West Side Story: Headteacher’s Review

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What a show! West Side Story ran for three nights and a matinée from 10th-12th February at The Playhouse, Weston-Super-Mare. I’ve been involved in school productions since the age of 12 and I’ve never seen anything so ambitious and so impressive. It’s not every school that puts on their show in a professional theatre, and we’re very grateful to The Playhouse for their hospitality and expertise. The facilities and the surroundings certainly added to the experience for the audience and the students lived up to the expectations, raising their game to professional standards. 

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Griff and Bernardo square up


Every aspect from the costumes to the choreography, the production design to the performances, the band to the backstage crew was first-rate. The whole cast and crew meshed together in perfect sync, with the dynamic set changes smoothly managed and entrances and exits sharp, crisp and timed to perfection. Once on stage characters were clearly defined – not just from the leads. The Sharks sashayed with Latin passion, the Jets dripped with urban cool, and within the gangs it was clear to see careful and subtle characterisation. The leads, though, were truly outstanding. I saw the show on the Friday when Adam Caulfield as Riff and Michael Nickells as Bernardo seethed and glowered at one another with all the menace and threat of young men who could not – would not – back down. The tension created between these two young men, on the verge of adulthood but still with the naïvety of youth, was wonderfully counterpointed by George Davis as Tony and the Anna Lalande as Maria. George showed from his first appearance that he had outgrown the petty squabbles of the street gangs, and tackled the vocally demanding solos and duets with great assurance. Opposite him, Anna Lalande was sublime – her voice filled the auditorium and captivated everyone. I was particularly impressed by Jodie McKitterick as Anita, who managed the transition from live wire joker to broken victim with real skill. 

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Tony and Maria meet


Of course, it was a production with two casts, and my sources from the Thursday night performance assure me that the other performers were just as impressive. Dr Wratten wrote of the second cast: 

“they not only did their own bits brilliantly but always acted as a team. Of course, some individuals shone – the challenge of the on-going aggro and fight scenes between the boys was always compelling and strongly led by Adam, Dawid, Jasper, Jake and Christian; the sheer Latin vitality of the Sharks’ ladies was brilliant, especially Nina, Ruby, Jess, Jasmine and Rosie. But the principals shone very brightly – the duets between Edward and Molly and Molly and Lucy were well beyond their years. The almost final, haunting piece between Maria and Anita would have brought the house down if everyone wasn’t silently weeping.”

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Dancers in action


The dances were no less impressive. In her programme notes, Miss Lippe commented on the joy of working with male performers with little or no previous dance training – if it wasn’t for that note, I would never have known. The commitment, timing and energy of the dance from the very first number was astonishing. Particularly moving were the interpretations of Somewhere in the second half, where imagination of what was possible gave way, horrifyingly, to what was likely.

My final word goes to the incredible twenty-three piece orchestra, which delivered Leonard Bernstein’s complex and challenging score with huge energy and sensitivity. Working tirelessly to support the performances on stage, the applause for the musicians was justifiably rapturous at the final curtain call. 

What a show indeed. Thanks to all the staff, students, friends and family who made the production possible. Everyone involved – including the audience – has memories to treasure for a lifetime.

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The Jets

In Production

 

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The cast of West Side Story 2016

This week Churchill has been buzzing with the excitement of West Side Story being performed at The Playhouse in Weston-Super-Mare. Well over a hundred students and staff are involved in this enormous production, which has been over a year in the making and is the culmination of countless hours of hard work, dedication and effort. Is it worth it? You bet!

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Programmes from some of the shows I’ve done…I got some of them signed in case the cast went on to be famous!

I know first hand what it means to be involved in a school production. My history with them goes right back to being second innkeeper in my primary nativity! However, it wasn’t until secondary school that I got fully involved with drama, working behind the scenes on lighting for many of our plays including Guys and Dolls, Our Country’s Good, Cider with Rosie, Animal Farm and Evacuees. The highlight for me was definitely the production of Twelfth Night we put on when I was in Year 13. It was a beautiful production and it felt like an incredible team effort!

I carried on my drama work throughout university and into my career as a teacher. I was in the band for Bugsy Malone and (my favourite show!) Return to the Forbidden Planet at my first school, and even made an appearance as Johnny Casino in our production of Grease! I ended up directing or co-directing productions later on in my career, including a heady spell of co-writing plays for our school to put on with the Head of Drama. We adapted the story of Faust in a production called “Tina”, and A Midsummer Night’s Dream became Fairylandatopia, before I returned to the Forbidden Planet for my final stint as director (in a production starring the now famous Jack Howard as Captain Tempest…but I didn’t get him to sign a programme!)

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The programme for West Side Story

Why do we do it? Let me count the ways! Clearly there’s the opportunity to learn such a range of skills in the performing and expressive arts area – performance is the ultimate aim. Acting, playing, singing, dancing, choreographing, directing and conducting all go into the show, alongside lighting, sound, costume, make up, set and production design and construction, stage management, marketing…the list is endless. The chance for young people to learn and practise these skills in a “live” context is invaluable.

Above all, though, it’s the connections that the production makes which mean it’s integral to the school’s calendar. The fact that so many staff and students need to work together as a single team towards a single goal galvanises the whole community, and shows that together we are so much more than the sum of our parts.

I know what it takes to put a production – the sleepless nights, the exhaustion, that bad rehearsal where everything goes wrong and you wonder if it’s ever going to work…but it always does. And when the audience is laughing or gasping or gripped in collective silence by the action on the stage, when they applaud and you just can’t stop smiling with pride – that’s when it’s worth it.

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Well done to everybody involved in West Side Story – I can’t wait for the next one!

 

 

The power of music

Many people have written about the power of music to move us. For example, George Eliot wrote “there is no feeling that does not find relief in music”, whilst Martin Luther is reputed to have said “my heart, which is so full to overflowing, has often been so laced and refreshed by music when sick and weary.” My personal Headteacher hero, Albus Dumbledore, reflecting on a performance of the Hogwarts school song, was moved to tears in Harry Potter and the Philosopher’s Stone: “Ah, music,” he said, wiping his eyes, “A magic beyond all which we do here!

Lucy, Joe and Reuben at the Christmas Concert

At the Churchill Music! Young Musician of the Year competition at St John’s Church on Monday evening, I was moved beyond measure by the performances I heard. At the event, I shared my thoughts about the power of music in other ways. Firstly, playing a musical instrument actually improves your brain. A recent study by Nina Kraus of Northwestern University in America, for example, showed that “music training changes the course of adolescent brain development” leading to significant gains in literacy. The theory is that in learning an instrument, you are training your brain to hear subtle differences in sound, which reinforces and strengthens your ability to process language. An earlier study from Harvard University showed the “links between musical training and enhanced cognitive skills” – in particular the executive functions of our brain’s frontal lobe which “allow for planned, controlled behaviour” according to the study’s author, Nadine Gaab. There is a wealth of research that shows that learning and playing a musical instrument has a raft of benefits for brain function, learning and intelligence.

Another benefit to playing a musical instrument is that it teaches us the power of collaboration. Of course, we can sing and play alone, and solos can be hugely powerful, but music is meant to be shared. Even a soloist is usually accompanied, and anyone who has sung in a choir or played in a band or orchestra will tell you that the shared experience of making music together is unrivalled. The discipline of listening to one another, adjusting what you are doing to match those around you, shifting your own performance to contribute to the whole, teaches us so much about selflessness and teamwork, and how we are so much more together than the sum or our parts.

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Playing together unleashes the power of music

The other great bonus to playing an instrument is the practice. I’m not sure if the performers will agree as they attempt three octaves of a C# minor arpeggio for the tenth time, but to get good – really good – at a musical instrument takes hours and hours of practice, day after day, week after week. The famous concert pianist Artur Rubenstein said “don’t tell me how talented you are; tell me how hard you work.” This was his way of articulating Stephen King’s notion that “the difference between a talented individual and a successful one is a lot of hard work.” The work ethic of learning a music instrument teaches discipline, dedication and determination which transfer to all other aspects of your life. It takes a lot of all three to get through those early, squeaky, scratchy stages to the bit where it starts to sound like music!

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Practice makes perfect

Finally, and perhaps most importantly, making music teaches you to feel. The wonder of a performance is that it brings the wood and metal of the instruments, and the space of the venue to life in an experience that only that audience and that performer will ever share. Musicians interpret dots and lines on a page, often written down hundreds of years ago in countries far from our own, and channel the emotions that those composers felt though themselves in a way which is unique, and all the more powerful for it.

In St John’s Church on Monday I was struck by the skill with which these talented young people were able to make an emotional connection through their instruments to the audience, transporting them through centuries and over miles to different places, different times. It was a privilege to be there and a lesson to us all to pick up an instrument and stick with it. It’s worth it.

Meet the Headteacher evenings

All families should have received an invitation to my “Meet the Headteacher” evenings which start this week. I am holding these events to introduce myself to you in person, so you can find out a bit more about me, what I stand for and my plans for the Academy going forward. I am also very interested to hear the views of families about the current strengths and areas for development for the Academy, and ideas about our future priorities. The evenings take place as follows:

  • Wednesday 13th January: Hanover
  • Thursday 14th January: Stuart
  • Wednesday 20th January: Tudor
  • Thursday 21st January: Windsor
  • Sixth Form parents – any of the above evenings (please let us know which one!)

Each meeting will begin at 6pm in the Hall. There will be a presentation from me of about half an hour, followed by an opportunity to feedback your views and for more informal discussions to take place. Please reply to the email invitation if you are planning to attend, so we have an idea of numbers. If you wish to attend a different evening to the one allocated to your House, please let us know. I look forward to meeting you.