Literature review - Unicorn Theatre Capturing Imaginations

I have started looking into the particular theatre companies that I would like to investigate.  After being inspired by their work at the STEP conference I attended I have decided that the Unicorn Theatre will definitely be on my list!  When looking at their website I came across an invaluable source of information - a project report on one of their programmes.  This is exactly the sort of literature I am looking for so I got a bit excited upon finding it!  This report and others like it are a source I intend to study at great depth for my inquiry.  This review covers my initial thoughts and feelings.

Entitled 'Capturing Imaginations' the project report is an investigation into how the Unicorn Theatre's InterACT programme is beneficiary to a child's learning and the impact it has on participating teachers and their classroom practice.  This report answers the how? that I am so keen to gain an understanding of.  It outlines the content of the programme, how it is carried out and looks to understand the effects it is having.  There is a focus on learning and participation within the report and these are words that I keep coming across as I research this area further.  Having previously spoken to fellow students about the importance of the correct terminology I think this is one that I need to incorporate and understand as I move into this field.  The job roles I have been looking at have this in the title so I feel the discovery of this recurring terminology will help me as I progress.

The InterACT programme focuses on the Unicorn's close partnership with schools.  Catherine Greenwood the Learning and Participation Director at The Unicorn describes this relationship; 'The theatre's work with schools help us to reach children who may not otherwise get the opportunity to access theatre, and work with children from all across London and beyond.  We believe that by working closely with teachers we can make the most of these children's live experience of theatre.'  I have fore mentioned in my blogs about looking at where this form of work has come from and Greenwood has got me thinking about how it stems from relationship building.  Although it is not my main inquiry focus in order to enforce tools that enhance a child's experience of theatre they have to have access to it and this does not lie within their control.  So whether that be a teacher or a parent they are the gatekeepers to enhancing a child's experience of live theatre, InterACT is tapping into that and for me it has highlighted another factor to investigate in terms of where this work is stemming from.

The programme aims to go beyond looking at theatre in education to demonstrate the value of the actual theatre visit and engagement with it as an integral form of learning not just a 'treat or extra'.  This is what the programme sets out to achieve and the project sets out to prove.  InterACT works with over 25 schools in London with a lot of children who would have never visited the theatre before, it looks to support children and teachers through this process so that both parties get the most out of the experience.  This is done through:

• The theatre experience.
• Offering Continuing Professional Development sessions to teachers.
• Providing resources to teachers, which deepen and extend the theatre experience and create links to other curriculum areas.
• Schools based workshops which involve teachers and children.

In my eyes these elements combined together create such a strong programme.  There is support from A to B and the project goes above and beyond to create and enriching experience for the children involved.  The child's visit to the theatre is 'at the heart' of the programme which is where my interest lies and it provides a central focus for the teachers and children involved.  There is mention in the project that the programme draws on Education and Process Drama Theory - Pioneered by Dorothy Heathcote and Gavin Bolton from the 1970's to presented day and developed by Cecily O'Neil.  This again relates to my interest in knowing where things came from in order to know where it is going.  Having looked into it further Cecily O'Neil has literature available that may be of use to me.  It is summarised as promoting 'the use of drama for learning; providing dramatic contexts where children are able to think, feel and take action from inside the situation.'  Outside of this the Unicorn focuses on giving the children a 'strong sense of ownership' which is of great interest to me, I believe that in giving 'ownership' the experience is enhanced as it becomes the personal magic journey that I am all about promoting.

In terms of the project six schools were followed through the InterACT programme to gain a hold on the effects of it's work.  Teacher's were integral in the research project with their expertise being made the most of.  Led by Dr Charlotte Thompson teachers reported on child observations, they were a part of interviews, questionnaires and also provided samples of children's work.  Key findings of the work were that the children were;

• Highly able to access, discuss and comment on live theatre.
• Positive impact on children's learning and engagement.
• Improved writing ability.
• Speaking and listening skills improved.
• Improvement among under-achievers.
• Retained ideas and themes.

These findings are inspiring to me and affirm my passion for this work as it is clear it is working.  It makes me hungry to know more!  The project goes onto to prove these findings from teacher's interaction and observation with students as well as the teacher's personal perspectives. Comments that are relayed provide great insight into the power of the theatrical experience for a child.

'When you use your imagination it makes you feel like you're in completely different world and for me it makes me dream - it makes me feel like I'm dancing in a blue dress.'  InterACT participant, Year 5, St John's Primary.  What beautiful words!

There is a wealth of information within this project report that has motivated me and given me the push I needed.  It has got me thinking about the wealth of information out there to support my inquiry.  It has affirmed my thoughts regarding how to look at the work of the theatre companies I wish to explore.  I want to look at where their work originated from and the theories behind it in order to understand where they are and question where they are going - past, present, future.  It has highlighted that I may need to choose particular programmes to explore in order to gain clarity in my inquiry and it will be important to look at the programme of events and picking carefully when taking the next step.  I am also aware that on reading what the Unicorn do and the success stories I am very positive and maybe a little bias as I am enthusiastic about the field.  I can see that actually being able to witness this work first hand would be of great benefit in creating informed opinions.  I do not feel this is essential but it would be a bonus - I need to get through the gatekeepers!  As well as being a great tool in terms of content it has been informative to see the format of the project report and its clarity that may be useful to relate to when formulating my own project. 

The summary of the reports findings are a great testament to the work of the Unicorn:

'The findings in this report seem to point very strongly toward a case that drama can be powerful as a tool in communicating with children at a deeper level, creating new and imagined worlds in which a child can engage with meaning and debate on terms he or she is able to determine.  Empowering children to learn, by teaching the whole person rather than the intellect alone, is clearly a tool that today's education system and it's children desperately need.'

Hollie xx