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Collaborative Performance Projects: Learning Through Engagement and Inclusion

Explore the School of Performance and Cultural Industries' ethos and approach to working with external partners and hard-to-reach groups, and discover the challenges and benefits involved. Join us for a session with Dr. Alice O'Grady and Ellie Taylor.

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Collaborative Performance Projects: Learning Through Engagement and Inclusion

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  1. School of Performance and Cultural Industries “Why would you want to work with people like us?” Learning through collaborative performance projects with external partners and excluded groups. Dr Alice O’Grady and Ellie Taylor

  2. Today’s session • Overview of PCI’s ethos • Approach to undergraduate engagement with external partners and “hard to reach” groups • Challenges/Benefits • Assessment • Time for Q and A

  3. School Ethos Studying at the School of Performance and Cultural Industries will allow you to develop: • The creativity of the artist • The insight of the cultural activist • The dynamism of the entrepreneur

  4. School Activity • Socially engaged performance practice • Applied theatre • Cultural value • Inclusion and efficacy • Impact

  5. Externality • External partners • External projects embedded into curriculum • Collaborative Performance Project (L2) • Processes of Performance 5: Independent Practice (L3)

  6. Collaborative Performance Project • All Level 2 students involved in interdisciplinary groups working towards a commission • Externally facing and in partnership with professional organisation • Thackray Medical Museum • Leeds City Art Gallery • Stanley and Audrey Burton Gallery • West Yorkshire Fire and Rescue Service (+ secondary schools) • Opera North (+ primary schools) • Prisons

  7. Working with Offending Behaviour • Priory PRU (KS3 Pupil Referral Unit) • Springfield PRU (KS4 Pupil Referral Unit) • Rivendell HMPYOI (Young Offenders Institute) • Wetherby HMYOI (Male Juvenile Centre) • HMP New Hall (Adult Female Prison)

  8. Working with Offenders • 25 students • 4 visits per setting • Independent group work • Participatory • Educational programme • Close tutor guidance • Assessed in situ using criteria for Creative Practice

  9. Processes of Performance 5: Independent Practice • L3 BA Theatre and Performance • Independent group work • Opportunity to build on skills and experiences from L2 • Applied performance practice and engagement • Seacroft Hospital (forensic mental health) • Cardigan House and Ripon House (approved premises) • Headingley Hall (nursing and residential care for older people) • Hollybank Trust (residential care for adult and children with profound learning difficulties) • Holdforth Court Hostel (housing support for men)

  10. Challenges • Partnerships: establishment, collaboration, trust • Resources: time, support, transport, training • Risk: assessment, management, awareness • Unpredictability: participants, settings, practice • Assessment: emotional investment, access, documentation

  11. Assessment • Establishing what we don’t assess • Assignment marked against published criteria • L3 negotiated learning contract – dialogic and dynamic • What is the nature of the task? • What is being investigated? • How will this be conducted? • By which criteria will it be marked? • Which criteria will be marked individually or collectively? • What will be the outcome(s)? • What will be your evidence of success?

  12. The Student Experience • Over to Ellie!

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