9. The Icarus Project Age 13 + 2007 http://video.google.com/videoplay?docid=5136278231276615441# Shortlisted THES/ACE Excellence & Innovation Award Shortlisted Theatre Centre/Brian Way Young People’s Writing Award
  6. 12. Dragon Breath Age 9 + 2004 Shortlisted Theatre Centre Brian Way Young People’s Writing Award
  7. 14. Helping young people to make sense of the world…
  8. 17. … through theatre and spectacle
  9. 21. We work through collaborations between artists, research scientists, university students, children and teachers
  10. 24. … engaged in ‘ Cycles of Shared Learning’ and creativity
  11. 28. Dragon Breath the play 2003-4 Working with children with EBD Year 5-6
  12. 29. <ul><li>A play about </li></ul><ul><li>anger </li></ul><ul><li>and </li></ul><ul><li>rage </li></ul>
  13. 31. Children creating images for the performance
  14. 38. <ul><li>“ Great Dragon” destroys one of </li></ul><ul><li>the Twin Towers </li></ul><ul><li>of a Medieval city.. </li></ul>
  15. 40. <ul><li>Children creating characters </li></ul><ul><li>and dilemmas for the </li></ul><ul><li>performance </li></ul>
  16. 46. Current project: Gulliver’s Travels 20011-12 Transition Literacy Citizenship Year 5-8
  17. 48. <ul><li>A classic text </li></ul><ul><li>made accessible </li></ul><ul><li>to a modern audience… </li></ul>
  18. 50. <ul><li>Developed in collaboration </li></ul><ul><li>with school children… </li></ul>
  19. 52. <ul><li>Transition </li></ul>
  20. 53. <ul><li>Exploring the transition </li></ul><ul><li>from being ‘big’ in one place… </li></ul>
  21. 55. <ul><li>… to ‘tiny’ in another </li></ul>
  22. 57. <ul><li>Following Gulliver’s travels </li></ul><ul><li>to unknown </li></ul><ul><li>and strange worlds… </li></ul>
  23. 59. <ul><li>Creating their own </li></ul><ul><li>imaginary islands… </li></ul>
  24. 62. <ul><li>To discuss fears and hopes </li></ul><ul><li>of moving to </li></ul><ul><li>secondary education… </li></ul>
  25. 64. <ul><li>Glad to leave: </li></ul><ul><li>“ Attitude – some children rude to teachers” </li></ul><ul><li>“ disgraceful boys” </li></ul><ul><li>“ Unfair missing out on things” </li></ul><ul><li>“ Not strict enough” </li></ul><ul><li>“ School dinners” </li></ul><ul><li>“ reading activities” </li></ul><ul><li>“ milk” </li></ul>
  26. 65. <ul><li>Sad to leave: </li></ul><ul><li>“ Teachers (funny and kind)” </li></ul><ul><li>“ best mate” </li></ul><ul><li>“ Sister/cousin” </li></ul><ul><li>“ School dinners – school bands” </li></ul><ul><li>“ library/hall in a circle/sofas” </li></ul><ul><li>“ little ones in reception” </li></ul><ul><li>“ play equipment” </li></ul>
  27. 67. <ul><li>Not looking forward to: </li></ul><ul><li>“ Getting lost” </li></ul><ul><li>“ Detentions” </li></ul><ul><li>“ Homework” </li></ul><ul><li>“ Yellows” </li></ul><ul><li>“ Making mistakes” </li></ul><ul><li>“ Not understanding things” </li></ul><ul><li>“ Getting beat up/bullied/‘flushed’” </li></ul>
  28. 68. <ul><li>Looking forward to: </li></ul><ul><li>“ Tougher challenges” </li></ul><ul><li>“ New people” </li></ul><ul><li>“ Going down a new path” </li></ul><ul><li>“ Canteen and cookies” </li></ul>
  29. 69. <ul><li>Using the </li></ul><ul><li>different languages </li></ul><ul><li>of theatre </li></ul><ul><li>to stimulate </li></ul><ul><li>learning… </li></ul>
  30. 70. <ul><li>Literacy </li></ul>
  31. 71. <ul><li>Engaging with poetic text </li></ul><ul><li>in a dramatic context </li></ul><ul><li>as a stimulus for </li></ul><ul><li>literacy… </li></ul>
  32. 73. <ul><li>e.g. poetic and narrative </li></ul><ul><li>structure, </li></ul><ul><li>persuasive texts, </li></ul><ul><li>diaries etc etc… </li></ul>
  33. 74. <ul><li>Citizenship </li></ul>
  34. 76. <ul><li>Using puppets </li></ul><ul><li>to discuss </li></ul><ul><li>the moral questions </li></ul><ul><li>in the story… </li></ul>
  35. 78. <ul><li>e.g. Gulliver under pressure </li></ul><ul><li>to ‘bully’ the ‘enemy’ </li></ul><ul><li>in Lilliput… </li></ul>
  36. 80. <ul><li>“ I am not a killer” </li></ul><ul><li>“ I don’t need to do what the Emperor says” </li></ul><ul><li>“ I could make a peace offering.” </li></ul><ul><li>“ He threatened me” </li></ul><ul><li>“ The Emperor is a bad man” </li></ul><ul><li>“ I’m a good doctor, not a bad killer|” </li></ul><ul><li>“ Gulliver should make his own decisions” </li></ul>
  37. 82. <ul><li>“ If he killed them he would regret it </li></ul><ul><li>and get upset, but he don’t want to risk </li></ul><ul><li>his life” </li></ul><ul><li>“ He should kill them to save himself” </li></ul>
  38. 83. <ul><li>Creative Development </li></ul>
  39. 84. <ul><li>Participating in the development of the imagery and choreography… </li></ul><ul><li>e.g. Brobdingnag – </li></ul><ul><li>‘ small person in a big place’… </li></ul>
  40. 86. <ul><li>and exploring issues kinaesthetically… </li></ul><ul><li>e.g. the Houyhnhnms and Yahoos – ‘what it is to be a human?’ </li></ul>
  41. 91. <ul><li>“ I bet they have </li></ul><ul><li>their own story to tell, </li></ul><ul><li>and there might be a reason </li></ul><ul><li>they are mean </li></ul><ul><li>and cruel” </li></ul><ul><li>Year 5 child on the gang of Yahoos </li></ul>
  42. 93. <ul><li>Taking ownership </li></ul><ul><li>of the process </li></ul><ul><li>in the collaboration </li></ul><ul><li>with artists </li></ul><ul><li>and the development of ideas… </li></ul>
  43. 95. <ul><li>Taking on a </li></ul><ul><li>character’s role </li></ul><ul><li>to help the artists </li></ul><ul><li>authenticate and validate </li></ul><ul><li>the script </li></ul><ul><li>for the target audience… </li></ul>
  44. 97. <ul><li>… helping </li></ul><ul><li>the artists </li></ul><ul><li>develop </li></ul><ul><li>the characters </li></ul><ul><li>and themes </li></ul>
  45. 99. <ul><li>e.g. responding to the role of </li></ul><ul><li>‘ Molly’, </li></ul><ul><li>Gulliver’s daughter, </li></ul><ul><li>as a way in which to </li></ul><ul><li>tell the story </li></ul><ul><li>through a 9 year-old’s eyes… </li></ul>
  46. 101. <ul><li>Touching on important issues in children’s lives… </li></ul><ul><li>e.g. </li></ul><ul><li>Friendship and loyalty… </li></ul>
  47. 103. <ul><li>Loss… </li></ul>
  48. 105. <ul><li>role modelling,… </li></ul><ul><li>absent fathers… </li></ul><ul><li>family ties… </li></ul><ul><li>gender conflicts… </li></ul>
  49. 110. <ul><li>Peer pressure… </li></ul>
  50. 112. <ul><li>Returning to see </li></ul><ul><li>a play in which </li></ul><ul><li>adults have listened </li></ul><ul><li>to children, </li></ul><ul><li>reflecting their lives, </li></ul><ul><li>and encouraging them </li></ul><ul><li>to see the world anew </li></ul>
  51. 114. <ul><li>Using theatre </li></ul><ul><li>to stimulate learning </li></ul><ul><li>and build community… </li></ul>
  52. 115. <ul><li>“ The blending of children </li></ul><ul><li>was remarkable – </li></ul><ul><li>we will gain out of this, </li></ul><ul><li>40 children will bond </li></ul><ul><li>from this experience” </li></ul><ul><li>Chris Henley </li></ul><ul><li>South Wigston College </li></ul>
  53. 117. <ul><li>Working with people </li></ul><ul><li>for the first time </li></ul><ul><li>and taking risks… </li></ul>
  54. 119. <ul><li>“ They were immersed in a story, empathising with Gulliver and Molly…this work will resonate hugely…” </li></ul><ul><li>Chris Sudworth </li></ul><ul><li>Artistic Director, Corby Cube </li></ul>
  55. 120. <ul><li>Final </li></ul><ul><li>Leicestershire </li></ul><ul><li>R&D </li></ul><ul><li>October 2011 </li></ul>
  56. 122. <ul><li>Responding to </li></ul><ul><li>and validating </li></ul><ul><li>the characters’ </li></ul><ul><li>experiences </li></ul>
  57. 126. <ul><li>Exploring the </li></ul><ul><li>developing play text </li></ul><ul><li>through puppets </li></ul>
  58. 128. <ul><li>Exploring the </li></ul><ul><li>developing play text </li></ul><ul><li>through role play </li></ul>
  59. 131. <ul><li>Exploring the </li></ul><ul><li>developing play form </li></ul><ul><li>through shadow puppets </li></ul>
  60. 139. <ul><li>Coming soon… </li></ul>
  61. 140. Gulliover images by Fiona Richardson
  62. 141. <ul><li>Gulliver </li></ul><ul><li>Education Programme </li></ul><ul><li>Jan-June 2012… </li></ul>
  63. 142. <ul><li>Gulliver </li></ul><ul><li>outreach workshops </li></ul><ul><li>in schools… </li></ul>
  64. 143. <ul><li>Gulliver </li></ul><ul><li>Puppetry & Literacy CPD/Inset </li></ul><ul><li>for teachers at KS2 & 3 </li></ul>
  65. 144. <ul><li>Gulliver </li></ul><ul><li>online teaching </li></ul><ul><li>resources… </li></ul>
  66. 146. <ul><li>http://www.curveonline.co.uk </li></ul><ul><li>http://www.dragonbreaththeatre.com/ </li></ul><ul><li>[email_address] </li></ul>

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