SUMMARY
The need
In Norfolk, as elsewhere, music provision in schools has been cut quite drastically over the past few years. Music is often taught by staff with very few or no music skills at all, particularly in Primary Schools where class teachers are expected to deliver the whole range of subjects across the Curriculum. The problem in Norfolk is exacerbated by the rural location of many schools, increasing the difficulty of access to the arts, and adding more barriers to participation and engagement with all art forms. Independent evaluation with teachers has shown that there is an overwhelming demand for high quality music and arts provision to tackle this problem.
How we meet the need
We meet this need by offering teachers workshops run by professional musicians/ workshop leaders, linked directly to music at Key Stage 2 of the National Curriculum in terms of listening, composing and appraising. Each workshop is linked to the repertoire at Norwich Theatre Royal. Three schools then go on to receive a residency in school, allowing the children access to professional musicians/workshop leaders and the opportunity to create a musical piece which they will perform at Norwich Theatre Royal. To encourage them to return to the theatre after completing the project, each child and teacher is given 6 free tickets to see any performance at the theatre.
We have been running our Norfolk Schools Projects twice a year since 1997 and the schools we have reached so far are detailed in a full list, which can be found in 'Past Projects'. Photographic evidence of the work that we do can be viewed in the online 'Photo Gallery'.
BENEFITS
To teachers:
Teachers are offered a programme of continuing professional development in music through participation in music workshops; this develops music skills for music specialists and provides an introduction to music making for teachers with no specialist music skills.
To pupils:
Pupils not only gain knowledge of particular art forms, they also develop their team working and communication skills; a growth in their self confidence and self-esteem affects their performance in other areas both inside and outside of school and they gain a sense of fulfilment in their own achievements.
In their own words:
“I have learnt give new things a chance and how to sing in Italian." Pupil
“The whole project from start to finish was wonderful. It opened up a whole new world for pupils and staff. The children worked so hard and from writing songs and music to quoting Shakespeare and performing on stage to such a large audience, found hidden talents in them all which will stay with them forever.” Teacher
“The project has given her the confidence to say, ”Yes I can do things” which she would otherwise say no to. On behalf of my husband and myself we would like to say thank you for giving our daughter this chance.” Parent
HOW THE PROJECT WORKS
Each project is based around an opera, dance or drama production presented at Norwich Theatre Royal, although the project is run independently from the visiting companies. This means that the participants are able to see a professional production of the piece, which they will be using as a basis for their own work.
Social, psychological and financial barriers are often associated with the arts and those barriers are particularly strong for opera, dance, and classical theatre such as Shakespeare. Many children and their families have preconceived ideas which prevent them from booking tickets for these art forms and we found that many teachers at Key Stage 2 are also reluctant to use them as a stimulus for classroom work. The project breaks down the barriers associated with these particular art forms, makes participants feel that theatre generally is a non-threatening environment for them and gives teachers more confidence in using music or dance in the classroom.
Each project falls into 2 parts, namely the teachers’ workshop, which is open to 50 teachers, and the actual participative project, which to date has been limited to 3 schools per project. The schools are often chosen from those whose teachers have attended a workshop. In the past we have specifically targeted schools with a high percentage of children from low-income backgrounds with the help of the County’s Education Department. We also endeavour to work with schools in more rural areas of Norfolk with limited access to arts provision, and children with special needs, both physical and behavioural.
A. Teachers’ workshop
Teachers at all Primary schools in Norfolk, both music specialists, and those with no experience of teaching in this field, are invited to attend a teachers’ workshop.
Those who respond attend a two-hour workshop led by professional musicians during which they:
a. are introduced to the main story line of the piece which they will be using as a stimulus. (e.g. in Autumn 2011 this will be La Boheme)
b. are shown how to use simple musical techniques to compose their own piece of music to be used in their opera or dance. They may also choreograph their own piece of dance based on the style of the original composer/choreographer of the piece. They may also be given a list of themes and/or elements from the story which they can choose from to create their own version of the story.
c. are assisted to compose/choreograph their own work in groups
d. perform their finished piece for the other groups
The workshops are designed so that all the skills learnt can be taken back and used in the classroom. The teachers are also provided with comprehensive written resource packs.
B Participative project (involving 3 schools each time)
Pre-project professional workshops in schools
Members of the project team spend half a day in each school introducing the Key Stage 2 children to the themes within the play or opera that is being used as a stimulus. The children improvise scenes based around these themes, and begin to work on story lines for their own shows. Music workshop leaders then spend half a day in each participating school involving children in a workshop similar to that experienced by their teacher. This ensures that both teacher and children are at the same starting point when they begin to compose/choreograph their piece.
In-house teacher led work in schools
The teacher and children then spend time together without outside help when they begin to compose/ choreograph their piece. The teacher’s role is to guide and advise the children as they devise their own work based on their own ideas; so that the completed work will be that of the children and not the teacher.
Follow up visits
The schools are visited again by the musicians and drama directors who spend another four half days supporting the teachers and working with the children on their piece.
Back stage tour
The children are invited to Norwich Theatre Royal for a back stage tour so they can become familiar with the layout of the stage. Norwich Theatre Royal’s Resident Technical Manager explains and demonstrates to the children staging techniques such as flying scenery, wardrobe, set and lighting design.
Professional residency in schools
The schools are revisited by the musicians/drama directors during a week long residency when they work with the children helping them to develop the music they have composed. The aim throughout is for the children to feel ownership of their work. The leaders also spend time talking with the children about how their piece will be presented on stage including the basics of design, lighting and sound.
Performance
All three schools perform their work on stage in front of their families, friends and other members of the theatre’s local community all of whom are given free tickets to see the performance. For many, this is their first visit to the theatre and the Norwich Theatre Royal Front of House team works hard to ensure that their first encounter is a positive experience.
Post project
All the children and teachers involved in the project are given six free tickets to see any performances with their family at Norwich Theatre Royal. Take-up of the free ticket scheme can be monitored through Norwich Theatre Royal’s computerised Box Office system.