A Journey Begins
A drama project to help the integration of
children from refugee backgrounds with those from the local
community
Background
Portsmouth EMAS RAS
co-ordinator, Athene Grimble, was invited to run some citizenship
workshops in a mainly all white secondary school in the suburbs of
Portsmouth. The aims of the workshops were to address issues about
refugees, dispelling myths and promoting a greater understanding of
human rights. The pupils involved in the workshops thought they
would like to do something to help refugees in Portsmouth and
decided to invite some pupils of their own age to discuss what sort
of help would be appropriate. The result of the meeting, involving
about 20 children altogether, was to establish an after school club
where the young people would engage in various activities together.
The teacher co-ordinating the school part of the project, Julie
Radice, organised activities and outings. Athene, and several
interpreters, ferried the refugees from their various schools
across the city to the club each week.
Working with Chichester Festival Theatre
The Youth Arts Development Officer at Chichester festival Theatre,
Sandra Mills, whilst identifying new groups in the community with
which to work, contacted Athene about working with a group of
refugees in Portsmouth. After meeting together, they agreed that
Sandra would come to run some drama and team building sessions with
the young people. This proved to be a very successful and rewarding
eight weeks and the children quickly developed into a strong
cohesive group.
The Project
For refugee week 2005 Brighton
Town council had decided to hold a large regional event around the
themes of ‘sharing lives and understanding journeys’. The group
decided it would be a fantastic opportunity to develop a piece
which could be performed at ‘The One Event’. It was also decided to
perform the piece at several junior schools during refugee week to
raise awareness amongst younger children.
The theme chosen was sharing youth cultures. For the refugee
pupils it was important to focus on the here and now, what people
had to offer in their current situation and the positive
experiences they had to share. The process was always going to be
challenging due to the nature of the group. It was important to
work sensitively and to encourage sensitivity amongst the pupils.
Two of the boys had just arrived form their countries of origin and
did not speak or understand English. Interpreters came when they
could but sometimes were not available. In actual fact, once the
group understood the brief, the two new arrivals could take cues
from their peers. The piece was co-devised through improvisation
and role play. The work was physical so immediate pictures were
created which could be understood and interpreted. Music and
rhythm, gesture and emotion and image work seem to cross all
language barriers. The scenes were simplistic in content yet
theatrical in style. It was an ensemble piece, a collage of scenes,
representing moments in time.
The confidence and language skills of the refugee pupils
developed gradually. There was little language in the piece but
when employed it was often used repetitively in order to add rhythm
and pace, like a choral piece. This repetition assisted the new
arrivals with their English language development. Mother tongue
languages of the group were interspersed and before long all the
group were using phrases from around the world.
The piece gradually came together and the more its shape
developed, the more committed the children were to it. They
appeared proud of their work and this was indicated by the amount
of enthusiasm they had towards it, the energy and expression they
put into it and the eagerness with which they volunteered their
ideas.
Performance Week
Several junior schools
had asked for the group to perform the piece during assembly to
celebrate refugee week. The young children were spellbound by the
performances and afterward were given the opportunity to ask
questions of the group. The first question asked was “Are you real
actors?” which immediately gave the performers the confidence to
answer often quite personal questions. They now had complete
ownership of the project, leading the question and answer sessions.
They were focused, united and proud.
At the end of the week the pupils and their parents and foster
carers climbed into two minibuses and took the performance to ’The
One Event’ in Hove Town Hall. It was a very different experience
and one not without its technical problems. However, the young
people were proud to be part of something so big and flourished in
the environment. When things went wrong they carried on and
presented a very professional front.
The group was asked to perform at the Portsmouth Refugee Area
Support (PARS) AGM. Like most things it started off small but with
focus and dedication of all involved, the After school Club has
made its mark.
Outcomes
- Drama gave the pupils a reason to come together and interact.
New friendships made it a positive social occasion. Two English
girls wrote saying how much they enjoyed meeting the refugee pupils
and how it has changed their perceptions of refugees
- Refugees were given the opportunity to strengthen their sense
of identity by having their cultures valued
- All pupils’ self esteem was raised by confidence building
through increased capacity to communicate
- The talents and ideas of the young people were developed,
realising their potential to take leading roles in promoting
integration in the city.
Athene Grimble, Refugee/Asylum Seeker Co-ordinator,
Portsmouth Ethnic Minority Achievement Service
Sandra Mills, Youth Arts Development Officer,
Chichester Festival Theatre
Julie Radice, Assistant Head Teacher,
Springfield School, Portsmouth
Project website: http://www.blss.portsmouth.sch.uk/