Download CW 1 Case Study - Speech Bubbles

CW 1 Case Study - Speech Bubbles
Opening with - Introduction of Speech Bubbles, when it was formed/history, the
organisation of it and partnerships and what needs it works towards
History – 2009, partnership with Southwark Pupil Development Centres
• Umbrella under London Bubbles – 1972, objective of creating theatre
with communities, creating new communities by the application of
theatre
• Give opportunities for its resources to create inspirational pieces of
theatre – utilising storytelling
Different Strands of London Bubble – From its initial construction, London Bubble has created a
huge organisation which stems into all means of building relationship and communication:
• Speech Bubbles – young children, communication difficulties
• Participatory workshop – ranging from 6 upwards – including Bubble Youth Theatre for young
adults
• Intergenerational groups – different stories from different age ranges collectively
• Adult drama group – for older age ranges
• Tea break Theatre – engaging with older generational groups
• Rotherhithe Shed – engaging through practical skills – D.I.Y work
Here are some examples of the
different strands of London
Bubbles work:
• Story Bubble approach – as
part of Speech Bubbles
• Participatory workshop
• Intergenerational groups
• Adult drama group
• Tea break Theatre
• Rotherhithe Shed
In regards to funding for these projects, London Bubble
gains funding from:
• Southwark council
• SHINE –Support and Help In Education
• The Mercers’ Company
• London Community Foundation
Speech Bubbles - When and why
Speech Bubbles - directly created in relation to evidence gained by The
Communication Trust
• 50% - children in areas of disadvantage – less developed speech and
language skills
• Direct response – KS1 children, create a safe, playing environment to
develop skills
Story Drama – Bringing children to centre of activity:
• Author – creating own stories
• Performer – engaging physically with the stories and performing the stories
• Audience – watching and visually engaging with stories
Evidence of Speech Bubbles work
Some evidence of Speech Bubbles ‘ impact
2013/2014 - Statistics taken from teachers who have experienced
Speech Bubbles workshops in schools
- Statistics information acquired from Resource park and Website
• 89% of children showed improvement in Learning, Speaking and Listening with 22%
showing striking improvement
• 90% of children showed improvement in Emotional Behaviour
Speech Bubbles’ effect 1
Improvements
in Learning,
Speaking and
Listening
Speech Bubbles' effect 2
Improvement
in Emotional
Behaviour
No
improvement
shown
Environmental Appeal of Speech Bubbles
Speech Bubbles – 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
• Speech Bubbles – 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
Who is Speech Bubbles targeting with
drama?
From initial research – 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
From this framework – allows sessions to become
tailored, allows processes to build up lacking areas of
communication
Wider field of Applied Theatre
Speech Bubbles - Applying 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 non-fiction, fantasy,
• Excitement, Surreal and surprise
• No fictional confines, gives them freedom and no wrong stories
This examples is
the book I created
for Speech Bubbles
sessions
Called –The Story
Book
Methodology of Speech Bubbles
Vivian Gussin Paley
Structure of Story-telling within Speech Bubbles – applied from
Vivian Gussin Paley’s work with children
• Former preschool teacher, pioneer of storytelling techniques
• Story format – reaction to challenges of isolation between
child/teacher relationship
“[Paley’s] habit of drawing invisible lines between the children’s
images is, I think, the best thing I do as a teacher.” – present in
Speech Bubbles
‘quintessential outside’ – reflected by Jason,
“he is the one we must learn to include in our school culture if it is
to be an island of safety and sensibility for everyone.” – striven
towards by Speech Bubbles
“the fantasies of any group form the basis of
its culture” – Space to bring about rich stories
continued with Speech Bubbles
Reflective text on this
application – The Boy who
would be a Helicopter
“storytelling is
contagious and
listening to the
children’s stories will
rekindle the teacher”
Continued. Methodology attributes
“Fantasy is a boundless topic that submits to no labels” – Fantasy, core of
Speech Bubbles
notion of play, children are able to explore – Speech Bubbles’
‘control play’, time dedicated for exploration
• Tailoring games and activities around stories – all aspects
of story addressed
change in routine – brings forth tension and confusion – Speech Bubbles
observes this, particular with children less developed in comprehension
skills
Following time tables and guidelines, allowing children to become
familiar with
Physical embodiment of stories allows
the children to become more engaged
– Speech Bubbles’ implementation of
Story Square which brings about
Speech Bubbles’ ethos of
communication
Taking Paley’s notion of Storytelling and applying
them physically with Story Square
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)
Certain attributes related towards Speech
• Working with children, family
Bubbles work:
• Clear, simple instructions
• Repetitions to reinforce
• Physical sign for easy communication
• Reducing elongated or elaborate language
Opening Activities – Repeated activities – children can connect them with beginning of
sessions
Gentle, welcoming and shared with group – assemble a structured, collaborative and fun
environment
Examples include – Speech Bubbles chart – reflecting what we do at Speech Bubbles
Timetable – shown previously, framework
Hello Song, Name in the Bucket – presents taking turns, verbal communication
More Speech Bubbles Activities
Game/Warm-Ups - –attuning the body and emotions, stimulating the children’s
senses , pathway from elements of the story to work on individually
Stop/go game, mirroring and moving around as something –working positivity with
one another, listening and engaging with communication
Me and our Mascot and
Core Activity, Story Making – divided, Creating and
friend – Barney
sharing stories (which we acquire at the end of our Speech
Bubbles’ sessions)
Exploring and Developing the Stories and Characters
(which is integrated as our main activity).
Engage the children , sense of ownership over their text
material – engaging with exploratory talk, working with
story/narrative and increasing verbal communication
Closing activities – Positive end to the session, children to
comment on what they enjoyed and therefore take away
from the session
Examples - Showering off what we did today game
Speaking with our Mascot, Barney Bear
Reflecting, Analysing and Evaluating
From Speech Bubbles facilitating – analysis 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
Speech Bubbles evaluation forms, opportunity to evaluate our own work
assess each section of the structure provides a stronger insight into the methods we
find most comfortable to work with the children.
Examples of some Evaluation forms:
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
Course reading – intergraded within
facilitator work,
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
Speech Bubbles effect on me
Careers opportunities and employment –
• Knowledge gained on workshop techniques – Insightful and invaluable, setting up
children based workshops, Working with less developed communication skills –
presenting clear structured plans. Comfortable with and work towards
• 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
Created By Johnny Whiting
Sources taken from own pictures, Speech Bubbles’ Resource Park, Microsoft Clip Art and
Trust for London organisation website