My role as an Animateur and Educationalist is based on the belief that young people are qualitatively different from older people, with different skills (for example, instinctively understanding the concept of virtuality), different ways of thinking (multi-tasking) and different ways of learning (playfully and interactively). That their approach to learning and retaining information can drastically improve by offering a context for their learning, to use both traditional methods alongside digital media and to remember that if you are bored, you will not learn.
I work alongside the subject teachers, in all areas of the curriculum, identifying opportunities within schemes of work to develop short, medium and long term projects which inspire, educate and empower through a mix of contextual learning, performance and new media. This generates creative learning and democratic opportunities for all and had proved a successful way of approaching work within the school curriculum from raising achievement pupils through to G&T pupils.
Nov 2006 – Aug 2010: Resident Multi Media Animateur: Woldgate College, Pocklington, York
Description: working in all areas of the curriculum, identifying opportunities within schemes of work to develop short, medium and long term projects which inspire, educate and empower through a mix of contextual learning, performance and new media.
Other key areas of responsibility:
- Running workshops on key drama skills (for KS2) in East Riding partner primaries,
- Devising and running a year-long programme of creative workshops with pupils from Kingsmill Special School, Driffield.
- Providing professional input for A Level and GCSE PA students,
- Founder and Artistic Director for Woldgate Youth Theatre,
- Devising and running Creative Transition programmes for partner primary Year 6 pupils,
- Developing and running INSET/Teacher training in using creativity in the classroom.
|ENGLISH||11||Animating GCSE Poetry through film, PP, drama, photography
|HISTORY||9||Animating Victorian London (The Midland Grand, St Pancras) through drama and role play|
|MATHS||9||Weights and Measure: converting imperial into metric. Students devised and performed short scenes using everyday scenarios where their knowledge would be needed.|
|SCIENCE||10||The Pollution Debate. Students wrote, rehearsed and filmed scripts debating the issues.|
|GEOGRAPHY||9||Pronto Cucina!: Comparing the North and South of Italy through planning, researching and producing an episode of a cookery programme.|
|ENGLISH||7||Holes by Louis Sacher: Bringing text to life through exploration of character and narrative.|
|DRAMA||7 & 8||BULLYING TOP TRUMPS: Pupils designed and worked with a set of playing cards to facilitate drama work around the issues of bullying.|
|MATHS||8||Animating Maths: Physicalising and filming Shapes and Angles|
|COMMUNICATIONS||12||Developing active listening skills through drama and role play|
|FRENCH||9||Using the Lipsync model pupils learnt and animated a French song to help with comprehension, pronunciation and vocabulary|
Project Director: Hull College Health and Social Care Students and CPD with Course Tutors. Facilitating creative responses to the course content and skills-building including active listening, creating short films in response to ‘potential issues’ arising in possible work settings.
Writer: CREATE Scarborough: ‘Empty Windows’ Public Art Project. Worked for a month with Creative and Media Diploma Students, an Artist and a Graphic Designer to create installations in empty shop fronts based on participants voiced experiences of living in Scarborough.