Primary schoolchildren's experiences of participatory theatre in a heritage site

Abstract

There is a growing need for articulation of the theoretical framework underpinning performance as a learning medium in heritage sites and for an in-depth insight into the children's experiences therein. The aim of this paper is to explore some of the themes that emerged from researching participatory theatre in a historic house as experienced by two primary school groups. The methodology drawing upon the principles of participatory research with children and a constructivist theoretical framework employed interviews, observations and drawings as data generation methods to explore the children's individual and collective experiences. The research findings underline the interplay between the events' theatrical and interpretive format and advocate the significance of children's co-authorship of such events.

Keywords:

• children
• heritage and learning
• performance
• interpretation
• theatre
• meaning making
• constructivism

Notes

1. As a response, following an earlier reduction in grants, English Heritage was awarded £2.7m by the Department for Education to develop the ‘Heritage Schools Initiative’ aiming to help children understand areas of local significance and how they relate to English history (English Heritage 2012).

2. For example, re-enactments are known for their non-verbal interaction with the visitors and performative nature (Robertshaw 2006; Sansom 1996).

3. Such as the Science Museum of Minnesota, Canadian Museum of Civilization, National Museum of American History and the Museum of Science in Boston.