I've been holding drama workshops in Latvia again - so I'm re-publishing this blog, for the participants of those workshops:
This article, discussing the value of incorporating performance into senior school, first appeared in Teach Secondary magazine.
My thanks to editor Helen Mulley for allowing reproduction, and if you want to know more, details of this and their other magazines and resources are available at:https://www.teachwire.net
What a Performance!
It’s a curious dichotomy we live with when it comes to the notion of performance, I think. On the one hand it feels like every other young person you come across is all set to win the X Factor and become the next big thing, and on the other hand we’re brought up being told that no-one really likes a show off. . . talk about mixed messages. . . where does this leave us with our attitude to performing within our school environment?
How often do your children get to spend time alone without any outside stimulus? When was the last time they had to draw on their own resources to entertain and motivate themselves?
Timetables for children these days can be hectic; after-school clubs, the pressures of school work, social media and other screen-based activities all vie for their attention and focus. It’s not so often that they are left alone to their own devices free from these distractions. And the same is true of us.
Following on from last week’s blogpost, I’d like to draw your attention to a speech given by Jack Ma at the World Economic Forum last year.
Jack (also known as Ma Yun) is one of China’s most successful, powerful, wealthy and philanthropic business leaders who lectures widely about how to, in his own words, “help more people to make healthy money, 'sustainable money,' money that is not only good for themselves but also good for the society. That's the transformation we are aiming to make.”
Last year, the CBI (Confederation of British Industry) released a statement criticising the current education system in the UK for being too focussed on testing, results and tables. The result of this, they claim, is that children are not learning the skills that are required of them by the world of work.
Last week I spoke about how children are often willing and able to embrace complex vocabulary, and I’d like to expound on that here.
Never be afraid to use a long word with a young child. Children love playing with language and long, complicated words can be fabulously alluring.