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A fantastic review of our leavers' production 'Let Loose!' from Teach Primary...

With thanks to teachprimary.com

A chance to shine!

David Morley from Long Meadow Primary school in Milton Keynes talks about giving children the chance to shine...

 

Despite everyone's best intentions to never let it happen again, the end of year 'Leaver's Production' always gets left to the last minute. Everything just seems to get in the way... sports days (which inevitably get cancelled and rearranged so another day is lost), transition days at secondary schools, residential visits etc. It leaves so little time to prepare, rehearse, source costumes and learn lines. And every year we turn to Edgy Productions to bail us out!

With time pressure so great, teachers need to be able to grab ready-made, off the shelf material, that they know they can trust. Last year our Year Six children performed 'Let Loose' and without a doubt, it was one of the best performances that the school has ever produced. There were plenty of great parts to be shared out among the children, with none of the main parts too huge. It provided all of our children with the chance to shine.

The level of humour in the Edgy shows is always terrific. Some of the gags make the children roar with laughter, whilst others leave the children silent and the adults rolling in the aisles. Certainly, ‘Let Loose’ was no exception to this. The misfortune, disaster, farce and resolution provided a perfect platform for the children to excel. Our parents loved the show too. It marks the final culmination, the end of an era, which has seen the transition of them tearfully dropping off a shy four-year-old on their first day at school to watching the confident, bubbly eleven-year-old that they see on the stage before them.

Performing ‘Let Loose’ brought our staff, pupils and parents together on those last few special days in primary school, allowing them to graduate to secondary school with even more special memories of their time together.

David Morley, Dep. Head Teacher Long Meadow Primary School

Natasha Clemitshaw, Year 6 teacher at Canon Popham CE Primary School in Doncaster is our guest blogger this week. She shares the benefits of staging musical productions at primary level.

“At Canon Popham CE Primary School our shared vision is to nurture our children within a happy, stimulating and caring environment. We pride ourselves on being a school where everyone is welcome and respected, where we expect and celebrate high standards and we nurture students’ self-esteem on a journey of self-discovery.

With this in mind, we offer students creative opportunities to be involved in school productions.

For the last five years, I have been addicted to using Edgy Productions’ Year 6 leavers’ musicals and the benefits have been numerous. Staging end-of-year/leavers' musicals about school life means children can bring something of themselves to the parts they are playing and the lyrics they are singing. As a leavers’ or end-of-year show it's also a celebration of their school life; they jump at the chance to play the roles of teachers, parents and other adults, poking fun in a sensitive way.

Moreover, this type of production makes it easier for teachers who don’t come from a background in drama or music because teachers can relate to the stories too!  With Edgy Productions’ in particular, scripts are supported by clear costume and prop ideas, materials of which can be found easily around school. The same goes for the setting too, lightening the workload for the teacher or teaching assistant directing the production.

The final weeks after Year 6 students sit their SATs exams can sometimes drag. Staging a production during this time gives pupils a challenging yet fun project to focus on. It brings them together as a team and gives the children the opportunity to showcase their skills, as well develop new ones.

Once the production has come to an end the final song sung is often met with tears from both children and parents alike. This outpouring of emotion means that children will never forget their Year 6 leavers’ musical and how they were a part of bringing this to life. These musicals give the children a closure on their primary years in a positive way by providing a group bonding experience.

I can’t recommend staging a Year 6 leavers’ musical highly enough to other schools.”

Tickling the Ivories

It’s fair to say we’re a pretty musical family. Music is what puts food on our table and pays the bills. The house is littered with instruments we’ve acquired over the years and we are the proud owners of a lovely piano, bequeathed to us by my late step-father who was himself an accomplished and respected musician and teacher. Our daughter and her younger brother have both taken piano lessons since they were 6 years old and are progressing through their grades…but, you see, we have a bit of a problem.

 Whilst our daughter embraces the process of learning the instrument in a formal way, our son regards his teacher (a warm, friendly and very relaxed lady) as his arch-nemesis. The colour drains from his face at 3.45 on a Wednesday when the doorbell announces her arrival, and getting him to practise even twice a week, let alone daily, without tears and arguments is but a pipe-dream. We’ve read every ‘How To get Your Child To Practise’ manual from cover to cover, but we are at a point now where we believe that to continue his formal tuition would be detrimental to his happiness and our sanity.

I can hear the gasps from ‘proper’ musicians out there. Yes, we’re aware of the statistics – only 10% of children take musical instrument lessons but 90% of adults wish they had. I agree whole-heartedly that for those children who take to the discipline, whose characters and personalities lend themselves to the structure of working through grades at a young age, the benefits are enormous. But here’s the thing; before starting lessons, our son would happily sit at the piano of his own volition and amuse himself with the sounds and rudimentary tunes he could elicit. He showed a natural musical ability, which we hoped lessons would enhance and develop. Unfortunately this has not been the case, and slowly we’ve seen his joy in playing the piano diminish. So, after much soul-searching, we’ve decided to knock it on the head.

I recently read a fascinating blog by Charles London, entitled ‘Boys Don’t Read, Except When They Do’ which, as the title implies, tackles that ubiquitous educational issue of boys showing significantly less enthusiasm for reading than girls. I urge you to have a look here. London argues that ‘boys today are consuming more text than at any time in human history. Adults simply are not valuing the reading that boys are doing.’ Indeed, he goes on to explain how research has shown that boys themselves don’t regard the literature they enjoy (gaming manuals, comics, sport magazines, fact books) as ‘proper’ reading. And why would they when, throughout their early education, little more than lip-service is paid to the subject matter and styles of text they find stimulating. This is especially noticeable in the literature used to assess their reading. How can a boy’s ability to analyse and interpret text be fairly compared to that of a girl, when that chosen text is significantly more suited to the tastes of the latter.

So how does this excellent article relate to our problem? Well, one reason our son gives us for not wanting to continue piano lessons is that, unlike his sister, he doesn’t consider himself musical. Yet after much deliberation, reflection and discussion, my wife and I realised that he does have a passion for music, but it’s a passion which sits outside the regime of timetabled lessons, practising scales and negotiating his way around a stave.

For instance, on car journeys he loves being in charge of the in-flight playlist, treating us to an eclectic mix of Neil Diamond, Led Zeppelin, Ludovic Einaudi, Jeff Buckley, Ministry Of Sound 80s Anthems and some nasty thumping techno pop which, to quote Morrissey ‘says nothing to me about my life’! When he thinks no one is listening he plugs in one of my old electric guitars (the expensive ones are off-limits) and simply makes noises, exploring the fret board and wreaking havoc on the whammy bar! We’ll often find him with drumsticks, beating out increasing complex rhythms on different surfaces – sometimes drums, sometimes his thighs, but mostly the furniture. And then there’s his keyboard, with over two hundred different pre-set sounds and rhythms to choose from. Without any parental coercion he regularly just sits and amuses himself with all the machine has to offer. He’ll pick out familiar tunes, experimenting with different sounds and beats. He’ll try to work out the chords to his favourite songs (currently it’s the delightful ‘Sideburns Song’ by Tobuscus – don’t ask). Oh, and he’ll spend ages repeatedly pressing the key that makes a fart sound.

Sadly, I can’t recall the last time he chose to sit at the piano just to tickle the ivories for his own amusement. Fingers crossed it won’t be too long.

One show down...one to go!

What a great two days! We met some very talented people x

Stage fright!

Just a comforting (I hope) message to all of you who are currently getting hot under the collar about your forthcoming leavers’ productions. I’m assuming that, as D-day approaches, there’s been lots of yelling, arguing, threats of cancellation, pulling out of hair, vowing never to put on a musical again…etc etc. There certainly used to be when I produced an end-of-year show.

Anticipation of the big night used to leave me more than a little on edge; in fact, the only situation I've been in that has caused the butterflies to rampage through my delicate abdominal region with greater force is when I've assumed the duties of best man.  I've had this dubious honour three times now, which is a higher than average tally even for a man of my years. When I just think of the responsibility and pressure of this vital role, I still get a churning sensation. Anyone who’s safely delivered an old chum into the matrimonial arms of his intended will tell you that organising a stag weekend, or safeguarding the rings, is a stroll in the park compared to the ‘big job’.....the speech.

Very much like your pending production, it has to be well-delivered, slick, and with the right level of emotion. It must have pace and be audible to the deafest of elderly relatives sitting at the back of the room. Above all, however, it has to be funny. For it to be considered successful it needs to cause titters, giggles, chuckles and belly-laughs a-plenty. During my last-but-one foray into bestmanland, as I sat at the top table next to the father of the bride (who’d just delivered a top-drawer speech of his own), he could obviously sense the anxiety and stage fright as my moment in the spotlight drew near. ‘Don’t worry’, he told me. ‘What you must remember is that you have a captive audience. They’re on your side. They’ll forgive the nerves, the fluffed lines and the jokes that are misjudged or badly timed. They’re all here for the same reason, to celebrate a landmark in their friends’ and families’ lives. They’ll be supportive and encouraging, willing you to do well because they’re simply happy to be a part of this special occasion. You can’t go wrong…..I promise.’ And I didn’t. With a well-earned glass of bubbly I basked in the compliments and pats on the back and wondered why I’d ever got myself so worked up.

And so it will be for you and your class during your leavers’ production. In spite of your fears, children always pull it out the bag and your performance will end with lots of soggy hankies, red eyes and big smiles….I promise.

Break a leg!