'Please Listen' a drama created by Kibble Education and Care Centre
Sinclair, Gavin (2014) 'Please Listen' a drama created by Kibble Education and Care Centre. Scottish Journal of Residential Child Care, 13 (1). ISSN 1478-1840
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Abstract
I worked as a drama tutor at Reid Kerr College in Paisley for 14 years. As part of my teaching hours, I would visit Kibble on a Friday morning for three hours to work with kids on pantomimes and fun confidence-building drama classes. I had been doing this for 13 years and very much enjoyed it. In spring 2012 we decided to try something different with a group of kids at Kibble. We created a play about the war in Afghanistan. The kids responded really well to the subject matter and we soon discovered that it was more than just a play about war. The rehearsal process allowed us to reflect on life and things that are important to us. The play was a vehicle to tackle difficult conversations about life in care and opened my eyes to how drama could really help these kids in their struggle to understand why they behaved in certain ways or why they felt certain emotions or feelings, the importance of families and a sense of belonging. The performance was really powerful and very emotional, but for me it wasn’t about the performance, it was about the journey that the kids had made and what they had got out of being involved in the process in a safe and secure environment. It was not long after this I approached Kibble about a full-time position. In June 2012 I was appointed as Arts Development Officer.
Persistent Identifier
https://doi.org/10.17868/strath.00084934-
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Item type: Article ID code: 84934 Dates: DateEvent30 April 2014PublishedSubjects: Social Sciences > Social Sciences (General) Department: Faculty of Humanities and Social Sciences (HaSS) > Social Work and Social Policy > Centre for Excellence for Children's Care and Protection (CELCIS) Depositing user: Pure Administrator Date deposited: 29 Mar 2023 14:47 Last modified: 11 Nov 2024 13:53 Related URLs: URI: https://strathprints.strath.ac.uk/id/eprint/84934