What’s the connection between each of these?

What’s the connection between each of these? Red Forest 3.06

Have you found the link that forms the stimulus for today’s lesson? Red, Forest, 3.06? Semi Final FA Cup 15th April 1989 Sheffield Wednesday Nottingham Forest Liverpool

The answers: • 96 is the number of Liverpool fans who died at Hillsborough, Sheffiled Wednesday’s football ground. • The semi final FA Cup match, 15th April 1989 between Nottingham Forest & Liverpool was abandoned at 3.06pm after it became clear that there was a problem in the fans enclosure behind one of the goals. • The fans who died were crushed to death as a result of too many Liverpool fans being allowed in to the back of an already full stand at the Leppings Lane end of the ground.

Our aims today • Reflect on the Hillsborough tragedy and consider the emotions still felt and why they are still so strong. • Reflect on Hillsborough and consider the positives that can come from tragedy. • Use the historical event as a stimulus for practical work to understand the emotions and events more thoroughly.

What can you see?

Still Image Form a still image for the title below. Consider – facial expression, contrasts between images, levels, use of space, body language, eye contact • Walking to the stadium Now add thought tracking to reflect the positivity of the day. Try to show in the thought tracking an engagement with the situation and occasion.

Documentary https://www.youtube.com/watch?v=rQ7QBS4nxAU

Questions linked to understanding • What was the cause of the deaths? Think beyond the literal answer. • Why would fans continue to push themselves down the tunnel when it already seemed full? • Why were there fences and pens? How does this differ from how a stadium is today? • Why didn’t the police let fans onto the pitch at first or react more at the start to help? • Why is there still a sense of injustice about the day? • Do you think that anyone is guilty of murder for the events on the day?

Developing a performance Each group now has 4 pieces of string which must be used in each image Create a new series of images linked to what you now know about the events Create at least 5 images In between each image you have transitions – you don’t just move into your next image, the transitions themselves have some performance to them

Transitions between the images • Clapping • Singing • Sirens • Slow-motion • Repetition • Chants • Stomping

Rehearse/ Evaluate Success criteria = • Movement appropriate to the situation • Evidence of characters appropriate to the situation • Creative use of the string • Fluidity of the transitions • Focused throughout

Homework • Research the event for yourself • Find out more about how the Hillsborough disaster was reported initially in the press • The disaster still features in the news; why has it been in the news recently – what is going on now and why is an inquest continuing? • Who is David Duckenfield and what is his connection to the tragedy?

Hillsborough Lesson 2 • Your objectives today are to develop further your understanding of the events at Hillsborough over 25 years ago • You will develop your understanding of the strong feelings that still exist for justice for those who died • You will develop this understanding through practical work and discussion

A factual quiz • To test what you remember from last week, get into groups and be ready to answer the questions on the next slide

Questions • How many Liverpool fans died? • Who were Liverpool playing that day? • Who’s football ground is Hillsborough? • What time did the match stop? • Who stopped the match? • What round of the FA Cup was the match linked to? • What was the actual date of the tragedy?

Answers • How many Liverpool fans died? 96 • Who were Liverpool playing that day? Nottingham Forest • Who’s football ground is Hillsborough? Sheffield Wednesday • What time did the match stop? 3.06 • Who stopped the match? The referee • What round of the FA Cup was the match linked to? Semi-Final • What was the actual date of the tragedy? 15th April 1989

Homework discussions • Share with your group what you have discovered about Hillsborough for yourself • Who did newspapers and the media initially blame for the disaster? • Why are families of the victims so outraged? • What does ‘Justice for the 96’ refer to specifically? • What have newspapers done in the light of new information about the events on the day? • Who is David Duckenfield? • What has he recently revealed/ admitted?

Practical response • We are going to do a whole class performance • We need to have excellent focus and be respectful in our exploration due to the topic we are using as the stimulus • Stage one: collect a piece of string, find a space on your own, away from the edges and sit down

Developing a group response to the stimulus • Complete a mime as if you are a Liverpool supporter getting ready to leave to go the FA Cup Semi Final 15th April • Your mime finishes with you putting the string on like a scarf • You then freeze • Reflect – how would your character be feeling? What thoughts would be running through your mind?

Adding to the performance • On the clap sound that I will make, everyone starts moving to an assigned corner or central (you’ll be given a number to let you know where to move) • As you move, you are going to do a loud chant, as a chorus ie all together • Reflect – why have a chant when moving from one section to another? Why not just walk? What does it add (imagine an audience watching when considering this answer)? Why have everyone chanting? What is the effect on an audience/performance if a large group all do the same action/ sound?

Next stage • From the four corner groups, one person per group now move to converge on the centre group • Centre group you represent fans in the Leppings Lane Pens • Those from the corner to the count of 10 move in to surround the central group and use your string to symbolise the barriers/fences around the centre group, centre group freeze. • When the outer group are frozen, central group move to the count of 10 in slow motions to face out and freeze as if caught/trapped • Reflect – why use slow motion here?

Finally • On the first clap, the whole class form a 96 using just yourselves • On the clap sound, get into a kneeling position in your place and hold your string like a scarf above your head • If we were to have music now, what could we have? • What effect would music have/does music have? • Should we fade it up or just have it starting – justify your opinion?

Plenary • Having completed the work – how would you feel if you were one of the family who had lost a loved one? • Do you believe the 96 victims have justice now? • What do you think should happen to the police on duty that day? • Why do we look at past events in school? • Do you think society/ communities as a whole should commemorate tragic events, large losses of life, or should we forget and move on from past events?

What’s the connection between each of these?