Mercury Theatre have teamed up with seven schools in the Barking and Dagenham, Inspiring Futures: The Barking and Dagenham Cultural Education Partnership and Ministry of Stories to secure over £145,000 in funding to teach a new literacy programme from Sept 21- July 23.
The programme, called ‘The Story of Me’, looks at non-western approaches to literacy development and uses storytelling to overcome barriers to learning, including students with English as an additional language and runs from September 2021 to August 2023.
Laura Norman, Head of Creative Engagement for Mercury Theatre, said:
“We’re delighted to support the delivery of such an important project that hopes to build teachers skills in delivering literacy development and language acquisition to overcome EAL as a barrier to learning. By using multicultural artists situated in schools, and embedding non-western approaches to storytelling, it allows pupils to see themselves reflected in their curriculum. This will make the curriculum feel more relatable, and understandable to lived experiences of pupils, ultimately having a positive impact on wellbeing for pupils, families, and the wider school communities.”
Martin Russell, Culture and Wellbeing Lead for Education at Barking and Dagenham Council, said:
“We’re confident that this innovative programme will create real change in our understanding and delivery of literacy skills across the borough and beyond. What is important is that artists and teachers will work in partnership to develop new ways of teaching that reflects the diversity and multiculturalism of the borough and that all students see themselves reflected in the stories and storytelling in school.
“Barking and Dagenham will be able to share this innovative approach to learning locally, regionally and nationally.”
The programme is funded by Paul Hamlyn Foundation’s Teacher Development Fund, which aims to support effective arts-based teaching and embed learning through arts in the primary school curriculum.
Catherine Sutton, Head of Programme: Education at Paul Hamlyn Trust, said:
“We are delighted to support this project, which brings together a dynamic group of partners to develop an immersive programme of teacher continuing professional development and learning.
The project will explore how representative and diverse models of storytelling and theatre-making can enhance teachers’ skills in literacy development and language acquisition.”
Councillor Carpenter, Cabinet Member for Educational Attainment and School Improvement, said:
“Congratulations to all the staff involved in securing the funding for this pioneering programme. I look forward to seeing how the collaboration between teachers and arts organisations supports the development of children’s literacy skills. The arts can play an important role in enriching young people’s learning and educational experiences.”
Through developing long term relationships between teacher, school and artist, supported by the organisational infrastructure and experience of two well-established cultural organisations, we aim to provide teachers the platform to develop skills, confidence, understanding and experience in enriching their literacy curriculum.
The Mercury have a range of innovative artists working in the schools from author, story maker, theatre practitioner, film makers, poets and playwrights.
At the end of the journey the teacher will have developed a scheme of work which emphasises how art-based practice impacts pupils acquirement of learning and lead on that approach being adopted across the whole school, across the borough, and showcased nationally.
This program embraces the use of digital technologies and online platforms, building on experience and expertise of partners and ensure that teachers develop a robust and relevant skill set when employing blended methodologies to teaching.
Strategic Aims of the project
Creating representative and diverse models of teaching through storytelling and theatre making:
Artists will look at global models of storytelling, passing of language, diverse texts, and the importance of representation within the curriculum.
Teachers will be nurtured by the artists to embrace diversity and feel confident in leading practical and written sessions that include script development, direction, characterisation, performance, and voice.
Raising standards and aspiration:
Storytelling and creative writing will impact fixed writing outcomes, widening the genres and allow for new ways of exploration, raising standards in writing.
Theatre-making approaches will impact language acquisition through recognising and strengthening pupil voice through talking and acting.
Create a discourse around pupil’s sense of self and belonging:
Pupils, staff and artists will explore this by using an approach which will allow a partnership of physical and written application of the literacy curriculum, creating greater accessibility to those struggling with their reading and writing skills
The Mercury has an established career development programme for theatre artists in the South East of England, including support specifically for underrepresented artists. The Mercury manage the artists and deliver relevant skill focussed CPD from established and experienced theatre practitioners.
If you would like to talk to us about becoming an artist on the project, please contact [email protected] to arrange an informal chat.
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