A message to our artists, young people, families, schools, creative partners and all who support us.
Before lockdown, Graeae’s Training & Learning programme was powered up and delivering one of our most dynamic and ambitious annual programmes yet. We launched a newly accredited course in theatremaking and leadership for a bright, new Ensemble, established two artistic residencies working with disabled young people including at Highshore and Richard Cloudesley schools, grew a new artist bursary in great honour of the late Sophie Partridge, embarked on joyful artistic development with A Winter’s Tale and inclusive casting development for a new generation of film-makers.
All of this has, can or shall most definitely and defiantly continue! We’ve made some brilliant discoveries during lock down, like our digital reimagining of A Winter’s Tale via Zoom with full BSL integration, but also made admissions around projects which are not for the online world. We’ve maintained our integrity and commitment to accessibility in this way and found new personable ways to continue the Graeae mission until we can return to share a space again. Never has it been so crucial to ensure our community can remain the heart of Graeae.
We are most missing being together in shared physical spaces, but we remain open to all our community who each year make our Training & Learning programme and Graeae’s mission flourish.
And so now we hand over to the young disabled people of Highshore School (a project in partnership with A New Direction) to share their responses and creative writing on the theme of Power…
These are the responses from 6th form students at Highshore School, who took part in two taster workshops with Graeae on the subject of power.
Power – who has it:
We (young people) can have power
Who doesn’t have power:
Deaf and disabled people
We (young Deaf and disabled) people
Power to us means:
Thank you, Highshore Students (listed below) and we’ll see you again very soon!
Elizabeth Fatoke Osobukola
Patricia Meneses Caldeira
Marcus Taylor (LAC)