The teachers and pupils involved in the Building a City of Literature project began by exploring some of the resources which have been developed as part of CRACL’s long-standing research partnership with community arts company . These include the scripts of two community plays, written by local playwright Andy Barrett.
Performed by a community cast, both plays toured local venues to sell-out audiences. Both were based on the oral histories of those who lived and worked in the places they are about. The oral histories generated as part of the Raleigh project have been archived on the , which offers further material for pupils and teachers to explore.
If this has encouraged you to have a go at a place-based project in your own schools and communities, you can find support and advice from our teachers and pupils here too.
- Things to think about
Ways in to Story and Place
Sometimes a story based on a particular place is easy to find and then script. At other times it might need to be worked at. Here are some suggestions based on a local story – that of floods
30 seconds to create a frozen picture that tells a story based on these headlines
Or this picture
Other ways to explore local stories can involve realia (real things) such as a letter from the council –
The letter from the corporation – although this is fabricated there are plenty of authentic letters which can be used by students to support ideas of space and place
The Corporation of Wales
Your ref – 015367/B7
As you are aware your property is in an area that has been flooded many times.
Despite attempts to improve the situation the Corporation has been unable to improve the flood defenses.
As a result of which you are formally requested to leave your home by 9:00 am tomorrow morning.
You will be collected on a Corporation bus and taken to emergency accommodation. Due to space restrictions you will be allowed to take with you one suitcase and one small item of carry on luggage.
What you choose to bring is your choice. Basic foodstuffs will be provided.
I understand that there might be some in our community who may be troubled by the contents of this letter, in which case you are urged to attend the meeting at 8:30 pm this evening in the Community Centre.
You can use ‘melting freeze frames’ to go through a series of reactions as parts of a story begin to be explored –
A letter arrives on your door step –
You open it (frame 1)
It tells you that you will have to leave your house in the morning (frame 2)
It tells you there is a meeting tonight (frame 3)
This can then lead in to a role play based upon a particular local issue or event
For some local stories there will be the opportunity to role play reactions to it, as in the example below –
Student Task in groups of 2/3/4
You are a family
Decide your roles
Roleplay your reaction to the letter
This could then allow the following ways in to a particular local story –
Hot seat the head of the corporation
Role play a family’s reaction
Teacher in role as the leader of the forum
What would you take in your suitcase?
For some students the act of creating a response to a story and rescripting the story from within it is easy. For others it is more difficult
Here are some suggestions for inclusion of other students
One student silently reads the flood letter
Their partner speaks their thoughts
Line of Opinion
Across the room from “Not Very” to “Very” students stand in a line in response to the question “How concerned are you about flooding in the area?”
Good/ Bad Angel
A character with a dilemma (eg – do I stay in my house?) has two voices trying to persuade them what to do
A character with a dilemma (do I stay in my house) walks through two lines of students who give them advice (with reasoning) for what they should do
Voice in the head
Could be spoken / written. A character states what decision they have come to and why
Two students in a circle (eg Corporation leader and a resident) engage in dialogue. Other students are stood around in a circle. If they see an opportunity to develop the dialogue they clap, the two actors freeze, the Clapper steps in, taps one on the shoulder (who returns to the circle) and the Clapper resumes the dialogue with their new ideas
Students have a range of local photographs / images which they provide captions for and then justify to others
I'll add some of the snippets that Colin spoke about in his video and audio.