July 3, 2008, by Peter Kirwan
Regional Schools Celebration @ The Courtyard Theatre
On Monday, the Courtyard Theatre hosted the Regional Schools Celebration, a culmination of sorts of the first phase of the RSC’s Stand Up for Shakespeare campaign. Featuring a full programme of nine 25 minute playlets by school groups ranging from primary to 6th form, interspersed with awards ceremonies and talking heads, the event was a large-scale public celebration of the work the RSC are doing in schools across the country.
I wasn’t going to write a blog about this event, much less a review, as I thought it would be inappropriate given the nature of the event. However, I haven’t been able to get some of the playlets out of my head. The ideas and work that went into them were in several cases extremely interesting, and the work deserved attention (as Michael Coveneyagrees on his blog). Sadly I was only able to stay for the morning, but I thought I would include a breakdown of what I saw as, particularly when you consider the age of the kids, there was stuff here that I would really like to remember.
The day itself was compered by Hardeep Singh Kohli, with contributions in the morning from both Michael Boyd and Michelle Gomez – a nice gesture, having the Artistic Director and current leading actor in attendance. Hardeep himself did a solid job of hosting, with a whole selection of terrible puns that were primarily designed to cover the changes between casts. Nonetheless, he seemed to have a genuine enthusiasm for the event, and the atmosphere in the Courtyard was good throughout.
Hardeep Singh Kohli
Julius Caesar by Queen’s Park Primary, West Kilburn, London
The first show began with the theatre being plunged into darkness. A loud epic soundtrack boomed out, while the children tiptoed onto the stage from various sides, shining torches in their faces and onto the audience before gathering in the centre and becoming the conspirators of Caesar. Seeing school drama benefit from the technical capabilities of the RSC’s main house was one of the pleasures of the day, though this was the only production to achieve such a startling effect from it. The production tapped into ideas both of surveillance and of street violence; opening with the conspirators and the murder, two ‘newsreaders’ (stood on the side balconies) then took over the reporting of the event through a series of news-style flashbacks and vox pops with dissatisfied Romans. A focus on the gullible doggedness of the crowd to believe whoever was talking made the orations scene particularly interesting, the crowd caring passionately about the last thing that was spoken. To this end, the playlet captured this school’s fascination with the power of propaganda, which ultimately destroyed everyone. A fascinating insight into the contemporary resonances which the staff and students had found in the play, and also a particularly impressive performance from the young girl playing Brutus. Throughout the day I was impressed at how well the young people held the Courtyard stage, but Brutus in this play was superb, clear and powerful all the way.
Henry V – In Love and War by Fred Longworth School, Atherton, Manchester
The most sophisticated of the five plays, and practically deserving of a full review of its own. Fred Longworth’s retelling of Henry V was an innovative and fascinating one that brought several original ideas to the text. It had been trimmed down from an hour long, but in this 25 minute version we caught a glimpse of the excellent work that had gone into it. Taking a slant that focussed on issues of love and marriage, this production centred Katherine, playing her scenes almost in full. Adding in dialogue from Romeo and Juliet, a new narrative was created that saw the King of France commanding his daughter to prepare for marriage with Henry in case of defeat, much to her disgust and panic. To this end, in a genius scene, her French lesson became a comically violent preparation, with her miming how she was going to use her fingers, nails and ‘bilbows’ to punch, scratch, poke and gut her ‘enemy’. In the final scene, in another excellent decision, Henry mixed Shakespearean dialogue with contemporary phrases to emphasise the ‘plainness’ of his speech, eventually winning her over through her directness. The Chorus was played by three young actresses who were all extremely articulate verse-speakers, splitting the lines between them and throwing a tennis ball to various actors in order to start the scenes. I’ve heard good Choruses before, but for some reason the strong Manc accents worked perfectly with the verse, and were definitely the day’s best vocal performances. I have no hesitation in saying that, even as abbreviated as it was, this was better than some of, say, the drama school performances in the Complete Works. Excellent work.
Romeo and Juliet – Friendship Never Dies by Churchill Gardens Primary, Westminster, London
This version of Romeo, performed by a group of very young children, drew its power from the knowledge that the children go to school in a particularly rough part of East London (according to Hardeep, anyway) that suffers badly from knife and gang culture. Almost entirely ignoring the romance aspects of the play, this production stripped Romeo down to its streetfighting, finding in it a message about retribution and the culture of respect that the children, despite their age, clearly knew all too well. Here, all the children came on stage to shout the play’s early lines at each other in staged violence, while at the Capulet’s Ball they danced to modern R&B (the guest list that Peter carried included such names as Beyonce and Rhiannon). After the ball, though, the narrative interestingly switched to Tybalt, stewing in his bedroom at the insult and disrespect that Romeo had paid him by coming to the party. Other actors voiced his thoughts while he paced back and forth. The play then skipped forward to the climactic duel, with Tybalt killing Mercutio and Romeo Tybalt, with plenty of focus on the young Romeo’s decision to take his knife and continue the cycle of violence. The play’s closing image, then, was of the Prince ordering Romeo to be dragged off, screaming, to prison while Juliet tried to follow him and was held back. No tragic deaths here, simply the inevitable – and very modern – consequences of a life of violence. Shocking in its bleakness and in the young children’s grasp of matters of life and death, this was both disturbing and vital, Shakespeare used for exploring issues of monumental impact.
Mr Mac and the Ruler Army by Milton Abbot Primary, Devon
The final two productions didn’t have the same impact, but were still entertaining and provided good comedy value. Milton Abbot School translated Macbeth to a primary school, "Dunsin Lane", with Mr. Duncan as the Headmaster, Mr. Mack and Mrs. Banks as teachers and a chorus of garishly made-up dinnerladies as the witches. The children obviously had great fun contemporising the play, with Duncan’s murder becoming his expulsion for helping children cheat (deviously engineered by Mack), while Mack’s tyranny was shown through his introduction of a 12 hour schoolday and no playtime. The contemporising eventually fell apart (Mr. Duff and Mr. Mack settled their differences through, erm, a sword fight!), but it remained an entertaining and often funny take on Macbeth.
Supernatural in Shakespeare by Fred Nicholson School, Norfolk
By far the most bizarre of the morning’s productions, Fred Nicholson (a school with a particular focus on students with special needs) took the Mechanicals of A Midsummer Night’s Dream and brought them onto the Jeremy Kyle Show in an effort to resolve the differences and squabbles caused by Bottom always taking the best parts for himself. This was a highly unusual idea, of course, but one which allowed them to explore ideas of bullying in a contemporary context. Heavily reliant on audience participation, the boys did a good job of encouraging audience participation through cheering and booing. Through the middle of this skipped Puck, who played tricks on the young actors throughout. Regardless of the content, it was clear that a great deal of work and creative thought had gone into this playlet and, as with all the groups performing, the students seemed to have developed themselves through the act of rehearsing and performing as well as learning their Shakespeare, and that was the most important thing.
I couldn’t stay for the afternoon, but I was sorry to leave. I won’t lie, I expected that the day would be something of a chore, but I was very pleased to be proved wrong. The work done by the young people was eminently watchable and I was surprised at how enjoyable the day was. I’m not the right person to comment on the RSC’s education strategy, on the methodologies being employed or the manifesto that "Stand Up for Shakespeare" presents, but the day showed a large group of children who had got a great deal out of exploring Shakespeare practically, and that can’t be bad.
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