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Clocks by Ayomini Main Question – Why is Speech Bubbles’ sessions effective for children with communication difficulties? History of Speech Bubbles: Founded in 2009, Partnership with Southwark Pupil Development Centres • Umbrella under London Bubble - 1972,– such as Glen Walford and Peter Coe • L.B - Formed to create, engage with and enjoy theatre work, fulfilling their ideology to allow anyone to experience theatre. • Main objective - theatre with communities, creating communities through theatre and allowing their resources to be applied with community stories London Bubble funding – annually companies such as: • Southwark council • London Community Foundation - community projects and therefore are whiling to fund as London Bubble uses community based work different strands of London Bubble work: Companies that fund Speech Bubbles specifically • SHINE - Support and Help In Education • The Mercers’ Company - Education, therefore are whiling to fund as Speech Bubbles works with education, communication and listening skills The Communication Trust evidence– From direct observation for children: • 50% - children in areas of disadvantage – less developed speech and language skills Direct Response – Speech Bubbles creates for KS1 children, a safe, playful environment to develop skills Story Drama – Brings children to the centre of activities, allowing the use of communication and listening – makes a comfortable and happy means of bringing theatre to children • Author – creating own stories • Performer – engaging physically with the stories and performing the stories • Audience – watching and visually engaging with stories WHO NEEDS THE DRAMA OF SPEECH BUBBLES? From initial research brought by Speech Bubbles’ sessions over their first few years – criteria has been structured in regards to children who would benefit most from Speech Bubbles: • Children who lack confidence in communication – whether that includes children who are selectively mute and/or children with English as an additional language • Children who have difficulty organising thoughts and then communicating them – which envelops children who may not respond appropriately to what is being said • Children who have poor attention and/or poor listening – Reflecting upon children with low level of engagement within class-work and difficulty developing positive peer to peer relations • Children on some level of the Autistic Spectrum From this framework – Speech Bubbles tailored sessions to allow for processes that would build up lacking areas of communication Average Session of Speech Bubbles Opening Activities - Hello Game/Warm-Ups - Stop/go game, Song, Name in the Bucket mirroring and moving around as something (Change for the story) (Opening Activities Constant) Gentle, welcoming and shared with group –structured, collaborative and fun environment - taking turns and comfortable environment Core Activity, Story Making (Using Story Square structure) Engage the children , sense of ownership over their text material – engaging with exploratory talk, working with story/narrative and increasing verbal communication stimulating the children’s senses , pathway from elements of the story to work on individually working positivity with one another, listening and engaging with communication Closing activities –Wash off, Barney Bear (Closing Activities Constant) Positive end to the session, children to comment on what they enjoyed and therefore take away from the session Take a story – similar to opening story performed HOW IS SPEECH BUBBLES EFFECTIVE? In relation to my opening question These 2013/2014 - Statistics taken from teachers who have experienced Speech Bubbles workshops in the schools - Statistics information acquired from Resource park and Website 89% of children showed improvement in Learning, Speaking and Listening with 22% showing striking improvement Improvements in Learning, Speaking and Listening • 90% of children showed improvement in Emotional Behaviour Improvement in Emotional Behaviour S.B - Brought its work to areas which statistically has low education performances within the greater London area. Information taken from Trust for London website Trust for London, New Policy Institute – • Boroughs such as Greenwich and Lewisham have some of the worst education records in London • By placing the work initially in these areas it allows a void to be filled in education, opportunities for children • Business - appeal to broad range HOW A WIDER FIELD OF APPLIED THEATRE WAS USED IN RELATION TO CHILDREN S.B - Applied the techniques of story-telling as the foundation of the work Techniques similar to Play-back theatre – allows a story to be taken from a child, performed to an audience • Differs – With fiction, fantasy, • Excitement, Surreal and surprise • No non – fiction confines, gives them freedom and no wrong stories Use of The Story Book Methodologies relating to S.B workVivian Gussin Paley – storytelling, communication David Wood & Janet Grant: Theatre for Children – fairy-tales Dorothy Heathcote – Drama As Education METHODOLOGY OF SPEECH BUBBLES - VIVIAN GUSSIN PALEY • Vivian Paley - Former preschool teacher, pioneer of storytelling techniques • Story format – reaction to challenges of isolation between child/teacher relationship – main theory of “storytelling and acting are universal learning medium”, her methodology is theatre and play for learning • One – on – one teaching – building confidence – “Story table”(pp.21) structure “Fantasy is a boundless topic that submits to no labels” (pp.19) – Fantasy, core of Speech Bubbles, freedom change in routine – “brings forth tension and confusion” (pp.7)– affecting children less developed in comprehension skills – use of timetable Story table - Story Square notion of play, children are able to explore – S.B ‘control play’, time dedicated for exploration • Tailoring games and activities around stories – all aspects of story addressed Physical embodiment - children become more engaged working with all in a safe, structure environment Others practitioners who use Drama for children include – Dorothy Heathcote & David Wood MYSELF AS A FACILITATOR Previous experience I have before Speech Bubbles: • Workshop-based training – Borders Youth Theatre • Warm-up games, physical activities • Primarily with KS3 Years (11-14 and older) • Working with children, family Certain attributes related towards Speech Bubbles work: • Clear, simple instructions • Repetitions to reinforce • Physical sign for easy communication • Reducing elongated or elaborate language What I have gained from being a facilitator • Regarding employment - Knowledge on workshop techniques and setting up children based workshops • Working with less developed communication skills – presenting clear structured plans, having positive attitude and friendliness • Administrative aspects – creating, structuring and evaluating myself, evaluating others – apply to own dramatic pieces or performances, concluding what features worked or feel flat • Personally – more confidence with working as a team, with others – children or adults, make me more confidence as a person- like the children. REFLECTING, ANALYSING AND EVALUATING From Speech Bubbles facilitating – analysing and evaluating children in relation to key speech language and communication needs Facilitating structure allows evaluation to be recorded After every session myself and Esha evaluate different attributes in the sessions: • What exercises worked with the children/didn’t work and why • Children were – receptive, attending and expressive • Evaluate as facilitators and collectively with T.A supervisor Evaluation forms opportunity to evaluate our own work assessing each section of the structure provides a stronger insight into the methods we find most comfortable to work with the children. SPEECH BUBBLES & PROFESSIONAL PLACEMENT Key attributes that transfer over from Module class to work environment : • Module requirements – constructed in professional manner – attendance, punctuality, time-keeping • Speech Bubbles work – arriving early, prepared work associated with precis and blog entries, games and activities prepare and ready, items ready • Presenting myself – dressed appropriative, respecting the room, friendly and positive attitude • Someone not only comfortable to work with but enjoyable Placement experience – knowledge for further employment Trought’s book • Employability skills to companies – Speech Bubbles show skills in practical context • Cultural sensitivity – different children from different cultural backgrounds • Leadership – leading children through games, activities , scenarios • Positive attitude - positive, reassuring for children • Interviews, examples of demonstrating skills – Speech Bubbles facilitating PERSONAL REFLECTION AND BIBLIOGRAPHY “In relation to the opening question, I believe that the sheer communication engagement with the children through dramatic storytelling gives them a sense of confidence and fulfilment that allows them to continue that need to communicate outside the Speech Bubbles’ sessions, the facts and figures are proof enough of its success but my involvement with these session has let me see children wanting to communicate more” Johnny Whiting - A.K.A me!! Bibliography: • Londonbubble.org.uk, (2015) Speech Bubbles | London Bubble Theatre Company. Available at: http://www.londonbubble.org.uk/projectpage/speech-bubbles/ (Accessed: 10 November 2015). • Londonspovertyprofile.org.uk, (2015) Overview of London boroughs | London's Poverty Profile. Available at: http://www.londonspovertyprofile.org.uk/keyfacts/overview-of-london-boroughs/ (Accessed: 19 November 2015). • Paley, V. (1990) The boy who would be a helicopter. Cambridge, Mass.: Harvard University Press. • Speech Bubbles Resource Pack – Adam Annand • The Story Book – created by J. Whiting (written by all) • Trought, F. (2012) Brilliant employability skills. Harlow, England: Pearson. • Wood, D. and Grant, J. (1999) Theatre for children. Chicago: Ivan R. Dee.