A three year Drama collaboration with the Egg Theatre in Bath, including performances of Romeo and Juliet, class based creative interventions and approaches, a primary ‘This is me’ project and a week long residency with Bamboozle Theatre Company.
Within Key Stage 3, Art and Music Therapy are delivered to specific classes simultaneously. Immersive soundscapes provide a platform for concentration and composure, enveloping the pupils into the themes of study each week.
Pupils learn to understand the connections between music and visual arts. They are inspired by the music-scape physically and express this through their actions within their artwork.
The approach encourages understanding of multi sensory learning and develops the pupils ability to focus, concentrate and express themselves creatively in a more independent way.
Interaction between two specialists has resulted in a more creative approach from both practitioners, modelling working relationships with the pupils, and connecting different elements of their curriculum in a meaningful way.
The classrooms physical set up enables the music therapist, art practitioner and pupils to move freely around the space and connect with individuals, physical resources, instruments and art materials. Story sharing provides a wonderful close to each session wherein the pupils explore the environment imaginatively and bring life to their creations through spoken word and live, personalised musical accompaniment.
A dynamic and exciting use of easels, reduced table work, and physical movement whilst manipulating and exploring materials results in truly beautiful art works.
Pupils delight in the opportunity to explore their own sense of self through colour, form and sound.
This year we have been making huge progress towards extending music making opportunities to all of our learners. Following on from our successful partnership with the Muse project last year on developing accessible music provision, we have decided to form our own orchestra. Specialist in assistive music technology, Barry Farimond, has spearheaded the formation of our orchestra alongside music specialist Katrine Reimers.
Pupils have been working in small groups alongside Clarence Adoo and Charlotte White who are both professional musicians and mentors from the British Paralympic Orchestra. It has been an absolute privilege to be a part of this project and see how the creative potential possessed by all of our students can be brought into form.
We has a great first performance the Colston Hall in Bristol on Monday 14th July 2014 with other orchestras from across the South West. Bring on the Albert Hall!
"We have been given the opportunity to work with Barry Farrimond from the MUSE Project; a Community Interest Company funded by the children’s charity Youth Music and Cardiff Metropolitan University. The project uses and promotes music technology to provide creative musical experiences for children and young people with additional support needs. The project will run for the academic year and will aim to engage the students in assisting the design of free music technology software combined with affordable hardware so that everyone can benefit from the results, whether in school or at home."
This exciting project sees our children using their voices of expression through music, design and the tangible production of an acoustic sculpture in our outdoor play area. Starting the process is our in-house Music Therapist and established professional musician Adrian Snell, taking the children on a journey exploring different sound sources and musical textures. Visiting other school's sensory outdoor musical instruments, the children have the opportunity to gain an appreciation of the direction of the project. The pupils’ ideas will lie at the core of the design phase as they work to develop a brief alongside Joe Cooper and Dr Martin Mawdsley of Touchwood Enterprises. The final installation will provide students with an interactive play and therapeutic space where sound can be explored and enjoyed by all.
As part of this project, pupils will investigate how scent can be captured and recreated to help with the recounting or construction of stories. Pupils will be engaged in the use of scent to represent emotion and mood in their stories along with literal representations. Pupils will be encouraged to develop their own interpretation of which scents should be used to bring their stories to life. Following in the footsteps of famous Scent artist Sissel Tolas students will explore the notion of a geography of scent within their locality and around Bath. PHD student and interactive performance artist Keir Williams will explore work with students to bring their stories to life in the sensory theatre, whilst London based scent artist Lizzie Ostrom will lead pupils through a magical journey of scent exploration. Three Ways’ own interactive content designer Luke Woodbury will lead the technical elements of scent distribution in what is considered to be genuine cutting edge research.
We all like to tell our friends what we have been doing – having a chat, sharing our news and stories!
Storysharing is about communication – it’s an innovative way of supporting students with complex needs to share their own stories with one other. These stories are the little, everyday, funny and unusual things we see and do – sharing them builds friendships, confidence, and self-esteem.
Storysharing is fun. We use multi sensory approaches, signing, communication aids, objects of reference, art, sound, music and technology in addition to the spoken word. Students learn to remember their stories, practice telling them and make records (‘story archives’). Together we do ‘active listening’ – as much joining in as possible.
Sharing these stories is a powerful tool too. Students use their stories to celebrate successes; to think about choices; in annual reviews; in assemblies; and for decision-making, such as in school council meetings.
Storysharing is a three-year project run by Openstorytellers, a charity founded by communications expert Dr. Nicola Grove. The project leader is Jane Harwood. Funded by the Paul Hamlyn Foundation and the Rayne Foundation, the project also explores new technologies, trying out new ways of recording and sharing stories.
How to get involved.
Storysharing works really well when families are involved – we’re happy to come and visit you. If you would like to know more, please get in touch through the school office.
This project focuses on those pupils who are toward the end of their education with the aim to establish tangible skills advantageous in the adult working world and provide a viable option for launching their own livelihood. Two successful craft and fine art professionals, running their own enterprises, are being brought in to provide an intensive series of workshops to pass on their specific skills and experience to pupils.
Term 2 sees our year 11 pupils working with Kim Thompson, a highly successful local jewellery designer, who is providing grounding in key aspects of jewellery production using polymer and silver clay. Term 3 will be learning to create desirable wire based sculpture and decorative products with expert Mel Day. Pupils will gain an understanding of the design process, product development and commercial standards of presentation. There will be opportunities to test their produce and hone their marketing skills in the ‘real world’ with participation in Christmas markets and future craft events.
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Everybody possesses a creative energy and a huge part of the work that all teachers carry out is to recognise and facilitate its growth. At Three Ways, we are always looking for emergent technology that empowers and inspires our pupils and brings their creative energy into form. We have been involved with Professor Lizbeth Goodman and Professor Mick Donegan and the Smart Lab team from UEL to explore the teaching learning and creative potential of eye gaze technology. This technology has provided pupils with profound and multiple learning difficulties with a means to communicate and interact with the world around them. Here we investigated the potential of using eye gaze and sensor-based technology to produce robotic responses to play instruments enabled these pupils to interact in a ‘physical’ way with peers and their environment. Musician and technological guru Dave Meckin built a robotic glockenspiel for our students to use either via a touch sensitive screen or sensor activated pads. This project provided all sorts of learners with the potential to animate their learning, inspired interaction and encouraged speaking and listening opportunities.
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In this enchanting project pupils were empowered to use their own voice by engaging with professional storyteller Michael Loader and an interactive performance artist Keir Williams to construct their own unique stories. A Primary and Secondary group ventured to an array of inspiring off site locations to generate narratives based on the stimuli they encountered on their learning journeys.
Pupils gathered multi-sensory support resources including digital sound and visual recordings of natural and man made objects to enhance the retelling of their tales in our state of the art Sensory Theatre. We were happy to be able to extend this scheme to local schools that in turn generated their own stories for performance. The work culminated in an evening of story telling performances run by the students for their parents.
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Many young people and adults with special needs feel they find themselves overlooked at the margins of today’s society.
Yasmeen Al Awadi, an artist whose work covers marginalised groups who are often ‘socially invisible’, worked with the pupils to document a project that explored these themes. Using drama, improvisation and the help of costume designer Tara Mooney, pupils created their own means of camouflage. With the support of local artist Ben Thompson, they were photographed using the latest Gigapan technology to produce interactive images in three settings (school, Bath city centre and a local woodland) with the ‘invisible’ pupils hidden in the images. Pupils’ views and wellbeing were explored throughout the project and logged in a video documentary created using pupil’s own interviews and footage. All the material produced will form part of a future exhibition piece.
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