The Shakespeare ProjectCreating a Shakespearean Installation

A Footscray City College and Western Edge Youth Arts Production

ProjectThis unique arts and new media project involved a large group of students from Years 8 to 11, who came together with teachers and artists to create an installation performance that integrated two of Shakespeare’s plays.

The final performance integrated digital media, live performance, playwriting and design created by the students in collaboration with artists and teachers.

The overall goal of the project was to make Shakespeare and theatre relevant and accessible to students, and to introduce, engage and extend students within their chosen field of acting, writing, design or digital media/technology.

Examples of works and activities completed by students include: acting; writing; art & design (props, set design and photography); new media (documentary-film making); lighting; sound and music, and stage management.

teachers; and the acting; art & design; and tech groups)

ProductionICT:

Setting up a blog to generate conversation around the project and foster better communication between groups (artists;

from the Western Edge Youth Arts

Formed new relationships with the school community including parents and artists

Forged new relationships with several English, Drama and Art teachers at FCC

Strengthened relationship with my mentor

Strong relationships created with many students built on mutual trust and teamwork

Working collaboratively with students from four different year levels (Year 8 to Year 11)

Relationship building

Help students generate and conceptualise their own ideas

Step back from ‘doing’ and ‘instructing’ to facilitating and acting as a guide

Teaching skills… how to:

Organise performances Organise and implement bump-ins Structure rehearsals organically

Run drama workshops and devise new drama games

Set up and implement a complex arts project Drama learning… how to:

My Learning

Students who would normally be taught by teachers involved in the project were taught

Negative: Students involved in the project missed some

of their usual classes

on project and viewing the final performancerelationship through regular communication

FCC and Arts Victoria strengthened their

Artists from theatre community built on pre-existing relationships and formed new ones with teachers, students and FCC

feedback

Parents active not passive audience members, who were able to give direct

Parents of students across all year levels could see the outcomes of project and follow its progress via blog

Footscray City College built on its reputation as a school known and respected for its performing arts program

Positive:

School community outcomes

Student learning

Student learning exceeded expectations for teachers and students. It included:

Interpersonal development – students worked well as one large group (37+ students) and in smaller groups. New friendships were formed and students worked collaboratively with one another regardless of age and friendship group

Rich language learning, not only of Shakespearean language but also theatrical, technical and digital terminology

Enhanced, experiential understanding of Shakespeare, theatre, acting and performance

Development of new art form skills and honing of pre-existing skills in acting, writing, film-making, photography, art, design, sound and lighting.

ICT skill development – learning new software/hardware

Meeting outcomes for middle years AusVELS strands in The Arts, Communication, Design and Technology, English, ICT and Interpersonal development.

Emma McMahon, 2014

2.1 Evidence in learning drama teaching strategies