an evaluation of the growing stage project · 2013-09-17 · an evaluation of the growing stage...

An Evaluation of

The Growing Stage Project at Oldham Coliseum Theatre

An evaluation prepared by:

— Tracy Pottinger — Geoff Hinds — Dr Sharon Prentis — Kiara Lewis

The Social Enterprise Unit: University of Huddersfield

www.hud.ac.uk

An Evaluation of the Growing Stage Project at Oldham Coliseum Theatre 1

An Evaluation of the Growing Stage ProjectExecutive SummaryThe Oldham Coliseum Theatre (hereafter referred to as the Coliseum) ran four projects to involve people aged 14-25 in the theatre and the work of the Coliseum.

The work was funded by the Big Lottery.

The projects aimed to provide young people with the opportunity to experience what it is like to work in the theatre. It intended to furnish young people with the knowledge, skills and attributes necessary for a career in the theatre. This was seen as a contribution to creating the arts and cultural leaders of the future.

Specifically, the projects developed drama and technical skills; identified career pathways in the profession; and increased young people’s involvement in the running of the Coliseum.

The Coliseum provided open access to the projects – there was no audition process nor fixed charges - to encourage the widest participation from young people in Oldham. Approximately 250 young people participated in the projects.

Emphasis was placed on the social value of the work. This evaluation established that for every £1 invested there was an estimated social return of £2.26.

The experience of all the participants who were interviewed was overwhelmingly positive. A career in the theatre as a performer or in managerial, administrative or technical roles became the ambition of most.

The participants reported increased transferable skills which had a positive impact on education, home and social life. Staff also observed gains in skills like confidence and team working.

There was greater involvement of young people in the running of the Coliseum. This resulted in changes in the attitude of staff towards young people as valued contributors and as members of the audience. Changes in programming reflected this.

The project met the expectations of the Coliseum and key stakeholders.

“The Coliseum to drama school to the West End to Broadway”

Participant


An Evaluation of the Growing Stage ProjectContentsExecutive Summary 1

Contents 2

1. Introduction 3

1.1 The Projects 3

1.2 Reasons for Joining the Projects 3

2. The Evaluation 5

2.1 Methodology 5

3. Key Findings 7

3.1 The SROI Analysis 7

3.2 The themes Identified Related to the Stakeholder Experiences 10

3.2.1 Knowledge and Skills Related to a Career in Theatre 10

3.2.2 Transferable Knowledge and Skills 10

3.2.3 Collaboration and Teamwork 12

3.2.4 Hard Work and Sustained Commitment 12

3.2.5 Resilience 13

3.2.6 Understanding Organisations 13

3.2.7 Confidence 14

3.2.8 Developing Personal Qualities 15

3.2.9 People Skills. 15

3.2.10 Making New Relationships 16

4. Conclusions 18


Section OneIntroduction

1.1 The ProjectsFour discrete but related projects were evaluated. They all aimed to engage young people aged 14-25 years old in key aspects of contemporary theatre work including acting, writing, backstage and management. They were open to interested young people regardless of previous theatre experience.

1. TheatreLAB provided the opportunity to be involved in writing, devising and performing material “within the unique environment of a professional theatre”.

2. DigiLAB focussed on the backstage and technical aspects of theatre work. It offered the chance to learn about digital design, lighting, sound engineering and other new technologies used in the theatre. The Coliseum’s technical staff and theatre professionals provided support and the emphasis was on providing practical experience in the setting of a working theatre. The project was aimed to appeal to those interested in the technical side of the theatre or more general media.

3. Pathways offered the students the chance to receive guidance and mentoring on the various career paths in the theatre.

4. The Steering Group provided young people with the opportunity to sit on the board of the Coliseum Theatre. It gave them the chance to be involved in the overall strategy, management and decision making of the theatre.

1.2 Reasons for Joining the ProjectsThe young people joining the projects included those with long term contact with the Coliseum who were interested in furthering their interest and developing their theatre skills. This group were primarily focussed on acting, writing and devising, and technical skills. The projects provided the opportunity to further explore the theatre in terms of further or higher education (for example studying drama) and a career in the theatre industry.

“...the interrogation of what theatre is...”

Richard Hall, Head of Participation at the Coliseum


There was also a sizable group with little or less experience who joined because ‘it was something to do’ in an area of activity in which they had some interest. One student said that boredom had led to her join while another talked about joining to overcome his social isolation. This aspect was emphasised when asked what they thought they would be doing had they not joined. Typical answers included;

• “home watching TV”

• “at home on the laptop”

• “playing computer games”

• “don’t know”

Several participants mentioned that the projects provided them with the opportunity to develop specific and transferable skills to put in their Curriculum Vitae.


Section TwoThe Evaluation

2.1 MethodologyThe evaluation of the projects at the Coliseum aimed to capture a broad range of data, both qualitative and quantitative from the stakeholders who were involved in the delivery of, or participated in, the activities.

Based on Social Return on Investment (SROI) methodology an impact map was produced as part of the evaluation.

“SROI is about value, rather than money. Money is simply a common unit and as such is a useful and widely accepted way of conveying value.” (Cabinet Office, 2009)

The value of an organisation are not purely financial, however the non-financial are more difficult to measure and account for. The social benefits are often significant and their measurement enables an organisation to demonstrate their full impact.

Social Return on Investment (SROI) is a framework developed to measure, account for and communicate a much broader concept of value. Fundamental to the approach is the involvement of stakeholders and it involves transparent data collection which includes narratives, qualitative, quantitative and financial information.

Interviews were conducted with a variety of stakeholders at the end of the funding period.

Members of the Social Enterprise Unit at the University of Huddersfield conducted face to face interviews with participants who were engaged with TheatreLAB, DigiLAB, Pathways and The Steering Group and telephone interviews with partner organisations and representatives from TheatreLAB, DigiLAB and Pathways.

The purpose of the evaluation was explained to the participants and either written or verbal consent was obtained.

The participants, who are the key stakeholders, were asked open ended questions about their experiences of being involved in the project(s) including; why they attended; what skills they had gained from taking part and if they considered themselves to have changed as a result of participating and how would they describe the change.

The partner organisations and representatives from TheatreLAB, DigiLAB and Pathways were asked about their involvement with the project(s); what they felt the participants gained from taking part and whether they had noticed any change in the participants from the start of the project(s) to completion.

The interviews were concluded once data saturation was reached i.e. no new information was forthcoming. The interviews were analysed and themes identified.

“There were many positives, in fact all positives and no negatives”

TheatreLAB teacher


Section ThreeKey FindingsThe findings are in two sections:

1. The SROI analysis

2. The themes identified related to the stakeholder experiences

3.1 The SROI AnalysisThe Impact Map is based on SROI methodology to capture the value of the four projects. It comprises three stages which have been captured in two tables.

Table 1 Includes stages 1 and 2

Stage 1 Identification of the stakeholders and what the expected changes will be for these stakeholders;

Stage 2 Identification of what the stakeholders will invest (inputs) and the value of that investment; a summary of activities (outputs); and a description of the changes that occur (outcome).

Table 2 Includes stage 3

Stage 3 pt 1 The description of the change and the indicator of the change are identified. The source of the indicator is evidenced.

The financial proxy used to value the change and the value of the change is identified. Also included is the source where the information is from.

Indicators are both objective and subjective. Those which are objective, for example the cost of theatre tickets, have greater accuracy than the qualitative reporting of change.

The outcomes, indicators and financial proxies are supported by stakeholder narratives.

It is estimated that for every £1 invested by the Big Lottery there is a social value of £2.26

This figure is calculated in the following way:

The total value of the impact (£520,089) is divided by the total value of the inputs (£229,821) = 2.26. This is expressed as a ratio 1:2.26


Stag

e 1

Stag

e 2

Stak

ehol

ders

Chan

ges

Inpu

tsO

utpu

tsD

escr

ipti

on

Who

will

the

Colis

eum

The

atre

ha

ve a

n ef

fect

on?

W

hat d

oes t

he C

olise

um

Thea

tre

thin

k w

ill ch

ange

for t

he

stak

ehol

der?

Wha

t will

the

Stak

ehol

der i

nves

t?Va

lue

(£)

Sum

mar

y of

Act

iviti

esHo

w th

e ch

ange

is d

escr

ibed

Youn

g Pe

ople

age

d be

twee

n 14

and

25

year

s att

endi

ng

Thea

treL

AB; D

igiL

AB, P

athw

ays

or T

he S

teer

ing

Grou

p as

par

t of

the

Colis

eum

The

atre

you

th

proj

ect

Dev

elop

thea

tre

relat

ed sk

ills.

Incr

ease

tran

sfer

able

kno

wle

dge

and

skills

Enha

nce

empl

oym

ent

oppo

rtun

ities

Mak

e fr

iend

s/bu

ild re

latio

nshi

ps

Tim

e an

d co

mm

itmen

t£0

Part

icipa

tion

in o

ne o

r mor

e pr

ojec

ts -

The

atre

LAB;

Dig

iLAB

, Pa

thw

ays o

r The

Ste

erin

g Gr

oup

Rehe

arsa

ls

Perf

orm

ing

to a

udie

nces

Wor

king

in a

ll asp

ects

of t

heat

re

Enga

ging

with

men

tors

Unde

rsta

ndin

g th

e pe

rfor

min

g ar

ts in

dust

ry

Invo

lvem

ent i

n th

e st

rate

gic

and

man

agem

ent f

unct

ion

of th

e th

eatr

e

Part

icipa

nts d

emon

stra

te

thea

trica

l and

/ o

r tec

hnica

l abi

lity

Enga

ge in

the

man

agem

ent

proc

ess

Dem

onst

rate

incr

ease

in se

lf-co

nfide

nce,

team

wor

king

skills

, ha

rd w

ork

and

new

frie

ndsh

ips.

Com

mun

ityEn

joym

ent f

rom

att

endi

ng

perf

orm

ance

(s) p

ut o

n by

you

ng

peop

le

Mon

ey£2

3,82

1At

tend

ance

at p

erfo

rman

ceNu

mbe

r of t

icket

sale

s.

Empl

oyee

s at t

he C

olise

umFu

rthe

r eng

agem

ent w

ith y

oung

pe

ople

who

are

inte

rest

ed in

the

perf

orm

ing

arts

Tim

e, e

ffor

t, e

xper

tise,

skills

and

ex

perie

nce

£0Fa

cilita

ting

proj

ects

N/A

Free

lance

em

ploy

ees a

t the

Co

liseu

mFu

rthe

r eng

agem

ent w

ith y

oung

pe

ople

who

are

inte

rest

ed in

the

perf

orm

ing

arts

Tim

e, e

ffor

t, ex

pert

ise, s

kills

and

ex

perie

nce

£0Fa

cilita

ting

proj

ects

N/A

Big

Lott

ery

Mon

ey£2

06,0

00N/

AN/

A

Tota

l am

ount

of

inpu

ts =

£22

9,82

1

Tabl

e 1


Stag

e 3

Stak

ehol

ders

Des

crip

tion

Indi

cato

rSo

urce

Qua

ntit

y D

urat

ion

Fina

ncia

l Pro

xyVa

lue

Sour

ce

Youn

g Pe

ople

age

d be

twee

n 14

and

25

year

s att

endi

ng

Thea

treL

AB; D

igiL

AB,

Path

way

s or T

he S

teer

ing

Grou

p as

par

t of t

he

Colis

eum

The

atre

you

th

proj

ect

Part

icipa

nts d

emon

stra

te

thea

trica

l and

/ o

r te

chni

cal a

bilit

y.

Part

icipa

nts n

ow

empl

oyed

in p

erfo

rmin

g ar

ts in

dust

ry

Colis

eum

dat

a25

(10%

of

part

icipa

nts)

1Sa

lary

achi

eved

wor

king

in

per

form

ance

art

s in

dust

ry

£412

,500

Pros

pect

s.co.

uk

Enga

ge in

the

man

agem

ent p

roce

ssGa

ined

stra

tegi

c,

plan

ning

and

m

anag

emen

t exp

erie

nce

inte

rvie

ws

24 (1

2 se

ssio

ns

with

2 y

outh

re

ps a

t eac

h)

224

day

s as i

nter

n£1

324.

80UK

Min

imum

wag

e un

der 1

8

ww

w.g

ov.u

k

Dem

onst

rate

incr

ease

in

self-

confi

denc

eIm

prov

ed p

erfo

rman

ce

at sc

hool

Impr

oved

cha

nces

of

empl

oym

ent

Impr

oved

per

sona

l re

latio

nshi

ps

Inte

rvie

ws

62 (2

5% o

f pa

rtici

pant

s)Co

st o

f fut

ure

coun

sellin

g /

life

coac

hing

6 se

ssio

ns@

£40

/

sess

ion

£14,

880

BACP

201

2

Dem

onst

rate

incr

ease

in

colla

bora

tion

and

team

w

orki

ng sk

ills

Evid

ence

for C

V an

d UC

AS a

pplic

atio

n

Impr

oved

em

ploy

abilit

y ch

ance

s

Inte

rvie

ws

125

3Co

st o

f a d

ays t

eam

bu

ildin

g ex

ercis

e by

pr

ofes

siona

l com

pany

for

125

peop

le

£10,

000

Typi

cal p

rice

of te

am

build

ing

cour

se

Dem

onst

rate

har

d w

ork

and

com

mitm

ent

Evid

ence

for C

V

Enha

nced

em

ploy

men

t op

port

uniti

es

Refe

renc

e fr

om C

olise

um

Inte

rvie

ws

125

(50%

of

part

icipa

nts)

17

hour

s paid

wor

k x

1 da

y pe

r wee

k fo

r 12

wee

ks (m

in w

age)

£302

pp

£37,

750

UK M

inim

um w

age

unde

r 18

ww

w.g

ov.u

k

Dem

onst

rate

new

fr

iend

ship

sPa

rtici

pant

s sta

ted

that

th

ey h

ad m

ade

new

fr

iend

s

Incr

ease

in se

lf es

teem

Feel

mor

e po

sitiv

e

Inte

rvie

ws

125

1Ev

enin

g ou

t at c

inem

a w

ith re

fres

hmen

ts x

1 /

m

onth

£180

pp

£22,

500

odeo

n.co

.uk

Com

mun

ityNu

mbe

r of t

icket

sale

sTi

cket

sale

sCo

liseu

m d

ata

4227

3Am

ount

paid

if ti

cket

s w

ere

char

ged

for @

£5

per t

icket

£21,

135

Colis

eum

dat

a

Tota

l val

ue o

f im

pact

= £

520,

089

Tabl

e 2


3.2 The Themes Identified Related to the Stakeholder Experiences

3.2.1 Knowledge and Skills Related to a Career in TheatreTheatreLAB and DigiLAB encouraged young people to be involved in all aspects of the theatre from performance to using new technologies. Participants gained knowledge, understanding and skills related to theatre work.

The Skills Developed Include:• “acting in both drama and musical theatre”

• “gained confidence as a performer, now able to take more risks”

• “developed greater special awareness and stage presence”

• “gained a greater understanding of a number of audiences”

• “have developed technical skills…… stage management, sound and scenery”

Participants gained knowledge of the real world of theatre as opposed to purely theoretical knowledge. It was considered important to gain a working knowledge of the theatre industry and the day to day running of a theatre including an understanding of the practicalities and processes. One participant commented that although she had studied drama at school, she gained so much more insight into the real world of theatre by attending TheatreLAB.

A freelance actor/filmmaker who was involved in Pathways explained that he had made a film with the members of the group about the different routes available to accessing a career in the theatre and the different careers available in performance art. He explained that participants learned what it is like to be an actor, a director, a technician or a chief executive of a theatre and commented on the breadth and depth of knowledge gained by the individuals.

It was stated that by being involved in the programmes, participants received a good grounding and that enabled them to decide whether or not theatre work was something they wanted to pursue. Although the reasons for individuals wanting to attend the projects were varied (certainly not all joined as aspiring actors or with an interest in theatre technology) without exception the participants talked about the multitude of skills they have developed. The majority want to develop these skills in future at drama school and beyond.

3.2.2 Transferable Knowledge and SkillsWhilst the acquisition of theatre related knowledge and skills was seen as the most conspicuous outcome, a number of transferable skills were achieved as a consequence of attending the programmes. Given the age and experience of the participants these are skills which are pivotal to their overall development.

Transferable Knowledge and Skills Identified• Collaboration and Teamwork

• Hard Work and Sustained Commitment

• Resilience

“You can’t be lazy – you need oomph, drive and motivation”

Participant


• Understanding Organisations

• Confidence

• Developing Personal Qualities

• People Skills

• Making New Relationships

3.2.3 Collaboration and TeamworkWorking together was viewed as key to successful performances. A staff member commented on the supportive nature of collaborative working and that the participants were not just goal orientated.

One TheatreLAB teacher felt that the young people benefitted from “being part of something” a sentiment echoed by the participants who appreciated the importance of generating and sharing ideas, learning from each other and working together for the good of the production.

Another TheatreLAB teacher commented about everyone having a stake in the product and that everyone was part of the story.

“They learned that theatre is collaborative and not an individual effort”

The concern, raised before the start of the projects, that due to the nature of theatre some personalities would assume a controlling or dominant position proved unfounded.

One participant stated,

“No single person was over domineering or dominating. Everyone listens to each other and supports each other”

3.2.4 Hard Work and Sustained CommitmentThe participants said how they were initially surprised about how hard all aspects of theatre work is. However the work ethic of these young people was apparent and everyone ‘pulled their weight’.

“You can’t be lazy – you need oomph, drive and motivation”

A TheatreLAB teacher explained that in preparation for a theatre piece the 18 young actors involved had to work extremely hard. Rehearsals lasted from 9am until 10pm which gave an insight into the long hours worked by people in this profession. The participants had to be dedicated to sustain their commitment to the project over a long period of time. He praised the enthusiasm of the group and their tenacity.


“There were many positives, in fact all positives and no negatives”

A DigiLAB teacher stated that the participants were “focussed and committed” which did not surprise him due to the calibre of the individuals involved.

3.2.5 ResilienceThe theme of resilience emerged when discussing the process of pursuing a career in the theatre. It was acknowledged that for every acting opportunity there were many applicants and that attending auditions would often result in rejection. One aspiring actor stated that he had to be resilient.

“I’ve learned this is a hard job. Auditions are tough but you can’t take things personally if you are rejected. You just need to carry on.”

It was also recognised that everyone needed to be allowed to make mistakes at rehearsals without fear of humiliation or embarrassment. The participants commented on the skill of the teachers and mentors who ensured that rehearsals were a safe place and that individuals developed resilience through the rehearsal process.

3.2.6 Understanding OrganisationsUnderstanding the structure and management of the theatre was viewed as being a very important aspect of working in a theatre. The Coliseum Theatre offers young people the opportunity to be part of The Steering Group (TSG) to enable individuals to have an impact on the organisation.

A participant described the opportunity to attend board meetings as

“Rewarding and Brilliant!”

The participants identified knowledge and skills gained thorough involvement in this forum.

It was noted that prior to participating in this environment, some individuals were nervous and apprehensive about speaking to senior members of staff. However, as a consequence of their involvement they had gained confidence in interacting with board members, in public speaking and had also learned how to conduct themselves in senior level meetings.

One participant explained how he now sees the Coliseum Theatre in a different light – he now sees it as a business. He has learned more about organisational and business management which is knowledge he hopes to further develop for his future career.

A board member commented on the participation of the young people at board level:


“The people who are doing [The Steering Group] are doing really fine work. They have created an enthusiastic bunch of young people who are so dedicated. Some of the young people attended the board meeting. They delivered reports on what they were doing and also contributed suggestions aimed at the larger work that the Coliseum was doing. They came up with great ideas, wild ideas, ideas full of youthful imagination rather than practicalities. For example, some theatre spaces have been reconfigured as a result of their suggestions. There was one really dull space and they wanted new furniture and settees for that area. These suggestions were acted upon by the board and the result was a vast improvement. The space was reinvigorated.”

3.2.7 ConfidenceThis was a very clear and important benefit for the participants. All of the participants and staff commented on the gains in confidence and the participants acknowledge how this affected and improved all other areas of their lives.

Participants said that being on stage performing gave them greater confidence generally. They also thought that acting, rehearsing, planning and devising within a supportive environment gave them the confidence to express themselves and explore their ideas and their application.

The participants from The Steering Group who were members of the board also felt more confident in presenting their ideas at meetings and contributing to discussions on the strategy and direction of the Coliseum. There was increased awareness of the value and merit of their ideas and they were proud of the contribution they had made to the success of an important institution.

This experience and contact with senior staff and board members had given them greater confidence in conducting themselves in formal and new situations.

All of the participants thought they were more confident at college, work and home.

“I am much better at speaking and presenting in class” “better at answering questions”.

One participant noted that her Mum thought her

“much louder than she used to be”.

All of the tutors and mentors observed increased confidence among the participants. A Pathways mentor thought that the students

“ gained real confidence, even those who were very quiet.”

He saw this as a consequence of them gaining new skills in theatre and in working together

A DigiLAB tutor said that increased confidence was one of the transferable skills that the students developed and another Pathways tutor thought that they had


“gained confidence in what they were interested in”.

3.2.8 Developing Personal QualitiesAll of the participants saw their involvement as having a positive impact on their personality and outlook. One student talked of how it had helped him overcome his shyness while others mentioned being,

“more approachable” “happier” “more optimistic”

“more easy going” “very smiley” “a better person”.

Many of these changes had been noted by others close to them particularly parents.

One participant said that the experience had helped her to,

“learn how to learn”

and she was now much more aware of how tutors, mentors and fellow students could play an important role in helping her to develop personally and professionally.

3.2.9 People SkillsMany of the participants identified enhanced ‘people skills’ as a result of their acting and collaboration with others. One felt that she had a much

“greater understanding of character and motivation”

This helped her to be more empathic. She felt she could read people better and that this understanding could be useful in other settings. Prior to attending the programme she had felt intimidated and threatened by ‘difficult’ customers in her work in retail sales but now felt able to deal with challenging situations. These skills helped her in her teaching and mentoring roles.

She also felt, and this was shared by others, that she was more able to mix with a range of people and was now able to successfully negotiate any social situation.

Some of the participants commented on how the projects had helped them understand the importance of networking and had given them the opportunity so to do. They felt that they now had the confidence and skills to network effectively and considered this crucial for their future career whether in the theatre or elsewhere.


3.2.10 Making New RelationshipsAll of the students valued the positive impact the projects had on their social lives. All had made new friends and felt less isolated and, in one case, less shy.

The theatre now provided the main or sole friendship circle for many of the respondents.

One DigiLAB teacher also observed the forming of friendships within the groups and commented that this was a key transferable skill gained by the participants.

It is clear that, for many, the projects were the focus of their interest and activity outside of home and education.

“The Coliseum is everything”

Participant


Section FourConclusionsThe key findings illustrate the effectiveness of the Growing Stage project.

Based on Social Return on Investment methodology it is estimated that for every £1 invested in these projects there is a return of £2.26 in terms of social value.

The themes identified highlight the individual, institutional and social impact of the project.

It is clear from the themes identified that the project had a profound impact on the participants. There were clear gains in terms of drama and technical skills and knowledge and understanding of theatre career. These were important in helping participants identify a career in the theatre and defining the route to that career and in sharpening their ambition.

There were also important formative gains in transferrable skills and attributes. Participants were more confident in themselves, their ideas and interpersonal situations; had more friends; had increased resilience; were more positive; had greater commitment and dedication; and were harder working.

During the interviews the participants presented as enthusiastic and passionate about the theatre and their involvement in projects. They were strong advocates for the Coliseum and the role it plays in the community; for the quality of support and guidance on the projects; for the value of collaboration and teamwork; and the positive changes in themselves.

There was a positive change in the perception of young people by staff and management of the Coliseum. They now play an active role in many aspects of the theatre enhancing the accessibility of the Coliseum to young people in Oldham.

As a result of this the Coliseum is planning to embark on a number of new initiatives to reach out further into the community to marginalised and/or socially excluded young people.

University of Huddersfield Queensgate Huddersfield West Yorkshire HD1 3DH

Telephone 01484 422288

www.hud.ac.uk

Oldham Coliseum Theatre Fairbottom Street Oldham OL1 3SW

Telephone 0161 624 1731

www.coliseum.org.uk

Photographs by Andrew Billington and Lewis Wileman

an evaluation of the growing stage project · 2013-09-17 · an evaluation of the growing stage...

Documents