Theatre in Education - Magnets, Ducks and Superconductors (call for PPE)

我们建议开发一个巡回版本的剧场在教育中发挥磁铁，鸭子和超导体。这次参观将在两年内访问72所学校，并让4320多名9年级和10年级的学生参与一项创造性的学习活动。剧中探讨的主要问题是科学和工程对日常生活的影响，科学和工程固有的创造力，以及在科学和工程工作中的个人回报。该项目的核心是大学科学家和从事尖端研究的工程师、戏剧艺术作家和表演者以及学校教师之间的创造性合作。该项目体现了跨越国界的思维，挑战了人们对科学和工程以及从事这些职业的个人的公认看法。对人类故事的探索是用来提出问题的。为什么人们要在科学和工程领域学习和工作？他们的动机是什么，他们的回报是什么？还提出了关于他们的活动如何影响社会以及由他们的需要和社会需要驱动的更广泛的公开问题。将有由演员主持的研讨会会议，在研讨会上，观众发明令人满意的技术，然后演员将根据新技术到来之前和之后的世界即兴创作一份小品。该剧的试用版是在EPSRC支持公众参与和伙伴关系的情况下开发的，并被纳入在伯明翰大学举行的投资组合奖中。试点使团队能够了解目标受众感兴趣的是什么，以及他们的看法和担忧是什么。这一前端评估是迈向当前项目的重要的第一步，因为教育戏剧的目标是挑战现有的思想。试点还使该小组能够尝试各种战略进行评估，并确保产生长期影响，这些战略将延续到新项目中。这项试验显示了对参与者思想产生重大影响的潜力。事实上，演员和观众都报告了对科学和工程作为社会内部活动的本质的看法发生了变化。提高对职业结构的认识是一个意想不到的额外好处。作品的交付将分两个系列进行，第二个系列将根据第一个系列的评估进行修改。对该剧的影响和学习经验的深度的全面总结性分析将在后面的阶段进行。这将包括在表演结束后立即提供的反馈，以及使用提供给学校的参考资料包在之后提供的课程反馈。

We propose to develop a touring version of the Theatre in Education play Magnets, Ducks and Superconductors . The tour will visit 72 Schools over a two year period and engage over 4320 year 9 and 10 pupils in a creative learning activity. The principle issues explored in the play are the impact of science and engineering on everyday life, the creativity inherent to science and engineering and the personal rewards of working in science and engineering. At the heart of the project is a creative partnership between University scientists and engineers engaged in cutting-edge research, writers and performers from the dramatic arts and teachers in Schools. The project embodies thinking across boundaries to challenges accepted perceptions of science and engineering and the individuals that work in those professions. Exploration of a human story is used to pose questions. Why do people study and work in science and engineering? What are their motivations, what are their rewards? Wider, open questions concerning how their activities impact society, and are driven by their needs and by the needs of society, are also posed. There will be workshop sessions facilitated by the actors in which the audience invents desirable technologies and the actors will then improvise a sketch based on the world before and after the arrival of the new technology. The trial version of the play was developed under EPSRC support for public engagement and partnerships that was built into a Portfolio award held at the University of Birmingham. The pilot enabled the team to learn what interests the target audience and what their perceptions and concerns are. This front-end evaluation was an important first step towards the current project, because the objective in Theatre in Education is to challenge existing thought. The pilot also allowed the team to try various strategies for evaluation and ensuring long-lasting impact which will be carried forward into the new project. The pilot showed the potential for a significant impact on the thoughts of the participants. Indeed, both the cast and the audience reported shifts in perception about the nature of science and engineering as activities within society. An increased awareness of career structures was an unexpected additional benefit. The delivery of the piece will take place in two series, the second being modified as a result of the evaluation of the first. A full summative analysis of the impact of the play and of the depth of the learning experience will be performed in the later stages. This will include feedback from immediately after the performances and feedback from lessons delivered afterwards, using resource packs supplied to the schools.