You can plan all you want before a class, but one thing that is sure to ruin you’re day is resources. I’m not going to dwell on detail here as moaning hardly constitutes critical reflection. Suffice to say, things got a bit mixed up room-wise causing me to think on my feet a bit more than usual.
I began the day with my usual email and Moodle checking before attending individual tutorials with the 2nd Year SM Students. They are nearing the end of a very long module (P4/5) which began last November. The aim of these tutorials was to give the final formative feedback for the module and a chance for the students to respond. I also asked them to think about perceived gaps in their knowledge, so I could facilitate further learning on their behalf and before they progressed to a more senior allocation (next term).
Next term has been designed as an experimental one. All but one of the students are dedicated to one production for the duration of the term with time at the end to reflect. Two are to take on the role of Stage Manager and the remaining pair are allocated as Deputy Stage Managers, all of them are ready to progress and I made this clear to them. Of course there is still work to do, but that is what next term is in place to achieve. It is a time for them to experiment and try things out for the first time, instead of relying on me to tell them what best practice is, I want them to discover this themselves through exploration. In many ways, this is the most important module that they will undertake while at the Academy. They get to set their own standards and goals. I will, of course, be there every step of the way guiding and coaching in context. The A2’s are basic stripped down ‘bare-bones’ productions, an ideal playground for them to learn their craft with enough head-space for them to investigate and hopefully innovate.
I have laid the foundations for this innovation, giving them brief introductions into e-documentation and online collaborative tools, though innovation may emerge in areas other than these digital realms. Perhaps team management or any number of necessary inter disciplinary skills will lead them to develop that factor ‘x’. All of this can be achieved with this forthcoming module, it’s a far cry from the ‘meat grinder’ approach of two years ago and one more conducive to learning.
In the afternoon there was a production meeting for the next A3 studio show, which one of the 2nd Year students were Stage Managing. She (Emma) was to attend, so I requested that the other 3 (Kieron, Vicky & Anne) attend also with the view of using the meeting as a class. We were to sit at the back and observe, making notes on the process for discussion later on that afternoon. However, only Emma turned up for it which was really quite disappointing as we had moved room in order to especially accommodate the extra people. This is the first time that anyone in the Academy has used part of the production process in this way, actually as a direct learning experience, albeit in a completely discrete way. Usually we would sit with the students directly allocated to the production and be part of teh process ourselves. I wanted the students not involved to analyse and evaluate the process for themselves, sadly the opportunity was missed this time. I plan to use this approach throughout the A2 and A3 productions next term i.e. as observation platforms for students at all levels and especially if they are not involved in the show itself. I feel that I may have a struggle on my hands with certain Directors who still see TPA Students as their to purely support their own agenda’s and students. I am determined to see the end of this approach.
The problem I have always found with RSAMD is the ongoing struggle it has with deciding whether it is a producing theater to support the performing courses, for financial gain or for artistic reputation or an educational establishment which provides the best learning environment for ALL it’s students. At times it feels as if this dichotomy will tear the place in two. Thankfully, this attitude is gradually being phased out, with the PG-Cert becoming a grand catalyst in this progression.
After the meeting I had scheduled a ’round table’ discussion for any Stage Management student that worked on Love for 3 Oranges (Opera 1) earlier this module. This included a 3rd year SM & DSM, four 2nd year ASMs, the 3rd Year SM for Opera 3 (who is feeling anxiety about her coming role next term), and four interested 1st Years. The room we were situated in was wholly inadequate, so in a spontaneous decision decided to hold the mini-event in the bar of the Universal. The idea behind this was one that I have harbored for several years, it encouraged a forum for discussion from a varied group of students who ranged from the curious to the informed. It was a chance to unwrap the Opera and ask questions of each other. I was worried that the conversations would dry up shortly into the discussion but I feel that those who worked the Opera found it cathartic. While the others were given an opportunity to hear it ‘from the horses mouth’, so to speak.
The 1st years have a big presentation on Friday which I also hoped would provide a direct and final font of information for it. The OvD Project (Opera vs Drama) has been running for several weeks and cover both last term and this one. See here for more details.
The session lasted for 90 minutes before I had to leave, so I called a halt in proceedings and left them to discuss the topic more in my absence. The reality is that they probably changed the subject to alcohol choices soon after I left!
