Securing curriculum needs
Schools considering expanding theatre projects, or tailoring design and access, to secure funding need to:
- understand the distinction between performance spaces and teaching spaces
- be realistic about how much the resulting facility will actually improve facilities for dance, drama, and music classes
- agree at an early stage what level of priority the curriculum programme will have in the design and use of the facility
- consult teaching specialists and other schools to find out how much curriculum programmes would use such a major facility.
Remember that the critical elements for arts curriculum programmes are:
- flexible and open spaces
- a variety of spacious and handy storage areas
- good floors and acoustics
- natural lighting and ventilation
- scope for senior students to specialise in a range of options
- study and research facilities for teachers and students in addition to practice-oriented spaces.
Agree at an early stage on protocols for use of the facilities. The usefulness for the arts curriculum programme will be maximised if:
- the theatre or auditorium does not count as a teaching space (classes will not be timetabled into it)
- classes have unlimited access during school hours
- classes have good access beyond school hours.
Subject specialists should specify what they would expect classes to get from a theatre or auditorium. For example:
- adaptable stages or performance spaces
- excellent acoustics
- excellent technology (especially sound and lighting), including ability to adapt for different staging arrangements
- scope for audiences of different sizes
- informal access for classes as required (but not timetabled for teaching)
- access after school hours.
See also 'Making theatres curriculum friendly'.