Exploring Heritage Through Youth Theatre
A Reflective Essay on the Learning Process
The journey of the Young Company and Homegrown groups through their exploration of heritage represents a unique approach to learning and engagement. By adopting an enquiry-led methodology, both groups were able to delve into the concept of heritage in ways that were more personal, meaningful, and reflective than traditional educational models. Through this process, the young participants not only learned about history but also developed a deeper connection with their local community and culture. This essay reflects on the learning process observed in these two groups, highlighting how the project empowered participants, developed their skills, and led to a broader understanding of heritage.
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The Enquiry-Led Approach: Empowering Young Learners
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At the core of both the Young Company and Homegrown groups' experiences was the adoption of an enquiry-led approach. This methodology encouraged participants to take ownership of their learning, allowing them to shape the direction of their explorations. For the Young Company, this meant researching the history of Tooting High Street and writing a play based on their discoveries. The group’s engagement with heritage was more profound than in previous projects because it was driven by their curiosity and interests. Instead of simply being recipients of historical information, the participants became active creators, reimagining the past through storytelling. The performance of the play in front of friends and family not only showcased their creativity but also cemented their understanding of how history and heritage can be interpreted in a contemporary context.
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The Homegrown group, though initially struggling to find their direction, gradually developed a sense of purpose as they explored heritage through various artforms. The group, composed of younger participants aged 8 to 12, initially faced challenges in connecting emotionally with the project. However, by incorporating visual arts, crafting, and writing into their sessions, and giving the participants more choice in how they expressed their ideas, the project helped the group find their way. The inclusion of personal heritage, such as exploring family recipes and traditions, allowed the participants to form authentic connections with Tooting’s heritage. This individualised approach was crucial in helping the participants express themselves creatively while developing a sense of pride in their own heritage.
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Participant Engagement: From Passive Recipients to Active Creators
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One of the most significant outcomes of this project was the transformation of participants from passive recipients of heritage information to active creators of heritage narratives. For both groups, the act of researching, reflecting, and creating helped develop not only their understanding of heritage but also their broader life skills. In the case of the Young Company, the process of script development and research fostered analytical thinking. For instance, participants became more engaged in the sequencing of historical events and in ensuring the accuracy of their storytelling. This process taught them to consider the importance of context and chronology when telling a story, fostering a deeper understanding of history as something fluid and interconnected with the present.
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Moreover, the Young Company participants reflected on their newfound confidence in describing heritage. In a survey conducted at the end of the project, the majority of participants expressed that they felt more confident in discussing heritage. The responses showed that the project had shifted their understanding of heritage beyond the traditional notion of "the past," to a broader concept that includes personal stories and cultural connections. For example, many participants were surprised to learn about the hidden histories of Tooting, such as the transformation of the Granada cinema into a bingo hall, or the evolution of local businesses on the High Street. These discoveries not only provided them with new knowledge but also gave them a sense of ownership over their local history, making it more relevant and engaging.
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Similarly, the Homegrown group, through their exploration of personal heritage, came to realize the diversity of experiences that contribute to local identity. The process of researching family histories, such as asking relatives for traditional recipes, helped them connect their personal stories with the wider history of Tooting. This approach reinforced the idea that heritage is not just about monuments or famous events; it is also about the everyday lives and experiences of people, passed down through generations.
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Skills Development: Theatre, Art, and Critical Thinking
In addition to heritage learning, both groups developed a range of transferable skills, particularly in theatre-making and artistic expression. For the Young Company, the process of creating a play was integral to their development. Over the course of the project, participants explored various aspects of theatre, including improvisation, naturalism, scriptwriting, and performance. The exploration of heritage through these artforms allowed them to hone their creative skills while simultaneously deepening their understanding of the historical themes they were working with. The Young Company participants also learned to collaborate and communicate effectively, skills that are vital for any successful performance.
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One significant moment in the process was when participants analysed the historical accuracy of their script, recognizing that certain scenes were out of sequence. This required them to reflect on the timeline of events and make adjustments that would better align the narrative with historical facts. In doing so, they gained a more nuanced understanding of history and its interpretation, which is a crucial skill in both artistic and academic contexts. For example, discussions about the emergence of feminism in the 1960s led the group to consider how social movements and gender roles have evolved, which in turn inspired more thoughtful portrayals of characters in their play.
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For the Homegrown group, the focus was more on developing creative expression through art, writing, and performance. The process of creating poetry and collages, while initially focusing on Tooting’s food history, evolved into a broader exploration of heritage and identity. The participants were encouraged to use their artistic abilities to interpret heritage in a way that resonated with them personally. This open-ended approach allowed for the development of independent research and creative skills, as well as an understanding of how personal heritage can inform public narratives.
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Practitioner Reflection: Learning and Growth
The enquiry-led approach not only empowered the participants but also facilitated significant growth among the practitioners involved in the project. For many of the artists, this was their first experience using their artforms to explore heritage, and they quickly recognized the value of integrating heritage into their practice. For example, one practitioner noted the importance of understanding oral histories and reminiscence as part of the heritage exploration process. This realization led to a deeper understanding of how to approach heritage work in a way that is accessible and engaging for diverse audiences.
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The project also highlighted the importance of inclusivity in practice. As one artist noted, the approach allowed for more individualized support, particularly for participants with specific learning needs. This flexibility ensured that all participants, regardless of their abilities, could contribute meaningfully to the project. For instance, a participant with global developmental delay was able to write a poem with the support of a facilitator, which was a significant achievement for both the participant and the project as a whole.
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The project lead, the Artistic Director of Bounce Theatre, also reflected on how the experience deepened her understanding of heritage. Initially, she viewed heritage purely as "history," but through the process, she began to see it as a dynamic, living force that connects the past to the present. This shift in perspective enabled her to design more inclusive and meaningful heritage projects in the future. By adopting a participant-led approach, she was able to create a space for young people to explore heritage on their own terms, which led to a richer and more authentic experience for everyone involved.
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Conclusion
The enquiry-led approach to exploring heritage through the Young Company and Homegrown groups has proven to be a powerful tool for learning. By empowering young people to take ownership of their exploration of heritage, the project fostered a deeper connection to local history and culture, while also developing a range of creative and critical thinking skills. The process not only helped participants understand the past in more meaningful ways but also allowed them to express their identities and cultural stories through art. For both the participants and the practitioners, the project represented a significant learning experience that enriched their understanding of heritage, art, and community.
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