Dance, Drama, English, Literacy, Spiritual Moral Social and Cultural
Pegasus takes a particular interest in artists and work that is not represented within existing ‘mainstream’ provision. We produce, commission and promote work that pushes the boundaries of theatrical and participatory practices from a diverse community of artists, young people and cultures. We support the development of young people and emerging/developing artists, providing opportunities for training, creative and artistic expression and producing work that challenges the perceptions of what they are able to achieve. Pegasus has a history of ordinary people achieving extra-ordinary things through the arts.
Work with Schools: With a strong, consistent educational and artistic base, built on nearly fifty years experience, Pegasus has been working within the curriculum developing learning through the performing arts from our early existence. We were part of the secondary schools Drama Teachers Network, hosting meetings, providing training and performances. Since 2000, our focus has been with the primary end of education delivering after-school arts clubs (in collaboration with OCC Extended Learning Department) as well as projects and InSET within the curriculum for schools in the City.
Pegasus uses the arts to encourage exploration, team work, to reflect, dream, give hope and foster a belief in individual and collective achievements. We believe passionately in giving opportunities to make a positive change to people’s lives, especially young people, and therefore use the arts to act as a catalyst for change, working collaboratively with others towards achieving this.
For: Pegasus will collaborate with nine primary schools in a two year literacy and cultural diversity project, working with pupils in Years 3-4 in year one and Years 4-5 in year two.
These schools have been selected as they are in specific areas that Pegasus would like to make more links with. This is due to the school’s having a high number of pupils from ethnic minority backgrounds; or from more deprived socio-economic backgrounds who we would like to engage in the arts.
Pegasus would like to work with the same classes in each school in Year’s one and two as we believe that this project is developmental and we will be building on the previous year’s work. We also feel there is more value in projects which are long term as relationships are built on and mutual understanding is developed.
We are offering InSET training for teachers as part of this project and hope that within each school the InSET training will be shared so that all teacher’s and TA’s in each school will benefit and so that the knowledge will extend beyond the classroom.
When: In Year One the project will run through Terms 4-5, pupils will work with Pegasus artists on a weekly basis towards a School’s Performance platform at Pegasus before Feb half term 2014.
In Year Two the project will run through Terms 3-5, pupils will work with Pegasus artists on a weekly basis towards a School’s Performance platform at Pegasus before Feb half term 2015.
Outcomes: To improve literacy, and to address OFSTED’s SMSC (Spiritual, Moral, Social and Cultural) agenda by enabling young people to embrace and understand cultural diversity.
Year One: World Stories – discovering and creating stories
Year one will focus on the children discovering stories from across the world, exploring the cultures they come from, how they are told and what makes a good story. From this exploration they will then adapt and script a ‘world’ story using drama as the vehicle.
Practically the project will start with a professional storyteller going into each school to do a launch session with each class to look at the history and culture of verbal storytelling and how stories can be told as well as being in written form.
The children will then work with two artists in an 11 week project to explore traditional world stories through drama with dance or music. The children will be involved in the creative process, by interpreting stories and by creating and editing their own class script which they will then go on to perform.
Outcomes – Year One
Our focus on drama in particular helps them in terms of:
- Developing the ability to understand and develop narrative
- To be confident about experimenting with language in terms of improvising and devising
- Developing the ability to use language and understand images/icons – for example in literature, which have significance and meaning in a culture
- Understanding how images and symbols are used within literature and applying this to the transformation of props and symbols within theatre
- Being asked to learn a script gives them the incentive to want to try and learn to read or to develop their reading ability, but in a safer setting, as they will already have an understanding of the literature they are being asked to learn because they have been part of the creative process to develop the ideas contained within it
- We encourage family learning when it comes to the children learning lines and this again helps to develop each child’s literacy by being supported at home
- We would choose world stories that are part of each school’s literacy library, this would support teachers in their literacy and SMSC objectives
- Overall the project will create a desire to read and will therefore help to improve the children’s literacy skills
Year Two: Creative Writing – developing our own work
Year two will focus on the children generating their own plays, poems or short stories through a series of creative writing sessions. These sessions will encourage an understanding of the influences which have shaped their own cultural heritage.
An illustration artist will then work with each school. The children will work in pairs and will be enabled to illustrate their partner’s work. The children will learn to write an illustration brief for their partner, and read and interpret their partner’s brief demonstrating this in the illustration. The children will then create a class book comprised of all of their work. Working with a theatre director, the children will select, edit together and rehearse a collaborative class production to be performed at Pegasus.
In so doing we will encourage the children to look at the whole process of writing from page to stage, giving them ownership over their creative writing and literacy, building self esteem and developing skills in creative writing and reading. The children will also be encouraged to recognise and understand their own cultural assumptions and values and to use their literacy skills to appreciate cultural diversity and accord dignity and respect to other people’s values and beliefs.
Pegasus will put a selection of this work on to our website and will aim to have an exhibition of the books that have been created during Tale Trail at Pegasus throughout the season.
As a legacy to Tale Trail will be encouraging school’s to continue to run creative sessions as part of their after school activities.
Outcomes – Year Two
Our focus on Creative writing, illustration and drama will help the children (in addition to the outcomes highlighted in Year One) to:
- Develop the ability to understand and create narrative, recognising and understanding their own cultural assumptions and values.
- Develop understanding around creative writing and expressing your ideas through different genres and taking into account the influences which have shaped their own cultural heritage.
- Learn to edit and adjust scripts for difference audiences.
- Create, read and interpret briefs in a cross curricular way. Including being clear and concise for their partner.
- Be confident about experimenting with language and understand images/icons in literature which have significance and meaning in a culture.
- They will be enabled to find their own unique ways of expressing their cultures and heritage through improvisation, devising and creative writing.
- Understand the value and possibilities that literature can offer them in terms of having created their own ‘book’.
- InSET programme with the teachers of the classes involved.
Year One: Page to Stage: How do you engage young people in literacy through Theatre? and Using a Cultural Stimulus: Using different cultural stimuli to inspire creativity in literacy.
Year Two: Creative Writing: Different approaches to creative writing and how to edit stories for different audiences; Illustration: cross curricular approaches to creative writing and literacy and Cultural Diversity: exploring how language, images and icons from different cultures affect understanding and interpretation of literature.
- The Tale Trail project will take place in Year One every week, for 11 weeks, with the artist(s) delivering a 1.5 hour session per week. In Year Two the project will take place every week for 17 weeks with the artist(s) delivering a 1.5 hour session per week.
- The project will culminate in School’s platforms at Pegasus in May 2014 and 2015. This will take place in our professional theatre space and will be supported by our professional technicians. The evening performance will be open to the public, with a strong emphasis placed on friends and family coming to see the performance. The matinee performance would be for each of the schools to bring another class to the theatre to see the performance. Through these performances we aim to encourage new members of the community to engage in the arts and storytelling and for parents and teachers to mark the progress of their children/pupils.
- As part of the performance each school will get to share their work with other schools. Providing a stimulus to engage in different cultures and their stories.
- Each school will produce their own project book, one for each year, to mark their journey and what they have learnt. These will be displayed at the performances for the children to show to their family and friends, but will also be on display at each school involved after the project for the wider school community to see.
Ongoing evaluation of the work is key to Pegasus’ success. We actively promote constructive feedback from a variety of sources which then informs the shape and content of future delivery. The Evaluation of Tale Trail will include statistical information and achievement against our overall aims and objectives and will conclude with recommendation(s) for the future. We will be seeking to evaluate the project against our ability:
- To promote and develop children’s enthusiasm for Literacy and to provide them with essential life skills.
- To help pupils understand the written thoughts of others and how narrative is created.
- To help children to speak clearly and write legibly using their own thoughts.
- To encourage children to listen and to create narrative enabling children to form individual views and opinions and to express their own cultural heritage.
- To provide a flexible and creative structure in which to develop children’s Literacy skills, as well as their ability to recognise and understand their own cultural assumptions and values.
- To work in partnership with parents to develop children’s Literacy skills and positive attitudes towards reading and writing.
- To enable children of all abilities to participate fully in creating, editing and reading scripts for performance and to use language and understand images/icons which have significance and meaning in a culture.
- To provide a stimulating and enriched learning environment, to support the development of Literacy skills.
The mechanisms we habitually use, that will inform the final evaluation of the project, will include:
- Pupil and teacher feedback during the project and at the performances using feedback forms, e-mail and discussion;
- Verbal and written evaluation with the pupils at different stages of the project rather than just at the end;
- Tutor and teacher feedback contrasting their experience and expectations with those ofthe pupils;
- Parent feedback at the performances, encouraging comments in the feedback book as well as ‘conversations-in-passing’;
Key areas of the Curriculum:
- Using language and actions to explore and convey situations, characters and emotions
- Creating and sustaining roles individually and when working with others
- Commenting constructively on drama they have watched or in which they have taken part
- Creating, adapting and sustaining different roles, individually and in groups
- Using character, action and narrative to convey story, themes, emotions, ideas in plays they devise and script
- Using dramatic techniques to explore characters and issues
- Evaluating how they and others have contributed to the overall effectiveness of performances
- Understanding the difference between standard and dialect forms [for example, in drama, the effect of using standard or dialect forms]
- Understanding the difference between spoken and written forms [for example, the differences between transcribed speech, direct speech and reported speech].
- Improvisation and working in role
- Scripting and performing in plays
- Responding to performances
- Speaking with clear diction and appropriate intonation
- Taking into account the needs of their listeners
- Telling stories, real and imagined
- Identifying and describing characters, events and settings in fiction
- Using their knowledge of sequence and story language when they are retelling stories.
- Learning, reciting and act out stories
- Responding imaginatively in different ways to what they read [for example, using the characters from a story in drama, showing their understanding through art or music].
- Using stories with familiar settings and those based on imaginary or fantasy worlds
- Using stories, plays and poems by significant children’s authors
- Retelling traditional folk and fairy stories
- Using stories from a range of cultures
- Using stories, plays and poems with patterned and predictable language
- Gaining and maintaining the interest and response of different audiences [for example, by exaggeration, humour, varying pace & using persuasive language to achieve particular effects]
- Choosing material that are relevant to the topic and to the listeners
- Showing clear shape and organisation with an introduction and an ending
- Speaking audibly and clearly, using spoken standard English in formal contexts
- Evaluating their speech and reflecting on how it varies
- Identifying how character and setting are created, and how plot, narrative structure and themes are developed
- Recognising the differences between author, narrator and character
- Responding imaginatively, drawing on the whole text and other reading
- Reading stories and plays aloud
- The range should include: texts drawn from a variety of cultures and traditions, myths, legends, traditional stories and play scripts
Spiritual, Moral, Social and Cultural (SMSC) Agenda :
- Pupils who are becoming culturally aware are likely to be developing some or all of the following characteristics:
- An ability to recognise and understand their own cultural assumptions and values
- An understanding of the influences which have shaped their own cultural heritage
- An understanding of the dynamic, evolutionary nature of cultures
- An ability to appreciate cultural diversity and accord dignity and respect to other people’s values and beliefs, thereby challenging racism and valuing race equality
- An openness to new ideas and a willingness to modify cultural values in the light of experience
- An ability to use language and understand images/icons – for example, in music, art, literature – which have significance and meaning in a culture
- A willingness to participate in, and respond to, artistic and cultural enterprises
- A sense of personal enrichment through encounter with cultural media and traditions from a range of cultures
- regard for the heights of human achievement in all cultures and societies
- An appreciation of the diversity and interdependence of cultures.
- Using movement imaginatively, responding to stimuli, including music, and performing basic skills [for example, travelling, being still, making a shape, jumping, turning and gesturing]
- Changing the rhythm, speed, level and direction of their movements
- Creating and performing dances using simple movement patterns, including those from different times and cultures
- Expressing and communicating ideas and feelings.
- Creating and performing dances using a range of movement patterns, including those from different times, places and cultures
- Responding to a range of stimuli and accompaniment
- Identifying what makes a performance effective
- To be able to warm up and prepare appropriately for different activities
- Using their voices expressively by singing songs and speaking chants and rhymes
- Rehearsing and performing with others
- Exploring and expressing their ideas and feeling about music using movement, dance and expressive and musical language