AT A GLANCE
Provision for learners:
To work with creative practitioners using the offenders’ own experiences as a basis for the work. The placement programme has been running for sixteen years. During that time, it has been possible to establish a trusting relationship between the prison and the university.
Model for working with trainees:
Informal placement with written and practical assessment at end of module.
ITT PROVIDER
Higher Education Institution:
University of Chester
ITT Course:
BA/PGCE
No of trainees involved:
15
Year group:
Cross phase
Subject area:
Drama in Education
Logistics:
The placement was part of an enrichment experience
Provider motivation:
To provide experience of diversity in teaching environments and variation in teaching experiences.
QTS Standards:
Q6, Q8, Q10, Q33
SETTING
Styal Prison
Styal Prison was originally built as an orphanage in the 1890s which closed in 1956. The site opened as a women's prison in 1962 when female prisoners from Strangeways were transferred in.
From 1983 Young Offenders were admitted and in 1999 a wing was added to accommodate unsentenced female prisoners following the closure of Risley's remand centre, increasing the prison size by 60%.
The prison was featured in the BBC2 documentary ‘Women on the Edge – the Truth about Styal Prison' on February 27th 2006.
AIMS AND OBJECTIVES
- To work with a diverse range of people using creative practices
- To extend one’s own knowledge and understanding of the experience of others
- To develop teaching experience and appreciation of learning in settings other than schools
ABOUT THE PROJECT
The placement is an intensive experience. The provision involves detailed consultation between the prison education staff and the university. The nature of the placement experience is discussed in detail. Students receive intensive supervision from university and prison education staff when working in the prison.
The students designed and delivered workshops in Styal Prison. At the planning stage they worked with Professor Allan Owens of the University of Chester’s School of Education and Performing Arts Faculties as well as prison education staff. Examples of a recent placement experience:
- A project used a play written by a prisoner serving a life sentence. The play was read and discussed by the students and their university tutor. Students then met and worked with offenders using the play as a basis for forum theatre style work. The students performed the play written by the offender and then used this as a basis to forum the situations presented. Offenders involved themselves, taking on roles or suggesting alternatives to develop the ‘ideal’ situation. Students assisted them in this process.
- Students created short devised pieces based on work performed at a Samaritan’s AGM. The work was based on the idea of listening to one another. This was then taken into the prison, performed and again became the basis for work with offenders. The work this time was in line with process drama.
OUTCOMES
Trainees- able to work with people with a broad range of life experiences
- able to use drama to interact and develop relationships with the offenders
- able to develop knowledge and understanding of the application of drama in a variety of settings
Setting
- The trainees bring a third dynamic into the educational work of the prison
- The prison education staff are able to take on a different role within the sessions delivered by the trainees
Prisoners
- Experience alternative learning opportunities than that featured in the prison programme
- The programme is a break from prison routine
- Able to interact with young people who often have different life experiences than themselves
- Are introduced to the use of creative methodologies as a way of socially interacting with others and extending their appreciation and understanding when making decisions and dealing with situations
SURPRISES
The appreciation from the offenders:
”...they seemed to enjoy the workshops and although at first seemed wary of the trainees (understandably); they soon became less defensive and willing to work with us.”
The drain on energy levels!
”...the work was incredibly enjoyable but emotionally draining. There are not many times that trainees have felt so exhausted by the end of the day. It was a positive thing though – it felt like the work had been worthwhile.”
KEY SUCCESS FACTORS
Planning/organisation
This is a placement whose success depends upon the commitment of the university to develop and monitor the placement programme very intensely.
The trust of the prison education staff has been built up over many years; this is a key factor in its success.
