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Music and singing

Nov 06
Love0
panto

The importance of panto

By Christmas, family, Music and singing, panto, Relationships, Theatre
by James Stafford
Brighton Family Panto

This Christmas across the UK, we’ll hear thousands of children screaming “Oh yes it is! Oh no it isn’t! He’s behind you!”

For many children, the pantomime is their very first encounter with live theatre. In a world dominated by screens on tablets, phones and TVs, this is a rare and magical experience. Stepping into a theatre, feeling the buzz of anticipation and seeing a story unfold before their eyes can spark a lifelong love of storytelling, creativity and the arts. Unlike a cinema, where children are expected to sit quietly and absorb the story in silence, the panto invites them to participate, laugh and interact. Pantomimes provide a space where their energy and excitement are not just welcomed, but actively encouraged. The theatre becomes a safe, inclusive and lively environment, where children can express themselves freely, shout, cheer and take part without fear of judgement, celebrating their joy and individuality.

There is something uniquely enchanting about watching characters come to life on stage. The huge and dazzling costumes, the sequins, the energetic songs and the larger-than-life personalities create a world where imagination can roam freely. For many families, this first visit becomes a treasured festive tradition, full of laughter, fun and Christmas magic.

The tradition of panto
Pantomime is a uniquely British institution, combining fairy tales and well-known folk stories with music, comedy and audience participation in a joyous celebration. One of the most beloved elements of panto is its sense of fun and humour. The exaggerated characters, playful jokes and larger-than-life performances make children laugh out loud, often at the very things adults have learned to appreciate in a more subtle way.

At the heart of this tradition is the pantomime dame. Children delight in seeing a clearly grown man dressed as a woman, performing outrageous antics on stage. This playful gender role reversal is central to panto, and much of its comedy springs from the dame’s larger-than-life presence. Beyond the laughs, the dame also introduces children to ideas about performance, identity and self-expression. It’s not just funny, it’s formative. Seeing these playful subversions of traditional gender roles can help children understand that identity is flexible, and that theatre is a space where creativity and self-expression can flourish. In a subtle but meaningful way, pantomimes challenge conventions and encourage children to think more openly about who they are and how they might present themselves in the world.

Participation, laughter and imagination
What truly sets pantomime apart is its interactivity. Children are not passive spectators, they are active participants. Calls of “He’s behind you!” and “Oh no it isn’t!” invite them into the story, giving them confidence, a sense of agency and the joy of a communal experience. In the theatre, children are encouraged to be loud, energetic and fully themselves, something often discouraged in other environments. This safe, playful setting nurtures emotional development and social understanding – all whilst being enormous fun.

Pantomime also teaches children the power of storytelling. Heroes and villains, lessons of right and wrong and the triumph of good over evil are presented with music, comedy and spectacle. These early encounters with narrative structure, dramatic tension and humour leave lasting impressions, shaping how children understand stories and performance for the rest of their lives.

Why it matters
In a world dominated by screens, pantomime offers a vital alternative. Live theatre is immediate, immersive and unpredictable. It demands attention, imagination and engagement. It shows children that the real magic happens in shared experience, that stories are best lived as well as watched and that creativity thrives in participation.

Beyond the spectacle, pantomime nurtures curiosity, empathy and emotional intelligence. It encourages children to dream, to imagine and to engage with the world playfully and thoughtfully. And it leaves memories that families carry for years, embedding a love of theatre and live performance that screens alone cannot replicate.

This Christmas, as theatres across Sussex and the UK fill with children laughing, cheering and joining in, we are reminded why pantomime matters. It is more than a festive tradition, it is an introduction to imagination, creativity and the joy of participation. It sparks wonder, challenges perceptions and opens doors to a world of stories waiting to be discovered. For children, the pantomime is not just entertainment, it is an unforgettable first step into a lifelong love of theatre, laughter and imagination.

James Stafford is part of the Brighton Family Panto Team, who have a beanstalk-sized treat for you this Christmas and a panto packed with tons of fe-fi-fo-FUN! 01273 719759 www.brightonfamilypanto.com  hello@brightonfamilypanto.com

Jul 01
Love0
singing teacher

A musical childhood

By Education, Mental health, Music and singing
by Sarah Jones
Director of Prep School Music St Catherine’s

Head of Prep School Music at St Catherine’s, Sarah Jones, explains why she believes that music is such an important part of a primary school education. Music has been deeply woven into human culture for centuries, from the rhythmic beats of ancient drums to the intricate compositions of classical symphonies and the infectious tunes of modern pop.

For children, music is more than just entertainment – it plays a crucial role in their cognitive, social and emotional growth. In primary schools, where young minds are highly receptive, incorporating music into the curriculum provides benefits that extend well beyond the classroom. As education becomes increasingly focused on academic assessments, it is essential to acknowledge the importance of music education and preserve its place as a fundamental part of the primary school experience.

One of the most convincing reasons to incorporate music into primary education is its significant impact on cognitive development. Research consistently shows that music education enhances brain function in ways that boost academic achievement. Children who participate in music learning exhibit improved language skills, better memory retention and enhanced problem-solving abilities. For instance, playing an instrument requires the brain to decode complex symbols and translate them into physical movements, stimulating both the left and right hemispheres, which strengthens neural connections.

Additionally, music education is closely linked to improved maths skills. The rhythmic patterns in music closely align with mathematical concepts like fractions, sequencing and spatial awareness. As children practice these rhythms, they naturally reinforce their understanding of essential mathematical ideas in a fun and intuitive way.

Beyond academic benefits, music plays a significant role in supporting emotional and social development. In the early years of primary school, children are learning to navigate complex emotional landscapes and form social bonds. Music provides a safe and expressive outlet for emotions, allowing children to process feelings that may be difficult to articulate through words alone.

Group musical activities, such as choral singing or instrumental ensemble performances, encourage teamwork and cooperation. In these settings, children learn to listen to each other, maintain rhythm together and contribute to a collective goal. As well as being lots of fun, these experiences foster a sense of belonging and teach essential life skills like empathy, patience and collaboration. For many children, participation in musical activities boosts self-esteem and provides a sense of achievement, especially when they perform in front of an audience.

In an educational system with a focus on standardised testing, there is a risk that creativity might take a backseat. However, creativity is an essential skill for future success, and music education offers an ideal platform for its cultivation. Through music, children are encouraged to explore, experiment, and express their individuality. Whether they are composing original songs, improvising with instruments, or interpreting music in their own unique way, these activities promote creative thinking and innovation.

Moreover, music provides opportunities for cultural awareness and appreciation. Exposure to diverse musical traditions broadens children’s perspectives and helps them develop a deeper understanding of the world. Through music, they learn to value diversity and embrace a global outlook – qualities that are vital in today’s interconnected world.

Music education also plays a key role in developing fine and gross motor skills. For instance, playing an instrument demands precise finger movements, hand-eye coordination, and good timing. Even simple activities like clapping to a beat or dancing to music help improve physical coordination and rhythm. These motor skills are particularly important in the early years when children are honing their physical abilities.

Additionally, music and movement activities contribute to physical wellbeing. Dancing to music provides a fun and engaging form of exercise, helping to counteract sedentary habits and fostering a lifelong enjoyment of movement. This well-rounded approach to education recognises the connection between mind and body, supporting both physical and cognitive growth.

The benefits of music education extend well beyond the primary school years. Early exposure to music often sparks a lifelong passion for the arts, whether as a personal interest or a professional pursuit. Children who engage with music at a young age are more likely to continue enjoying and participating in musical activities throughout their lives.

Additionally, the skills fostered through music – such as discipline, perseverance and the ability to work toward long-term goals – are valuable in many other aspects of life. Learning to play an instrument or master a musical piece requires patience and consistent effort, teaching children the importance of hard work and delayed gratification. These lessons become essential as they grow and encounter new challenges.

Music is a cornerstone of a holistic education. Its benefits extend across cognitive, emotional, social, and physical development, nurturing skills essential for academic achievement and personal growth. In a rapidly evolving world, where creativity and adaptability are highly valued, the significance of music education cannot be overstated. By prioritising music in primary schools, we provide children with the tools they need to succeed while fostering a lifelong passion for learning and self-expression. A musical childhood is not only an educational asset – it is a gift that lasts a lifetime.

St Catherine’s Prep School extends a warm welcome to parents who would like to visit the school. Visit www.stcatherines.info to find out more about upcoming open mornings and arranging a visit.

 

Mar 04
Love0
dance for children

Dance is for everyone

By children's health, dance & Art, Exercise, fun for children, Music and singing, Party
by Jess Child
JC Dance

You may be wondering; how can a dance class benefit my child in more ways than just keeping them busy for half an hour? Well, I am here to tell you about the amazing benefits of a dance class – not just for your mini human – but for you too!

Let’s break away from the myth that dance is just for girls and encourage movement exploration for ALL children. Dance is for everyone. If you have a body you can dance. As a preschooler, dance is less about learning particular steps and more about imagination, expression, socialising and aiding development, making it a perfect activity for any child.

Preschool dance benefits your child’s physical development by increasing their ability to perform motor skills. We might stand on one leg pretending to be a flamingo, whilst improving balance, or we could march like an astronaut on the moon or gallop sideways like a crab to enhance coordination. This also builds your child’s knowledge of their bodies, helping them gain control of their extremities and core muscles, ultimately increasing reflexes and reducing the likelihood of any bumps or falls.

Dancing as a toddler promotes the idea of good posture to your child. We like to see who can stand the tallest or who can have the straightest back whilst sitting with their imaginary string connected all the way from the top of their head to the ceiling. This early foundation sets them up for life, keeping force balanced throughout their fast-growing little bodies. The distribution of force on muscles, bones and ligaments that good posture brings, not only reduces risks of injury but also builds confidence and creates more space for the organs, improving breathing and digestion. All of these aspects give your child greater awareness of their bodies in space, helping bodies self-regulate. What’s not to love?

Dance classes will give your child the opportunity to move to many different types of music enhancing their musicality. Using music and stories and linking physical movements to imaginary ideas and finding a teacher who is passionate and encouraging, can help your preschooler to create a magical world and a safe space.

Preschool dance gives them the opportunity to interact with new children, grown-ups and teachers, ultimately helping them improve on social skills. Toddlers will continue to learn how to follow instructions and are able to start understanding taking turns and sharing with other children, they may take turns dancing one at a time, or wait their turn to get their maracas. This means each child has the opportunity to have one to one focus from the teacher, ensuring they all have a moment in the class to feel special and valued as an individual. This opportunity to move their bodies to music, along with a positive learning environment can help children’s confidence skyrocket. In turn it can increase their independence, maybe by tidying up or dancing by themselves. Every child is different but at this age children are sponges for information, taking it all in, in their own way. With the use of repetition in dance classes your child is able to learn new words, new ways of moving and find a passion for something new and exciting.

Now onto you. How can a preschool dance class benefit you? This is time for you to meet other grown-ups with children of the same age, the ability to connect with others going through similar experiences can uplift us, support us and reduce stress. These classes also offer valuable one on one time with your little one without the outside pressures of being a grown-up. Dance classes are a space where you and your mini human can bond and enjoy time together without having to worry about ‘life stuff’.

Time with your preschooler is short and precious, make the most of every second and most of all make time to enjoy it!

Jess Child runs BalletBees – dancing together, growing together. Where every child is welcomed, valued and supported in their movement journey. www.jcdanceclasses.com 07305 228770 info@jcdanceclasses.com @jess_jcdanceyoga

Nov 06
Love0
performing

Unleashing potential – The transformative power of performing arts classes for children

By dance & Art, Exercise, fun for children, Music and singing, Playing, Theatre, Wellbeing
by The Pauline Quirke Academy of Performing Arts (PQA)

In an era where academic achievement often takes precedence over creative pursuits, the intrinsic value of performing arts in fostering holistic development in children is frequently overlooked. Performing arts classes – encompassing drama, dance, filmmaking and more – offer far more than an outlet for creativity. They are powerful tools that help children develop self-belief, resilience and a deeper understanding of their true selves.

 

Building self-belief
One of the most profound impacts of performing arts education is the enhancement of self-belief. In a performing arts class, children are encouraged to step out of their comfort zones, take risks and express themselves. This process is transformative, particularly for those who may struggle with self-confidence. Performing in front of peers, teachers and audiences requires a significant amount of courage. Each successful performance, no matter how small, reinforces a child’s belief in their abilities.

Children who participate in performing arts classes learn to trust in their capabilities, both individually and as part of a group. This self-belief often transcends the arts, spilling over into other areas of their lives. They become more willing to take on challenges, speak up in class and engage with their community, buoyed by the confidence gained through their artistic endeavours.

Cultivating resilience
Resilience, the capacity to recover quickly from difficulties, is another crucial trait that performing arts classes help cultivate. The path to a polished performance is rarely smooth. It involves learning new skills, overcoming mistakes and handling constructive criticism – all of which are essential components of resilience.

For instance, a young actor might struggle to remember lines or grapple with stage fright. Through persistent practise and guidance, they learn to manage these challenges, gaining a sense of perseverance and tenacity. This resilience is not confined to the stage; children apply these coping mechanisms to academic pressures, social dynamics and personal setbacks. They learn that failure is not a dead-end but a stepping-stone to growth and improvement.

Discovering their true selves
Performing arts provide a unique platform for self-exploration and expression. Children often grapple with questions about their identity and place in the world. Engaging in the performing arts allows them to explore different facets of their personality in a safe and supportive environment.

Through role-play and character exploration, children can experiment with various aspects of themselves. A shy child might find confidence playing a bold character, or a typically reserved student might discover a passion for expressive movement through dance. These experiences enable children to uncover interests and talents they may not have recognised otherwise.

Moreover, the collaborative nature of the performing arts fosters a sense of belonging and community. Working together to create a performance teaches children about empathy, cooperation and the value of diverse perspectives. This sense of connection and mutual respect is integral to understanding and appreciating their own and others’ identities.

In a world that often prioritises measurable academic success over personal development, performing arts classes offer an invaluable counterbalance. They are not merely extracurricular activities but essential components of a well-rounded education. By helping children develop self-belief, resilience and a deeper understanding of their true selves, performing arts classes lay the foundation for confident, adaptable and empathetic adults.

The stage, the studio, and the rehearsal room are more than spaces for artistic expression; they are crucibles for character development and self-discovery, shaping children into the best versions of themselves.

PQA runs weekend performing arts academies across the UK. Young people (aged 6-18) spend 3 hours experiencing classes in comedy, drama, musical theatre and filmmaking. Children aged 4 and 5 explore the performing arts with their early years classes, Poppets. Try a full session for free at your local academy. www.pqacademy.com

Jul 05
Love0
girls' ballet class

Studio to stage

By dance & Art, Exercise, fun for children, Mental health, Music and singing, play, Relationships, Sport, Wellbeing
by Lynda Forster
Dance Art Studio

Preparing to perform a dance on stage is a journey of commitment and dedication, bringing hours of practise to life, bringing sheer joy to the audience and an experience like no other for the dancer.

Lots of little girls and boys express an interest to start dance classes. They have no inhibitions, a natural sense of rhythm and love to dance ‘like no one is watching’ when they hear a tune. Many skip into their first class without ever looking back to their parents, whilst others, with the help of their teacher, need a few lessons to gently ease into it building their confidence with each lesson.

Dance classes have many benefits at all ages which can really help set children up for life. Children can be faced with lots of worries and upsets during their school life so having a hobby they love and a safe place to go is, at times, a huge relief.

For preschoolers a dance class will open up a whole new world – they will soon be able to isolate different parts of their bodies to move separately (a huge plus for co-ordination) and develop better overall concentration. Infant children will develop these skills in more depth, and will soon be able to raise their hand and be more involved in their school lessons because they’ve learnt participation within a dance class. Once assemblies and seasonal performances at school come round they’ll be happily volunteering for the lead parts!

At junior school, being a dancer will teach them to be physically and mentally stronger, gain more flexibility through their bodies and learn ‘time management’ to help manage academia and extra circular activities more easily which in turn will help with their all important and busy social life, with their school and dance friends – lots of parties to go to!

Starting senior school can be overwhelming for many children but most schools have a dance department where they can share their interests, make new friends and start showcasing their dance and creative skills in performances. Overall they will be confident, happier and more active teenagers. If their dance school has an exam option, they would have taken plenty of them since they were young, so again they will have learnt essential life skills; the purpose of working towards something to the best of their personal ability, revision skills, commitment skills and the experience of actually taking an exam, so hopefully the GCSE exam room will not feel as daunting.

Performing in their first dance show is where all the skills mentioned above unfold. They’ve had to work hard and wait patiently for their moment. Seeing the excitement build in the lead up to a dance school show makes all the months of hard work and effort by the teacher and the performers so worthwhile.

When practise starts for their first performance it is impossible for young children to visualise the finished piece and understand why repetition is so vital. By the time they reach dress rehearsal day, when it all comes together and the buzz is palpable, they completely understand and in fact start asking for more rehearsals so that they can work on their performance skills. At this stage they really understand it’s a team effort and they all become such close friends. Reassurance about having nerves is spoken about in a positive way by explaining about the fight or fight mode our bodies go into. It is a journey from start to finish, with them seeing how choreographers create their work from a starting point through to the finished piece. Their eyes are opened to new styles, techniques and interpretations to various music style. If the show has a theme, they have gained knowledge on the narrative and learnt how the whole production blends together.

The costumes are an extension of the dance and compliment choreography – after a couple of shows even the youngest dancers start to develop an eye for detail and will soon say if a costume isn’t quite looking right or needs an accessory added! It’s an opportunity for all the various ages to come together to inspire and support each other.

So many emotions are experienced during performance day, the excitement and happiness on their faces when they are waiting in the wings to go on stage is joyful. The nervous excitement transforms into electric energy and then the thrill of the applause which of course they love embracing!

Confident children leave the theatre feeling very proud of themselves and will hopefully remember the whole experience for many years. When they return to regular grade lessons they have a positive approach, more motivation and an understanding that you gain more from things by giving your best. A truly valuable life lesson.

Dance Art Studio is located in the Fiveways and Preston Park area of Brighton offering pre-school ballet and dance for 3-4 year olds and graded ballet, tap, modern theatre dance and street as well as boys only tap and jazz. Exams and performance opportunities. We also hold holiday workshops. www.danceartstudio.co.uk

Dec 05
Love0
benefits of dance in young people

For the love of dance

By children's health, dance & Art, Mental health, Music and singing, play, Theatre

Learning to dance is not just about mastering choreography or moving to the rhythm; it offers numerous physical, emotional and cognitive benefits, making it a valuable and enjoyable activity for children.

Here are some compelling reasons why children should learn to dance:

• Physical fitness
Dance is an excellent form of physical exercise that helps children develop strength, flexibility, and co-ordination. It promotes cardiovascular health, enhances muscle tone, and aids in maintaining a healthy body weight. Regular dancing can instill healthy habits that may last a lifetime.

• Motor skills development
Dancing requires precise movements and control of various body parts. As children learn different dance styles, they improve their fine and gross motor skills, which are essential for everyday activities like writing, playing sports, and self-care.

• Balance and posture
Dance teaches children how to maintain good posture and balance. These skills are not only beneficial for their physical wellbeing but also for their overall self-confidence and how they carry themselves in everyday life.

• Self-expression
Dance provides a creative outlet for children to express their emotions and feelings. It allows them to communicate without words, helping them develop emotional intelligence and self-awareness. Dance can also be very therapeutic and a great way for children to process their emotions.

• Confidence building
As children learn and perform dance routines, they gain self-assurance. The applause and positive feedback they receive boost their self-esteem and help them become more comfortable in social situations.

• Social skills
Dance classes often involve group activities and performances, which encourage teamwork and co-operation. Children learn to work together, support each other, and build friendships through shared experiences.

• Discipline and focus
Dance requires discipline and concentration. Learning complex choreography and striving for improvement instills a strong work ethic in children. They also learn the value of patience and practice as they work towards mastering dance techniques.

• Cultural awareness
Dance is a global language that transcends borders and cultures. By learning different dance styles, children gain an appreciation for the diversity of world cultures and traditions. This exposure can promote tolerance and open-mindedness.

• Stress reduction
Dancing is a joyful and fun activity that can act as a stress reliever. It allows children to forget their worries, even if just for a little while, and experience the joy of movement and music.

• Boosted memory and cognitive skills
Dance involves memorising sequences, steps and patterns, which can improve memory and cognitive function. It challenges the brain and enhances problem-solving abilities and cognitive flexibility.

• Creativity and imagination
Dance encourages creativity and imagination. Children often have the opportunity to choreograph their movements, fostering creativity and critical thinking.

• Lifelong love for the arts
Early exposure to dance can cultivate a lifelong appreciation for the arts. It may inspire children to explore other artistic forms such as music, theatre or visual arts.

• Career opportunities
For some children, dance can become a lifelong passion and even a career. Professional dance opportunities include becoming a dancer, choreographer, dance instructor or even working in the entertainment industry.

So, learning to dance is definitely not just about the physical movements; it’s about developing a holistic set of skills that benefit children in various aspects of their lives. It nurtures their physical health, emotional wellbeing and cognitive development while fostering self-expression, discipline and a lifelong love for the art form. Whether dancing for fun, self-expression or professional aspirations, the benefits of dance make it a valuable addition to any child’s life.

Nov 07
Love0
panto time

Panto time – oh yes it is!

By Christmas, dance & Art, Mental health, Music and singing, Playing, Relationships, Theatre
by Nicola Thornton
Ropetackle Arts Centre

Where’s the one place you can take all the family at Christmas and be guaranteed they will crack a smile, even those that don’t like smiling? (I’m looking at you, too-cool teenagers!)

Yes, it’s the Christmas pantomime! An explosion of noise, dry-ice, jokes, music, cheesy scripts, creaking sets and gaudy costumes that any other time of year might have us running for the hills, but at Christmas it is suddenly the best thing you’ll ever do.

panto sussexIt starts the minute you arrive at the venue. The staff and volunteers all have bright eyes and wide grins that actually look genuine, the café or kiosk is serving Christmas-themed cookies and cupcakes and Christmas pudding flavoured ice-cream. The bar is serving large glasses of everything, including delicious mulled wine. The smell of excited anticipation is everywhere.

As you take your seat, the questions start. Child number 1: “What’s behind that curtain?” Child number 2: “I think I do want to go to the loo now, can you please take me?” Spouse: “Have you got a wet-wipe?” Grandparent: “Are you sure you won’t get a parking ticket?”
Teen: “Why am I here again?”

As you answer them all with a wide grin that looks anything but genuine, something starts to happen in the wings. The curtain goes up, the lights go down and you’re off – off to that land of chaos, magic, satin, glitter and glitz, where nothing is real. You encounter a beautiful princess, a handsome prince, perhaps a genie or fairy godmother, a clown who keeps tripping up, two ends of an animal costume and some sprightly young dancers.

An ample-bosomed Dame – who often looks better than you on a good day – points out to the audience, hands-on hips – animated and proud – and keeps the show, and the gags, on the road. The villain – boo! hiss! – is dressed in black velvet and has your youngest hiding behind their hands but loving them at the same time.

You stomp, you shout, you tell them “He’s behind you!”, you laugh, you groan. You sing, you clap, you watch, you join in, and you chuckle at something that has made the Dame crease up. You pity the poor bloke two rows in front who gets mercilessly picked on and then cheer at his good-sportiness as the audience applaud. You sneak a peek at everyone in your group and you notice one thing: they are all, bar no one, absolutely caught up in the moment.

You find yourself caring that the leading character reaches their goal and lives happily ever after. You want the villain to learn a lesson and become a better person. You believe in the power of community and people working together to make a dream come true. You look around and see the same hope, joy, and wishes on everyone’s face. Pantomime is a universal, unifying experience and the joy is contagious.

At the interval, the clamber for the loos and refreshments is a messy one. Everyone discusses their favourite character, that bit that happened that clearly wasn’t in the script, the Dame’s eyelashes that look like spiders and the brilliant dancing. The fact Evie from child number 1’s class is sitting two rows behind. The noise is heightened, the excitement palpable.

The second half starts with gusto and you’re off again. The set has changed from a forest to a castle. Everyone has a different costume on, especially the Dame, who is now on her fourth outfit of the evening. There’s a touching moment when the clown and the leading light, fed up with being misunderstood by everyone else, vow to be BFFs. There’s more laughs, more slapstick, more props, more getting up and singing along – more fun, more games. There’s a moment when the leading couple find each other, against all the odds, and everyone breathes a huge sigh of relief. It’s all going to be OK.

The finale is here. The part where everyone is on stage at the same time, where a wedding may or may not take place. Where the princess looks the prettiest she has ever looked, the prince the most handsome. The costumes have changed again. The Dame makes another grand entrance; this time in her biggest, flounciest wig. The villain is welcomed, having changed for the better, learned the error of their ways. The silliest song gets sung again (and again) and you get on your feet and all join in. You catch your teen’s eye and they smile a real smile, a child again in an unguarded moment.

You wave, clap and whoop as the cast take their bows. The lights go up, the curtain falls, you gather up your brood and weave through to the exit. Two hours of escapism now over as you head back home – tired and happy, with a ringing in your ears. Another family memory made – and that repetitious song inside your head till spring…

Ropetackle Arts Centre, Shoreham-by-Sea, W. Sussex is a vibrant performing arts venue that prides itself on being family friendly.

Find out more at www.ropetacklecentre.co.uk

Nov 10
Love0
Lion king actor

More than just a story… The importance of drama

By Christmas, dance & Art, Education, family, Music and singing, Theatre

by Jess Wittert
Prep School Head of Drama, St Catherine’s Prep School

Each summer term, many primary and prep schools end their Year 6 KS2 journey with a public performance of a musical, play or even a pantomime. This is not because teachers have run out of curriculum content at the end of Year 6, or that we want all students to go on to be actors! So, why has this become a convention? In short, ‘putting on’ a play can be an incredibly rich learning experience for young people, whilst it is also an opportunity to stretch and challenge students in a range of capacities.

Stories have an important place in helping children and adults alike to understand the world we live in. Through stories we are invited to explore different cultures, characters, relationships and emotions. We can travel to new places and realms. They aid us in evolving an enhanced appreciation of ourselves and the roles we can adopt amongst our peers. Every year, I choose the story that my students will discover through our production with great care. Often, coming-of-age tales seem incredibly relevant; stories where characters go on rich adventures, face complex challenges and have no choice but to learn and grow from their mistakes. Tales where characters must work together to achieve a common goal, or where children’s voices hold important messages that are heard by the adults around them are also subjects that young people connect with and are inspired by.

If every opportunity is seized, there is wonderful scope for creating a powerful cross-curricular approach to developing a show. By learning about the literature, history, art, music, and dance that surrounds a story, we cultivate an appreciation for traditions, beliefs, design and stagecraft. As part of the preparations for our school’s recent production of The Lion King this term, the girls studied the patterns, designs and colours used in African prints before creating their own designs for fabrics, masks and marketing materials. They studied each character in the script and crafted symbols and emblems to represent them; meticulously forming links between characters who were related or belonged to the same group. Later, these were hand printed onto fabrics using block printing techniques so that they could finally be made into the cast’s costumes. Through workshops with external educators, they learnt about the importance and significance of symbolism in Adinkra printing; the rhythms and collective energy used in African drumming; and the storytelling techniques, as well as traditional movements, that can be generated through dance. We focused on the importance of recycling materials and made masks and props out of plastic milk bottles. This process was amazing – our girls were captivated by the transformation achieved with these simple objects. In addition to this, by singing songs in African dialects, we enhanced our understanding and appreciation of sounds and languages. The opportunities for extending the students’ learning through stimulating and interlinked topics are boundless.

One of the most significant aspects of all the productions that I have been privileged enough to be involved with has been the way in which the whole school community comes together to contribute towards the show. All who take part bring their own zeal, interests and attributes; we encourage everyone to become involved in an aspect of the show which they are passionate about or challenged by. Not all students, for example, want to take part as performers so they choose to acquire talents as stage managers, puppeteers, or technical assistants. Watching everyone discover what they can achieve as part of these ventures is brilliant.

It is always my hope to inspire confidence in all my students so that they leave the prep school feeling that they can achieve anything that they set their minds to. By working together as a large team with their peers, teachers, parents and helpers, they appreciate that a broad breadth of skills should be brought to any project. That being part of a community, creating links in one’s learning and sharing rich experiences is not only life enhancing but also empowering.

Before our most recent production, an 11 year old student came to my desk. “Thank you,” she said, “I really didn’t want to do it but now, it’s my destiny.” She was referring, rather effusively, to our recent Year 6 theatre production and her calling to be part of future theatrical casts. Why was she so gushing, you may ask? One could make many assumptions as to where her enthusiasm stemmed from, but simply, the experience of being part of an ensemble cast, rehearsing, crafting and performing our musical had given her a deeper sense of self-confidence, a keen interest in stagecraft, a wonderful feeling of accomplishment and team spirit, whilst she had learnt a great deal. Yet, most importantly, the event had brought real joy. Understandably, she wished that she could relive this process all over again, moving from perceived dread to elation!

“I’m going to audition for everything I can,” were the last words my student said to me as she left my desk. What a wonderful metaphor for life.

St Catherine’s Prep extend a warm welcome to parents who would like to see what this actually looks like here at St Catherine’s, Bramley with regular Open Mornings. Please visit our website for further dates and information www.stcatherines.info

Nov 07
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dicvk whittington actor

Is live theatre the key to empathy and academic achievement in children?

By Christmas, dance & Art, family, Music and singing, Party, Theatre

by Summer Jeavons
Yvonne Arnaud Theatre

During the past few years countless children have missed out on trips to the theatre – whether with their family or on school trips – due to the Covid-19 pandemic. Many things have changed during that time, but can we afford to let children and young people miss out on the experience of seeing live theatre? Dr Natasha Kirkham, a professor in Developmental Psychology at Birkbeck University doesn’t think so. She conducted a study in 2017 which that found taking children to see theatre can significantly positively affect their academic performance as well as allowing them to develop their social, emotional and cognitive skills.

In terms of the benefits of theatre on academic achievement and comprehension of set texts, seeing a play live in the theatre rather than on a screen has been found to improve children’s academic performance and engagement with set texts, as well as allowing them to achieve a deeper understanding and appreciation of the material. A two-year study conducted by the Brookings Institute found that increases in arts learning, such as engagement with theatre, significantly affect students’ school engagement, university aspirations and their likelihood of drawing on works of art as a means of empathising with others.

Exposing children and young people to theatre was also found to be a powerful tool for facilitating their self-efficacy (an individual’s belief in their capacity to act in the ways necessary to reach a specific goal) to promote positive social change, improving their ability to discuss complex and difficult subjects as well as developing their empathy.

Children’s empathy and emotional intelligence are developed through everyday interaction but they are also nurtured by music, books, and in particular, watching live theatre performances. When watching characters interact on stage, we as the audience connect with them and experience what they are thinking and feeling as if we were thinking or feeling it ourselves – we are practicing how to understand others. Having a safe space to explore difficult emotions is essential to strengthening empathetic muscles and live theatre provides the perfect platform for this. Bill English, founder of the San Francisco Playhouse, states that: “Theatre is like a gym for empathy. It’s where we go to build up the muscles of compassion, to practice listening and understanding and engaging with people that are not just like ourselves. We practice sitting down, paying attention and learning from other people’s actions. We practice caring.”

Theatre nowadays is more accessible to children and young people than ever. With shows to cater for all ages – from theatre designed for babies and toddlers, to stage adaptations of the nation’s favourite children’s books – the world of the stage is increasingly one that children and young people are welcomed into and inspired by. For older children and teenagers, theatre can start to rationalise and provide context to the complex world around them, often representing their own experiences and allowing them to feel heard and that their voices have value. At a time when they are likely to be struggling to establish their identity, theatre can be absolutely invaluable.

Taking your family to the theatre can be a fantastic way of making lasting memories and spending real quality time together. For children (and grownups!) going to see a play feels like something special, something out of the ordinary. Whether it’s the grandeur of the building itself, finding your red velvet seats or begging for a tub of ice cream in the intermission, the experience of going to the theatre is something unique before the play has even begun.

And when it comes to Christmas, there’s nothing quite as magical as taking the kids along to see a festive pantomime. Local pantos have become an institution for many families, coming along every year for adventures with all the sparkles, songs and slapstick silliness you could ask for with everyone from children to grandparents in tow! At a time when everyone is being brought together, there’s nothing quite like a panto to get the whole family humming festive tunes and full of cheer ready for the big day. With true love, a comedy dame, a grand adventure, spectacular dance routines and a heart-warming moral at the core of the story, there’s something for everyone.

Whatever age your kids are, there is always something valuable to be found from seeing theatre. Whether it’s engaging their imaginations and allowing them to dream, opening their minds to others’ perspectives or helping them to engage with and enjoy the texts they are studying at school, the experience of seeing live theatre is unequalled.

The magic of pantomime is something the whole family can enjoy and at the Yvonne Arnaud Theatre it’s always wonderful to see multi-generational families in the audience. The theatre has lots of upcoming family shows, including festive panto Jack and the Beanstalk! www.yvonne-arnaud.co.uk

 

 

Aug 08
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Does anyone want a job?!

By Education, Music and singing, Playing, Work employment
by Sally-Ann Potter
Potter’s House Preschool and Forest School

There was a time a few years ago when the hardest thing about recruiting new staff was sifting through the masses of CV’s emailed to me via Indeed. I’d advertise and within 24 hours I’d have 20-30 applicants and have to scan each application to find the basics I was looking for – it was almost a full-time job just to find someone who fitted the bill. High quality staff was easier when the pickings were strong. Recently though when I’ve lost valuable staff for various reasons, I’ve found recruiting harder than ever. I have had four applicants in a month, two of which didn’t show up to an interview. It’s disheartening.

But even I find myself curious about whether I still have the same drive and passion so I can only imagine many other people in our industry have similar thoughts and feelings. It is by far the most rewarding job I’ve ever done, but often it is thankless, exhausting and the cause of lots of anxiety.

I belong to a brilliant community of practitioners online on a Facebook page called Keeping Early Years Unique, which was set up by a true genius in our field Elaine Bennett. It’s where I go for advice, inspiration and answers and I took to this forum with my concerns over recruitment to see if others were having the same trouble.

The general consensus was ‘YES’. It seems that across the board people are struggling to employ new staff or even maintain staff that were once loyal and dedicated. I had a small idea of why this was happening – a minimum wage job that requires constant and consistent attention and returns very little in the way of perks unless you count the natural immunity to illnesses your body has developed from years of being licked and coughed on by toddlers. We really do seem to have cast iron constitutions, don’t we?

The passion has somewhat dispersed in the past few years with the pressures of maintaining standards during the pandemic while not being recognised for our efforts in helping keep the country going. So many practitioners were expected to work through the pandemic continuously putting themselves at risk with very little acknowledgment at all – expected to fund and provide their own PPE and with little regard to the heightened pressure they were under. It was always going to leave people feeling a little bit unhappy.

On top of that, the anxiety driven stress surrounding Ofsted inspections heightened when the new reforms came in. The feedback from many settings was that inspections didn’t go as well as usual and ratings were lower but staff felt like they had been working harder than ever. A quote from a nursery room leader said: “It was like when you’ve spent all day cleaning and keeping house for your family while working an eight hour day from home and home schooling your children, you’ve made a delicious meal that your toddler ate happily last week and instead he spits it all on the floor and screams that he wanted something else – except he doesn’t know what.”

Throughout the pandemic children’s development has suffered in ways we couldn’t have expected – their social communication being the biggest cause for concern but I’ve also noticed a rise in children as young as two years old suffering from intense anxiety but often without the ability to process why or the vocabulary to say how they’re feeling. This seems to be as a direct result of being born into a pandemic causing untold worry to mothers who had no support from professionals and isolation from family members. It was always going to affect children massively, we just didn’t necessarily predict it early enough. With all this added concern, the job takes on a brand new meaning, the workload/mental load triples and the wage remains minimum. I get it, I really do appreciate why so many people are saying they’d rather work in a supermarket for more money and less stress.

But hold on because on the flip side of all the negativity is opportunity. If there’s one thing we know as practitioners it is that we have the potential to make the world of difference to children all over the country – and we do. The child who can’t settle, the child who finds social situations overwhelming, the child who draws his feelings instead of using language, the child who hits out, the child who needs constant reassurance – they all still go to school confident, resilient, bright and brilliant little people – because we did our job and we did it well.

“Don’t be afraid to take on big challenges. They give the best rewards.” – Spencer Christensen.

Now, does anyone want a job because I’m still looking?

For more information please contact Sally-Ann at sallyann@pottershousepreschool.co.uk or call 07375 379148 www.pottershousepreschool.co.uk

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