Creative Freedom
I applied for the Artist in residence role for PICLs creative freedom project because I had a yen to work with teenagers again. Their fizzy energy, the noise, the joy in getting to know a new group. People at the cusp of the next step – bodies growing out of childhood and the timely opportunity to try on some new versions of yourself.
I was lucky to get it. Offering my favourite type of project, one that was flexible around the needs of the high school and the young people’s interests. I proposed an audio drama project where the young people used drama techniques to create the story and they oversaw the artwork, music, performance and recording whilst I created workshops where they could pick and mix from skills and then choose one to specialise in.
I have always felt that purpose is hugely important in my projects – everyone wants to be working towards something. A recent study into teen mental health reported that purpose (and specifically working towards something that would benefit you) was a key indicator to young people’s mental health. Of course! Teens are the same as adults except with a lot less agency. They are told when to get up, what to study, what to wear, when to eat and when to talk. Opportunities for the majority of teenager in my experience are severely limited and are often minimal.
“Here is my budget – make the mistakes” – Reader, they never do.
Not once.
My methodology is quite simple, over plan, be flexible, find something that everyone loves, identify what everyone is good at and tell them what you have noticed, prepare to fail and show you are fallible as a leader, be open, have boundaries and try to have a laugh doing it.
The class was led by an extraordinary teacher who took time out to apply to this project and coordinate it. Who spent time during lunch hours discussing how wonderful creative education is, who knew her students and was willing to work over and above what she was paid to do. Good teachers are one of the best assets we have.
My first session I went home bone tired – the group were hard and gave me the death stare for a good part of the session. Loads of disruption, zero enthusiasm. I thought I would be earning my money with this project.
I started to see progress one week when a group came up to me horrified our class notes had been ripped up by another student at break – they weren’t happy.
When a student shouted “You’re hard!” at another student who opened the door to interrupt our session.
When they started asking for their favourite games and when everyone felt safe to join in.
Student pressed noses up to the glass doors and more people joined the project as the weeks went on.
There would often be a queue of kids waiting to ask me about their own role:
“Can I go and collect sounds?”
“My dad has got some wood for the signs”
“Kat, im worried about the budget”
“I’ve done some writing at home”
“Here is the design for the images”
“Can I do tech today?”
Before Christmas they were having an introduction to sound workshop and I’d brought my recording equptiment.
CAN WE SING?
…Yes.Yes we can.
What do you want to sing?
“Christmas songs”
I briefly felt a millennial excitement, it felt like sister act.
It was 30 kids singing George Michael unaccompanied on a dusty stage in a school in Stoke and it was incredible. Kids that were too self-conscious to put up their hand being silly, using the precious time they had to just connect with a room full of people and live in the moment. Even though they would rightfully groan, it was precious. “They might remember that one day” I thought.
We wrapped up the project and instead of doing a theatre trip we designed a musical theatre day at The Mitchell Arts Centre with Caroline the wonderful Education lead there.
The students danced, sang, ran the tech and did a full musical theatre day. They cartwheeled and giggled, sat with best mates and friends and some showed me a routine from their troupe. We finished the day with a karaoke treat where loads of them got up and sang us something. I got to sit in the audience and watch it with my colleagues, the creatives and the teacher.
These young people deserve opportunities to break free of rigid structures, to make decisions, to have the chance to get it wrong, to not be embarrassed of being silly, of laughing and to try on a new version of themselves every time they wish.
Thanks for giving me the chance to do what I really, really love.
Photo by Jenny Harper
