Skip To Main Content

Post

Nicole Riley

Coming up in December are the first three Middle School performances: Hamlet and Ophelia (G6), Romeo and Juliet - reimagined (G7) and Macbeth at Christmas (G8)

All three shows follow the plots of the original Shakespeare plays. They also help introduce students to stagecraft while making meaningful connections to the classroom, especially Literature and Language class. Students have had to write the script, rehearse and produce the show, and then deliver the performance to live audiences. The big show evenings are coming in December! 

Coming up in December are the first three Middle School performances: Hamlet and Ophelia (G6), Romeo and Juliet - reimagined (G7) and Macbeth at Christmas (G8)

All three shows follow the plots of the original Shakespeare plays. They also help introduce students to stagecraft while making meaningful connections to the classroom, especially Literature and Language class. Students have had to write the script, rehearse and produce the show, and then deliver the performance to live audiences. The big show evenings are coming in December! 

Macbeth at Christmas - Thursday 2nd 

Hamlet and Ophelia - Tuesday 7th

Romeo and Juliet - Thursday 9th

This is the first time most of these students have ever been involved in a Performing Arts program, and it is brand new to SP! The goal is to share our first shows and demonstrate to the community the power of this integrated, interdisciplinary program. Hopefully, this program will grow from strength to strength!

Inquiry, agency and student-voice is at the heart of the process. The students have collaboratively constructed the script, using modern English and a blend of the most famous Shakespearian speeches and lines that I included. This acts as a student-friendly way to introduce classic works of world literature. At the same time, they have agency over their characters and lines, writing and editing where they wanted to. The students have all helped alter and update the story in small and significant ways, taking into account the Global Contexts and the representation of young women in the 21st century. The shows are gender neutral in that students can play a character of any gender. 

All students auditioned for roles they wanted, and for those who did not want to be actors, they had essential roles, such as: stage manager, stage crew, set designer, script supervisor, etc. 

There have also been opportunities for assistant directing roles in Grades 7 and 8. During the rehearsal process, students gave each other feedback and constantly worked on improving the whole performance. They also worked in the Design Lab to collaboratively construct sets and props for their own and other shows. After all, this is their show.

Communication skills have been a big part of establishing the show and gaining core acting skills. We then focussed on social skills: collaboration. This is key to the rehearsal process, so that we all work together and take responsibility for our roles and our interactions with others. The social skills aspect will feature in a formative assessment reflection at the end of the rehearsal phase.

What has impressed me countless times is how the students rise to the challenge of performing arts. Some initially shyer students have grown hugely in confidence. During the audition process, we were all amazed by some students and their inherent talents. This process really allows students to discover skills they never realised they had. The lead roles of all plays have all required exceptional dedication, hard work and a lot of line-learning. And the students rose to that challenge!

We are looking forward to all of you getting to experience all of the handwork our students have been putting into these shows!

  • Academics
  • IB
  • Performing Arts

Posts List

No post to display.