thank you and good afternoon there’s some really important research that’s
some really important research that’s
some really important research that’s been shared by the cultural Learning
been shared by the cultural Learning
been shared by the cultural Learning Alliance here in the UK about the impact
Alliance here in the UK about the impact
Alliance here in the UK about the impact on children and young people who have an
on children and young people who have an
on children and young people who have an active engagement with the arts and
active engagement with the arts and
active engagement with the arts and culture at school and this shows that
culture at school and this shows that
culture at school and this shows that those children are three times more
those children are three times more
those children are three times more likely to get a degree than children
likely to get a degree than children
likely to get a degree than children from low-income families who haven’t had
from low-income families who haven’t had
from low-income families who haven’t had that exposure and they’re the same group
that exposure and they’re the same group
that exposure and they’re the same group of children they’re twice as likely to
of children they’re twice as likely to
of children they’re twice as likely to volunteer and they’re 20% more likely to
volunteer and they’re 20% more likely to
volunteer and they’re 20% more likely to vote as young adults this sort of impact
vote as young adults this sort of impact
vote as young adults this sort of impact doesn’t surprise us at the Royal
doesn’t surprise us at the Royal
doesn’t surprise us at the Royal Shakespeare family Royal Shakespeare
Shakespeare family Royal Shakespeare
Shakespeare family Royal Shakespeare Company we see every day the impact that
Company we see every day the impact that
Company we see every day the impact that Shakespeare can have in unlocking so
Shakespeare can have in unlocking so
Shakespeare can have in unlocking so many things for so many different people
many things for so many different people
many things for so many different people Shakespeare like all great artists can
Shakespeare like all great artists can
Shakespeare like all great artists can help us understand ourselves understand
help us understand ourselves understand
help us understand ourselves understand each other and understand the world in
each other and understand the world in
each other and understand the world in which we live through our work we see
which we live through our work we see
which we live through our work we see that not only can we get an appreciation
that not only can we get an appreciation
that not only can we get an appreciation of those plays themselves but the plays
of those plays themselves but the plays
of those plays themselves but the plays can become symbols of inclusion and
can become symbols of inclusion and
can become symbols of inclusion and equality the Royal Shakespeare Company
equality the Royal Shakespeare Company
equality the Royal Shakespeare Company as many of you will know one of the
as many of you will know one of the
as many of you will know one of the world’s most famous theatre company is
world’s most famous theatre company is
world’s most famous theatre company is very straightforward mission to present
very straightforward mission to present
very straightforward mission to present the finest experiences of Shakespeare in
the finest experiences of Shakespeare in
the finest experiences of Shakespeare in performance and share that with as many
performance and share that with as many
performance and share that with as many people and as wide a range of people as
people and as wide a range of people as
people and as wide a range of people as possible around the world but at the
possible around the world but at the
possible around the world but at the very heart of what we do as well and the
very heart of what we do as well and the
very heart of what we do as well and the purpose of this talk is a absolute
purpose of this talk is a absolute
purpose of this talk is a absolute commitment to trying to make sure that
commitment to trying to make sure that
commitment to trying to make sure that the first experience every child has of
the first experience every child has of
the first experience every child has of Shakespeare is vivid that it’s
Shakespeare is vivid that it’s
Shakespeare is vivid that it’s accessible and that it’s enjoyable we
accessible and that it’s enjoyable we
accessible and that it’s enjoyable we knew it was going to work but we didn’t
knew it was going to work but we didn’t
knew it was going to work but we didn’t know how great the effect was going to
know how great the effect was going to
know how great the effect was going to be this is a comment from one of the
be this is a comment from one of the
be this is a comment from one of the teachers we work with in schools we
teachers we work with in schools we
teachers we work with in schools we undertake education work with hundreds
undertake education work with hundreds
undertake education work with hundreds of thousands of children across the
of thousands of children across the
of thousands of children across the country and have so much evidence of the
country and have so much evidence of the
country and have so much evidence of the impact of that work the work involves
impact of that work the work involves
impact of that work the work involves creative residences in schools
creative residences in schools
creative residences in schools professional development for teachers
professional development for teachers
professional development for teachers artists residences and performance
artists residences and performance
artists residences and performance festivals for children and young people
festivals for children and young people
festivals for children and young people and that work leads to improved
and that work leads to improved
and that work leads to improved self-esteem
self-esteem
self-esteem for children improves increases
for children improves increases
for children improves increases aspiration levels and improves levels of
aspiration levels and improves levels of
aspiration levels and improves levels of attainment the work itself comes from
attainment the work itself comes from
attainment the work itself comes from our rehearsal room approach the same
our rehearsal room approach the same
our rehearsal room approach the same approach we use to present our plays on
approach we use to present our plays on
approach we use to present our plays on stage we use to inform our education
stage we use to inform our education
stage we use to inform our education work and from that we’ve created our
work and from that we’ve created our
work and from that we’ve created our manifesto stand up for Shakespeare see
manifesto stand up for Shakespeare see
manifesto stand up for Shakespeare see it early see it live and be active stand
it early see it live and be active stand
it early see it live and be active stand up for Shakespeare do it on your feet
up for Shakespeare do it on your feet
up for Shakespeare do it on your feet say the words aloud and through this
say the words aloud and through this
say the words aloud and through this work we find that very young children
work we find that very young children
work we find that very young children even as young as four and five engage
even as young as four and five engage
even as young as four and five engage with Shakespeare and find it fun they
with Shakespeare and find it fun they
with Shakespeare and find it fun they love it
love it
love it they don’t have a fear for it and
they don’t have a fear for it and
they don’t have a fear for it and through through that work they develop a
through through that work they develop a
through through that work they develop a relationship with the theatre and often
relationship with the theatre and often
relationship with the theatre and often with impact far beyond their individual
with impact far beyond their individual
with impact far beyond their individual experience fabulous intriguing
yeah violence inspiring knowledgeable
yeah violence inspiring knowledgeable wonderful mysterious dedicated
wonderful mysterious dedicated
wonderful mysterious dedicated determined joyful traditionally
determined joyful traditionally
determined joyful traditionally historically company Shakespeare because
historically company Shakespeare because
historically company Shakespeare because if you watch one of these cases with 120
people would have said that for in the
people would have said that for in the old times
old times
old times slept for three hours like something has
slept for three hours like something has
slept for three hours like something has to be amazing for you to be able to
to be amazing for you to be able to
to be amazing for you to be able to stand there watch it for three hours
stand there watch it for three hours
stand there watch it for three hours he’s helped me learn because of drama
he’s helped me learn because of drama
he’s helped me learn because of drama let me act it out when you take that
let me act it out when you take that
let me act it out when you take that moment they’ll have that feeling in
moment they’ll have that feeling in
moment they’ll have that feeling in either whoa this is amazing
either whoa this is amazing
either whoa this is amazing they’re not the same they’re all
they’re not the same they’re all
they’re not the same they’re all different and the really interest but I
different and the really interest but I
different and the really interest but I thought onto a Shakespeare
thought onto a Shakespeare
thought onto a Shakespeare [Music]
[Music]
[Music] I’m not good at history then one
I’m not good at history then one
I’m not good at history then one actually came to this via telling
actually came to this via telling
actually came to this via telling history I love it like at the beginning
history I love it like at the beginning
history I love it like at the beginning of this year we believed that I’d be
of this year we believed that I’d be
of this year we believed that I’d be here doing this and I’d be really into
here doing this and I’d be really into
here doing this and I’d be really into reading Shakespeare I think that this is
reading Shakespeare I think that this is
reading Shakespeare I think that this is a great place like you get to act you
a great place like you get to act you
a great place like you get to act you get to get all your emotions out of you
get to get all your emotions out of you
get to get all your emotions out of you that’s just the action part watching
that’s just the action part watching
that’s just the action part watching people it’s like as emotions thrown at
people it’s like as emotions thrown at
people it’s like as emotions thrown at you that makes you what do pushers out
you that makes you what do pushers out
you that makes you what do pushers out but like the whole bowl into one play
but like the whole bowl into one play
but like the whole bowl into one play every single player you can relate to
every single player you can relate to
every single player you can relate to enjoy life that’s why it’s still
enjoy life that’s why it’s still
enjoy life that’s why it’s still exciting and that’s why it always will
exciting and that’s why it always will
exciting and that’s why it always will be exciting
we work with teachers I say across the
we work with teachers I say across the country and one of the head teachers we
country and one of the head teachers we
country and one of the head teachers we work with Brian Anderson stoke-on-trent
work with Brian Anderson stoke-on-trent
work with Brian Anderson stoke-on-trent was very succinctly happens it happens
was very succinctly happens it happens
was very succinctly happens it happens when we’re physically engaged when we’re
when we’re physically engaged when we’re
when we’re physically engaged when we’re emotionally engaged and when we’re
emotionally engaged and when we’re
emotionally engaged and when we’re intellectually engaged the rehearsal
intellectually engaged the rehearsal
intellectually engaged the rehearsal room is of course a very physical space
room is of course a very physical space
room is of course a very physical space it’s also a place of shared discovery of
it’s also a place of shared discovery of
it’s also a place of shared discovery of shared exploration a place where actors
shared exploration a place where actors
shared exploration a place where actors and the director work together to bring
and the director work together to bring
and the director work together to bring the play alive and to create the world
the play alive and to create the world
the play alive and to create the world of the play and we find that children
of the play and we find that children
of the play and we find that children and young people respond incredibly well
and young people respond incredibly well
and young people respond incredibly well to their active approach they love the
to their active approach they love the
to their active approach they love the creation of a company they love the fact
creation of a company they love the fact
creation of a company they love the fact that is us not me
that is us not me
that is us not me they love that creation of the world of
they love that creation of the world of
they love that creation of the world of imagining another another way of being
imagining another another way of being
imagining another another way of being and they really enjoy the text engaging
and they really enjoy the text engaging
and they really enjoy the text engaging with the text as part of the process and
with the text as part of the process and
with the text as part of the process and part of that is in that process they
part of that is in that process they
part of that is in that process they have to talk to each other they have to
have to talk to each other they have to
have to talk to each other they have to think about what it all might mean how
think about what it all might mean how
think about what it all might mean how it might work and that engagement is a
it might work and that engagement is a
it might work and that engagement is a really crucial part of their learning
really crucial part of their learning
really crucial part of their learning we often have children who say that in a
we often have children who say that in a
we often have children who say that in a more conventional classroom environment
more conventional classroom environment
more conventional classroom environment they’re not necessarily engaged it can
they’re not necessarily engaged it can
they’re not necessarily engaged it can be a bit boring being spoken to watching
be a bit boring being spoken to watching
be a bit boring being spoken to watching a film this way they say this is fun I’m
a film this way they say this is fun I’m
a film this way they say this is fun I’m learning things for myself and the
learning things for myself and the
learning things for myself and the emotional hook cause you saw a little in
emotional hook cause you saw a little in
emotional hook cause you saw a little in the film can be really very important at
the film can be really very important at
the film can be really very important at all as well we’re invited into a world
all as well we’re invited into a world
all as well we’re invited into a world but invited into that world in a very
but invited into that world in a very
but invited into that world in a very safe space children love to have the
safe space children love to have the
safe space children love to have the chance to work walk in the shoes of the
chance to work walk in the shoes of the
chance to work walk in the shoes of the characters to imagine what the children
characters to imagine what the children
characters to imagine what the children that characters might feel and as they
that characters might feel and as they
that characters might feel and as they say it helps with problems in life by
say it helps with problems in life by
say it helps with problems in life by seeing the characters problems we
seeing the characters problems we
seeing the characters problems we recently and we’re working in a school
recently and we’re working in a school
recently and we’re working in a school and there was a new boy in the class
and there was a new boy in the class
and there was a new boy in the class he’d recently joined the school he’d
he’d recently joined the school he’d
he’d recently joined the school he’d he’d gone to live with his grandma and
he’d gone to live with his grandma and
he’d gone to live with his grandma and the class were working on King Lear and
the class were working on King Lear and
the class were working on King Lear and they were talking about lies and white
they were talking about lies and white
they were talking about lies and white lies should Cordelia have told a lie to
lies should Cordelia have told a lie to
lies should Cordelia have told a lie to say what her father wanted her to hear
say what her father wanted her to hear
say what her father wanted her to hear that developed into a discussion about
that developed into a discussion about
that developed into a discussion about conditional love and unconditional love
conditional love and unconditional love
conditional love and unconditional love is there the group asked unconditional
is there the group asked unconditional
is there the group asked unconditional love in families the group as a whole
love in families the group as a whole
love in families the group as a whole was saying yes of course of course there
was saying yes of course of course there
was saying yes of course of course there is this boy who hadn’t really engaged
is this boy who hadn’t really engaged
is this boy who hadn’t really engaged with the class before said no I don’t
with the class before said no I don’t
with the class before said no I don’t think there is my mum gave me away he
think there is my mum gave me away he
think there is my mum gave me away he hadn’t had the chance to explore that
hadn’t had the chance to explore that
hadn’t had the chance to explore that before he was able to do that with the
before he was able to do that with the
before he was able to do that with the respect and the listening of his peers
respect and the listening of his peers
respect and the listening of his peers because of the safe space of that
because of the safe space of that
because of the safe space of that environment the intellectual challenge
environment the intellectual challenge
environment the intellectual challenge is also significant using the original
is also significant using the original
is also significant using the original text the original language again as
text the original language again as
text the original language again as Brian said there’s something about this
Brian said there’s something about this
Brian said there’s something about this that children really love we shouldn’t
that children really love we shouldn’t
that children really love we shouldn’t think that children don’t want that
think that children don’t want that
think that children don’t want that challenge they love the ambiguity of the
challenge they love the ambiguity of the
challenge they love the ambiguity of the text they love the fact that maybe
text they love the fact that maybe
text they love the fact that maybe nobody actually knows what it means that
nobody actually knows what it means that
nobody actually knows what it means that there are a range of answers and
there are a range of answers and
there are a range of answers and therefore and crucially that their idea
therefore and crucially that their idea
therefore and crucially that their idea might be right as one chap was saying to
might be right as one chap was saying to
might be right as one chap was saying to us he wasn’t sure how well he could
us he wasn’t sure how well he could
us he wasn’t sure how well he could develop his reading he was being taught
develop his reading he was being taught
develop his reading he was being taught English in a class outside the
English in a class outside the
English in a class outside the mainstream with a group of diverse
mainstream with a group of diverse
mainstream with a group of diverse educational needs he was studying and
educational needs he was studying and
educational needs he was studying and The Tempest with us with this active
The Tempest with us with this active
The Tempest with us with this active approach during this process his levels
approach during this process his levels
approach during this process his levels of literacy his actual attainment levels
of literacy his actual attainment levels
of literacy his actual attainment levels increased in steps and he was surprised
increased in steps and he was surprised
increased in steps and he was surprised by this his teacher was surprised by it
by this his teacher was surprised by it
by this his teacher was surprised by it so they had a chat about why it was
so they had a chat about why it was
so they had a chat about why it was happening and he came back to the point
happening and he came back to the point
happening and he came back to the point about engagement about fun but also
about engagement about fun but also
about engagement about fun but also because they had space to think about
because they had space to think about
because they had space to think about the ideas and explore the ideas that he
the ideas and explore the ideas that he
the ideas and explore the ideas that he said you could try stuff out and see if
said you could try stuff out and see if
said you could try stuff out and see if it was rubbish or not that gave him
it was rubbish or not that gave him
it was rubbish or not that gave him confidence gave him a real chance to
confidence gave him a real chance to
confidence gave him a real chance to develop he continued to do that and then
develop he continued to do that and then
develop he continued to do that and then got back into the mainstream class for
got back into the mainstream class for
got back into the mainstream class for his year this idea of people’s ideas
his year this idea of people’s ideas
his year this idea of people’s ideas actually being valued it’s very powerful
actually being valued it’s very powerful
actually being valued it’s very powerful children don’t say they get that in
children don’t say they get that in
children don’t say they get that in every class sadly in every subject but
every class sadly in every subject but
every class sadly in every subject but they really engage with it through this
they really engage with it through this
they really engage with it through this process and it can have an impact on the
process and it can have an impact on the
process and it can have an impact on the children that one least expects it to
children that one least expects it to
children that one least expects it to and we think this is to do with the
and we think this is to do with the
and we think this is to do with the whole process itself but also because of
whole process itself but also because of
whole process itself but also because of the way Shakespeare uses words the
the way Shakespeare uses words the
the way Shakespeare uses words the rhythm the use of
rhythm the use of
rhythm the use of for and researchers at liverpool
for and researchers at liverpool
for and researchers at liverpool university have given this study and
university have given this study and
university have given this study and they’ve worked with volunteers who have
they’ve worked with volunteers who have
they’ve worked with volunteers who have read a passage of shakespeare exactly as
read a passage of shakespeare exactly as
read a passage of shakespeare exactly as written and then that same passage
written and then that same passage
written and then that same passage translated into the contemporary
translated into the contemporary
translated into the contemporary language and rather like this slide we
language and rather like this slide we
language and rather like this slide we saw earlier of the brain responding to
saw earlier of the brain responding to
saw earlier of the brain responding to maths they found that when people were
maths they found that when people were
maths they found that when people were reading the shakespeare with the less
reading the shakespeare with the less
reading the shakespeare with the less usual choice of words a surprising use
usual choice of words a surprising use
usual choice of words a surprising use of sentences the brain was actually lit
of sentences the brain was actually lit
of sentences the brain was actually lit up in a different way and we described
up in a different way and we described
up in a different way and we described this effect when we see it in children
this effect when we see it in children
this effect when we see it in children as being literally lit up by shakespeare
as being literally lit up by shakespeare
as being literally lit up by shakespeare his experiences from across the country
his experiences from across the country
his experiences from across the country as I say with a lot of schools a lot of
as I say with a lot of schools a lot of
as I say with a lot of schools a lot of theatres and over 690 thousand students
theatres and over 690 thousand students
theatres and over 690 thousand students so we have many examples of this impact
so we have many examples of this impact
so we have many examples of this impact it’s really hard evidence as well as
it’s really hard evidence as well as
it’s really hard evidence as well as every meaningful story and again the
every meaningful story and again the
every meaningful story and again the University of Warwick have done some
University of Warwick have done some
University of Warwick have done some research with us we have schools in what
research with us we have schools in what
research with us we have schools in what we call our learning and performance
we call our learning and performance
we call our learning and performance Network that over have worked with us
Network that over have worked with us
Network that over have worked with us over a 10-year period very in-depth
over a 10-year period very in-depth
over a 10-year period very in-depth approach to the work and as you can see
approach to the work and as you can see
approach to the work and as you can see here they looked at attitudes to
here they looked at attitudes to
here they looked at attitudes to Shakespeare and attitudes to school as
Shakespeare and attitudes to school as
Shakespeare and attitudes to school as well and the blue control line you can
well and the blue control line you can
well and the blue control line you can see it stays static the red line with
see it stays static the red line with
see it stays static the red line with its upward trajectory or the group of
its upward trajectory or the group of
its upward trajectory or the group of children that have been involved in this
children that have been involved in this
children that have been involved in this approach this active approach to
approach this active approach to
approach this active approach to learning Shakespeare and you can see in
learning Shakespeare and you can see in
learning Shakespeare and you can see in both cases they’ve increased
both cases they’ve increased
both cases they’ve increased significantly we call this if I can do
significantly we call this if I can do
significantly we call this if I can do Shakespeare I can do anything affect
Shakespeare I can do anything affect
Shakespeare I can do anything affect someone does Shakespeare they enjoy it
someone does Shakespeare they enjoy it
someone does Shakespeare they enjoy it they find they’re good at it they have
they find they’re good at it they have
they find they’re good at it they have that feeling of success they can then
that feeling of success they can then
that feeling of success they can then apply that to something else that they
apply that to something else that they
apply that to something else that they might think is hard they know they now
might think is hard they know they now
might think is hard they know they now have a chance of achieving it beyond
have a chance of achieving it beyond
have a chance of achieving it beyond this as well we find there’s incredible
this as well we find there’s incredible
this as well we find there’s incredible impact in the community we find that
impact in the community we find that
impact in the community we find that because there’s improvement in the
because there’s improvement in the
because there’s improvement in the schools and the schools we work with
schools and the schools we work with
schools and the schools we work with often those that have the least
often those that have the least
often those that have the least engagement with cultural activity that
engagement with cultural activity that
engagement with cultural activity that are in more challenging areas and once
are in more challenging areas and once
are in more challenging areas and once we find we get the success of
we find we get the success of
we find we get the success of individuals in the school success of
individuals in the school success of
individuals in the school success of classes the schools work with other
classes the schools work with other
classes the schools work with other schools and particularly if they they
schools and particularly if they they
schools and particularly if they they work together on projects and they
work together on projects and they
work together on projects and they engage the parents you can see a real
engage the parents you can see a real
engage the parents you can see a real increase in profile of those schools in
increase in profile of those schools in
increase in profile of those schools in the community again emphasizing the
the community again emphasizing the
the community again emphasizing the point about confidence and self-esteem
point about confidence and self-esteem
point about confidence and self-esteem this parents say there’s another life
this parents say there’s another life
this parents say there’s another life out there and I want to be part of it we
out there and I want to be part of it we
out there and I want to be part of it we work with the school in Margate with
work with the school in Margate with
work with the school in Margate with another wonderful head teacher and they
another wonderful head teacher and they
another wonderful head teacher and they found that through their their work the
found that through their their work the
found that through their their work the parents were saying I now feel part of
parents were saying I now feel part of
parents were saying I now feel part of the community and actually I feel part
the community and actually I feel part
the community and actually I feel part of the country we went there the Royal
of the country we went there the Royal
of the country we went there the Royal Shakespeare Company went into their
Shakespeare Company went into their
Shakespeare Company went into their school in an area with generational
school in an area with generational
school in an area with generational unemployment very low aspiration levels
unemployment very low aspiration levels
unemployment very low aspiration levels we were there they came out to Stratford
we were there they came out to Stratford
we were there they came out to Stratford they worked very visibly in the
they worked very visibly in the
they worked very visibly in the community and parents picking up the
community and parents picking up the
community and parents picking up the point at the start of this talk about
point at the start of this talk about
point at the start of this talk about voting we’re saying now I feel in
voting we’re saying now I feel in
voting we’re saying now I feel in franchise I understand my cultural
franchise I understand my cultural
franchise I understand my cultural entitlement I am now going to vote and
entitlement I am now going to vote and
entitlement I am now going to vote and be part of that it’s the same with
be part of that it’s the same with
be part of that it’s the same with performance we see individual impact on
performance we see individual impact on
performance we see individual impact on children when they perform the impact on
children when they perform the impact on
children when they perform the impact on them the impact on their parents who
them the impact on their parents who
them the impact on their parents who actually see potential being released
actually see potential being released
actually see potential being released they hadn’t thought might be there
they hadn’t thought might be there
they hadn’t thought might be there because the children come to see us
because the children come to see us
because the children come to see us before
before
before [Applause]
you have to imagine various seeds and
you have to imagine various seeds and the Royal Shakespeare Company performing
the Royal Shakespeare Company performing
the Royal Shakespeare Company performing here which the children have had a
here which the children have had a
here which the children have had a chance to experience sometimes not only
chance to experience sometimes not only
chance to experience sometimes not only did the children perform but we perform
did the children perform but we perform
did the children perform but we perform they see us we perform with the children
they see us we perform with the children
they see us we perform with the children last year we did a nationwide tour of A
last year we did a nationwide tour of A
last year we did a nationwide tour of A Midsummer Night’s Dream we taught to
Midsummer Night’s Dream we taught to
Midsummer Night’s Dream we taught to twelve cities across the country all the
twelve cities across the country all the
twelve cities across the country all the regions and nations of the UK and when
regions and nations of the UK and when
regions and nations of the UK and when we were there we worked with amateur
we were there we worked with amateur
we were there we worked with amateur company’s adult amateur companies in
company’s adult amateur companies in
company’s adult amateur companies in each place but he also worked with
each place but he also worked with
each place but he also worked with schoolchildren we worked with five
schoolchildren we worked with five
schoolchildren we worked with five hundred and eighty children and every
hundred and eighty children and every
hundred and eighty children and every two nights the group of children on the
two nights the group of children on the
two nights the group of children on the chair on the stage changed and we have
chair on the stage changed and we have
chair on the stage changed and we have the most incredible feedback of what
the most incredible feedback of what
the most incredible feedback of what that meant
that meant
that meant emphasizing everything I’ve spoken about
emphasizing everything I’ve spoken about
emphasizing everything I’ve spoken about so far we had one one boy in a school
so far we had one one boy in a school
so far we had one one boy in a school who was on the verge of being excluded
who was on the verge of being excluded
who was on the verge of being excluded but he wanted to be part of the project
but he wanted to be part of the project
but he wanted to be part of the project so his head teacher said okay your last
so his head teacher said okay your last
so his head teacher said okay your last chance you can be part of this the
chance you can be part of this the
chance you can be part of this the project involved teaching and
project involved teaching and
project involved teaching and approaching the schoolchildren in
approaching the schoolchildren in
approaching the schoolchildren in exactly the same way as we did the
exactly the same way as we did the
exactly the same way as we did the professional company the adult company
professional company the adult company
professional company the adult company they had to focus they had to commit to
they had to focus they had to commit to
they had to focus they had to commit to the project and they had to take
the project and they had to take
the project and they had to take responsibility for the outcome of how
responsibility for the outcome of how
responsibility for the outcome of how well the play was when we presented it
well the play was when we presented it
well the play was when we presented it and this child came to all the
and this child came to all the
and this child came to all the rehearsals he’d been a regular truant
rehearsals he’d been a regular truant
rehearsals he’d been a regular truant err but he was regularly in school he
err but he was regularly in school he
err but he was regularly in school he turned out to be a talented actor with a
turned out to be a talented actor with a
turned out to be a talented actor with a wonderful singing voice even though
wonderful singing voice even though
wonderful singing voice even though there wasn’t some music in the school
there wasn’t some music in the school
there wasn’t some music in the school and he got to one of the performances
and he got to one of the performances
and he got to one of the performances and the children were all just in the
and the children were all just in the
and the children were all just in the wings waiting to come onstage and they
wings waiting to come onstage and they
wings waiting to come onstage and they were getting quite frisky and excited
were getting quite frisky and excited
were getting quite frisky and excited and one of the adult actors was thinking
and one of the adult actors was thinking
and one of the adult actors was thinking oh goodness I’m going to have to do
oh goodness I’m going to have to do
oh goodness I’m going to have to do something about this I’m going to have
something about this I’m going to have
something about this I’m going to have to talk to them but low and behold this
to talk to them but low and behold this
to talk to them but low and behold this this little chap stepped forward
this little chap stepped forward
this little chap stepped forward looked at his peers said shush focus
looked at his peers said shush focus
looked at his peers said shush focus this is our last chance to get it right
this is our last chance to get it right
this is our last chance to get it right complete change for him
complete change for him
complete change for him for himself for his engagement with his
for himself for his engagement with his
for himself for his engagement with his peers his engagement with the school
peers his engagement with the school
peers his engagement with the school after the performance there was a post
after the performance there was a post
after the performance there was a post show talk and his dad spoke movingly he
show talk and his dad spoke movingly he
show talk and his dad spoke movingly he was moved to tears by the change he’d
was moved to tears by the change he’d
was moved to tears by the change he’d seen in his son
seen in his son
seen in his son the head teacher spoke in the same way
the head teacher spoke in the same way
the head teacher spoke in the same way incredible change and a year later that
incredible change and a year later that
incredible change and a year later that child is still in school so for one boy
child is still in school so for one boy
child is still in school so for one boy they’re just as everything else I’ve
they’re just as everything else I’ve
they’re just as everything else I’ve spoken about Shakespeare changed
spoken about Shakespeare changed
spoken about Shakespeare changed everything thank you
everything thank you
everything thank you [Applause]
”
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