How were the ideas developed and how did the young people, artist and teacher work together?

Annie Callaghan & Robbie Perry, Artists

The ideas were developed as a direct result of the principles of Sleeper Creeper. A multidisciplinary approach to art form and the themes based around recycling and repurposing of everyday materials and junk. The story itself was created as a catalyst for inspiring young minds. Using the story as an opening for the project workshops, we were able to demonstrate to the young audience aspects of theatre, drama, storytelling, music and shadow puppetry that they would in turn learn to use over a two day period for their own collective performance.

The teacher allowed Robbie and Annie to bring the children around the school grounds to examine and collect, in pairs, any objects they found of interest. These objects were then projected through the use of an analog overhead projector and discussed openly and collectively on how their appearances changed with our changing perceptions. This example facilitates a validation process for the individual in what they later view as art and how it can then be manipulated and viewed to help create a story.

Then began a separation of the group into two halves. One half facilitated by Annie and the shadow puppetry and the other half by Robbie and music creation as a means to underscore the students very own production.

The teacher’s role within this workshop was almost only to observe and maintain any control if needed. It cannot be overstated how important this approach was to the project overall. Conversations and shared opinions with the teacher, revealed aspects and qualities of each student’s character as they worked closely and intensely with the artists that were keenly observed and somewhat enlightening to the teacher.

What was your personal experience of the project in terms of successes and challenges?

Annie Callaghan & Robbie Perry, Artists

The project itself was quite experimental. We hadn’t taken something as complex as our performance, and adapted it with a workshop in mind ever before. Also, there were many challenges such as time needed for the students to learn multiple skills with a final performance, questions regarding the suitability of their classrooms, rather than a hall for the workshops etc. We were very pleased to find that we coped quite favorably with all these challenges which were also challenges for the schools. The fact that we could work within the classroom meant no upset to the rest of the school in organizing or rearranging scheduled use of alternative rooms. Also, the fact that the hours we put in were arranged for an intense two days consecutively meant a greater opportunity for all involved to focus and achieve a fully immersive creative experience.

Catherine Mc Guirk, Teacher

One of the activities that I felt really supported the children’s confidence with regards to the music aspect was the time in which they were allowed to explore the different instruments. I found that at the age the children were at doing the projects, they were conscious of whether or not they were “good at” something. It can often be hard to try and get them to engage fully in something if they feel it is on an area that they aren’t talented in. However, the vast arrange of musical instruments that were available to them allowed them to try out their musical abilities on them. I found that my class would often associate musical talent as to whether or not you could play the piano etc. However, with the way in which they were able to explore the vast array of instruments and create backing music for a story, it was a whole new side to music for them. It was also something that after we had engaged with in the workshop, they wanted to do it more in class. The more exposure they get to experience this, the more confident they will grow in it.

What was significant for you about the project that is worth sharing?

Annie Callaghan & Robbie Perry, Artists

Probably the most significant thing for us was the true potential of each and every student to achieve in an extremely short but significant amount of time, an entire production. From inception until final performance in front of an audience, the entire class worked as a team with individuals quickly finding their strengths and how best they could contribute to the group as a whole. It was wonderful to observe, for example, two students that were much happier to be a part of the technical projection work rather than perform music or drama. This revealed for us the complex range of interests within any given group and reinforces the idea that we need projects that provide more opportunities which exercise the potential for total inclusivity.

Catherine Mc Guirk, Teacher

Telling of a story is something most children love to do. Some I have found can find it difficult telling a story when they have to write it- for many different reasons. E.g. some might find spelling difficult and get so caught up on whether a word is spelt correctly or not hinders their story telling ability as they don’t get their story finished. The way in which the children were allowed to tell a story through art and music really developed confidence in not only the children who love writing stories but also in the children who find that hard. While doing this they were also developing their Drama skills- even though they may not have realised that. They were able to use their imagination and tell a story not only with their drawings but just by using environmental objects- again, allowing those who didn’t feel confident in their artistic abilities to still their artistic confidence by using environmental objects in an artistic way. It was something that they really enjoyed. They developed so many different skills by doing the project, learnt lots of new things without realising it.

Andrea Malone, Teacher

This process of choice supported confidence in its own right. The children learned through many different methodologies that suited all learners. Robbie and Annie facilitated so appropriately but still allowed the children to have responsibility for their own learning.

Has anything changed in your work as a result of the project?

Annie Callaghan & Robbie Perry, Artists

It has only further increased my belief in the creative potential of children and the potential of group orientated creative projects

Catherine Mc Guirk, Teacher

It has changed the way in which I teach arts education as it reminded me how important it is to not only teach the subjects but to allow them to co-exist with each other, to use them together as a way to allow for further exploration as to what they can achieve when combined.

It has given me more confidence in doing projects like this, integrating the Arts subjects- along with others, in the classroom

Andrea Malone, Teacher

This project has given me the confidence as an educator to give the children much more responsibility for their learning. My Arts lessons are less structured which has resulted in a smoother flow to lessons. The power of integration throughout the Arts subjects was evident throughout the ‘Paddy Red Downey and the Voice in the Dream’   project hence I have increased integration throughout Drama, Art, Music and Physical Education.

‘Paddy Red Downey and the Voice in the Dream’ was a wonderful project where I witnessed children growing in self-confidence, learning and having so much fun!

!!!! Tenderfoot

Briefly tell us the story of your project – What was it about? Who was involved? How did it get started?

Veronica:

Tenderfoot originated, with the support of South Dublin County Council, in The Civic Theatre in Tallaght ten years ago. Bríd Dukes, the Artistic Director of The Civic, wanted to develop a programme to involve transition year students in the art of theatre. Tenderfoot @ The Civic, the parent programme, annually provides forty five students from eight different schools the opportunity to learn about theatre in a hands on way. Tenderfoot operates on a model of apprenticeship. Students learn by doing. They learn about theatre by making theatre under the guidance of working theatre professionals. Each year a number of the students, usually sixteen, write original plays for the stage. A selection of these plays are then produced and students can opt to act, do costume design, take part in the film for theatre module or they can be part of the stage management team. The final productions are seen by two distinct audiences. A general theatre audience and an audience of the students’ peers. Over the years the reaction of the peer audience to the work, work made by people their own age, has been remarkable. It has resulted in a profound level of engagement. Tenderfoot @ The Civic is entering its tenth year.

Tenderfoot is a replicable model and Tenderfoot @ The Garage, championed by Niamh Smyth of CMETB, is the first reiteration. Tenderfoot @ The Garage serves schools in the Cavan/Monaghan region. Five schools participated in the inaugural year with a focus on writing. Twenty students wrote original plays for the stage. Five of those plays were publicly acknowledged in rehearsed readings in The Garage Theatre. Audience was twofold – general theatre and peer audience.

Response from Sarah Doyle/Holy Family Community School Rathcoole

I was lucky enough to be teaching in Rathcoole when the Tenderfoot programme was first set up. My school was one of the South Dounty Dublin schools chosen to partake.

Response from Gabrielle Tuomey/Our Lady’s Secondary School Castleblayney

I was delighted that our school was accepted onto the Tenderfoot programme following our application through the Garage Theatre. The project had appeal due to its emphasis on creativity, and integration with others, coupled with learning about teamwork and skills required for writing and performing outside of the school timetable. I was also excited about our students being guided, nourished and encouraged by theatre professionals and out of school drama facilitators. Veronica was encouraging and her visit to our school whetted the students’ appetite.

How did the ideas develop? How did the children, artist and teacher work together?

Veronica:

Apprenticeship is the model upon which Tenderfoot runs. The students learn alongside experts in their field so, for instance, professional writers facilitate the students’ learning about writing for the stage. Students are provided with a structure within which they can give voice and form to their own creative ideas. Students are not censored. They can write about any topic. They can utilise any form. The guiding principle for Tenderfoot mentors is to enable students realise the best version of their work.

Response from Sarah Doyle/Holy Family Community School Rathcoole

Very simply, many of our students blossomed. They learned new skills, and many uncovered hidden talents in writing and acting. All of them gained confidence and a greater sense of self-assurance. They made fantastic friends and even better memories. They were a part of something special and very few will ever forget the Tenderfoot experience.

Response from Gabrielle Tuomey/Our Lady’s Secondary School Castleblayney

I noticed a remarkable growth in confidence and self-assurance in the five selected students who quickly adapted to the project and to the process of meeting deadlines and submitting required pieces when asked. The rehearsed readings on the day of performance were absorbing and entertaining.

What aspects of the project made you smile? What aspects of the project made you feel challenged?

Veronica:

The young people make me smile. Their enthusiasm, their engagement and their work. The work they produce is very often surprising. It can be sobering. It can be eye opening. It is really interesting to see the world through their eyes. And I feel that something important is happening in that space where young people encounter the theatrical work of their peers. This is a unique space. Also, the willingness and enthusiasm of the countless teachers I deal with restores my faith in the education system. Year after year I deal with teachers who care only for the best interests of their students. The only major challenge I can think of is the ongoing battle to maintain funding.

Response from Sarah Doyle/Holy Family Community School Rathcoole

I love the annual January trip to see the plays created by the students. Their peers and I, always come away from the theatre impressed and awestruck about what their classmates have achieved. I don’t find any aspect of the process challenging.

Response from Gabrielle Tuomey/Our Lady’s Secondary School Castleblayney

I smiled at the independence of my students strolling out onstage to take their seats and perform in different roles in different plays. Yes, some themes were challenging and clearly revelatory of their needs and focus in this period of their young lives. Sex, freedom of behaviour and speech, rejection of social norms that seem to apply pressure on teenagers were among the challenging themes addressed in their short plays.

What insights from the project are worth sharing?

Veronica:

It is really valuable for young people to have opportunities to learn in contexts outside of school and in ways different to how they learn in school. An important feature of Tenderfoot is that each group is taken from a number of schools and the work environment is a professional arts environment – The Civic Theatre in Tallaght and The Garage Theatre in Monaghan. The value of such an experience is immeasurable. It provides those students lucky enough to take part an opportunity to see themselves in a new light.

Response from Sarah Doyle/Holy Family Community School Rathcoole

Tenderfoot offers students a more relaxed environment to express themselves. This can sometimes contrast to the school environment where as teachers, we have to place restrictions on bad language or on adult subject matter. This can be a liberating experience for a lot of students and can help greatly in their development of self-confidence.

Response from Gabrielle Tuomey/Our Lady’s Secondary School Castleblayney

Overall, most worthwhile as evidenced by the close attention paid by the attentive and engrossed teenage audience who sat through one and a half hours of readings without asking for a break!

Response from Robert Barrett/Participating Student Tenderfoot @ The Civic

Tenderfoot was easily the highlight of transition year. There was never a dull day; they ranged from doing improvisations in the little theatre upstairs, to building a full sized guillotine. It was a unique experience to see plays, some of which were my own, go from their most conceptual stage in the writers minds, to first drafts and then go through production.”

Response from Seoid Ní Laoire/Participating Student Tenderfoot @ The Civic

Writing A Piece Of Me developed me as a writer, but it was watching the director shape my words into something new, something physical and outside of myself that I learnt the most. My writing’s weak points were suddenly glaringly obvious, as were its strengths. I remember peeking out from backstage and seeing the audience respond to words I had written and experiencing a connection that is impossible to achieve from a page. It is difficult for me to adequately describe the impact of my few weeks with Tenderfoot. It was one of those experiences that, when I look back on my life so far, carves out a milestone.

Sarah Hannon/Participating Student Tenderfoot @ The Civic

Tenderfoot made me come out of my comfort zone and most of all have confidence in my writing. It was one of the most fun and rewarding things I did throughout my secondary school experience and I’m very glad I got the opportunity to do it, and I greatly appreciate and am thankful to the people of Tenderfoot for seeing potential in me when I did not, both then and still to this day.

Tenderfoot is a replicable model and Tenderfoot @ The Garage, championed by Niamh Smyth of CMETB, was the first reiteration. Tenderfoot @ The Garage served schools in the Cavan/Monaghan region in 2015. Five schools participated and twenty students wrote original plays for the stage. Five of those plays were publicly acknowledged in rehearsed readings in The Garage Theatre. Audience was twofold – general theatre and peer audience.

Response from Levana Courtney/Participating Student Tenderfoot @ The Garage

Thanks a lot for the wonderful experience you’ve given me and helping me along the way. It’s been a brilliant couple of weeks and I think I speak for everyone when I say I’ve learnt a lot of new things, had so much fun and made a lot of new friends who I won’t forget. Before tenderfoot I would have never spoken in front of a crowd, so I really appreciate the confidence it has given me.

Response from Caspar McCabe/Participating Student Tenderfoot @ The Garage

You can really tell a lot about a person based on what they write about: their experience, their beliefs, their thoughts, their opinions, their dreams … it’s extremely insightful. When you’re writing, even if you have the clearest idea of what you’re going to say, your words take on their own mind and you can end up writing something that is totally different than what you intended to. Knowing how to accept criticism is important, but so is knowing how to accept praise.

Has anything changed as a result of the project?

Veronica

Each year the students who take part in Tenderfoot are changed by their experience. Some find new interests. Many find new levels of confidence. In a number of cases some even find their future professions.

Response from Sarah Doyle/Holy Family Community School Rathcoole

Many of them grow in confidence. In terms of their education, a better understanding of drama helps with their study of drama at senior cycle. For the budding writers and actors, there is almost always a greater desire to be involved in their chosen field after completion of the Tenderfoot project. They will often go on to engage in drama or writing outside school.

Response from Gabrielle Tuomey/Our Lady’s Secondary School Castleblayney

I noted a growing maturity in my five participants. It was good for them to be pushed beyond their usual boundaries.

Response from Caspar McCabe/Participating Student Tenderfoot @ The Garage

Taking part in Tenderfoot has developed my social skills: I realised while taking part how truly complex everyone is, how everyone has their own individual thoughts and experience and beliefs and this has helped me to connect with people and make friends.