Michael Appleyard, Founder and Director of Steppingstones Creative, a community non-profit organisation based in Salford shares with us details of their Access Funded project where young people worked in collaboration with an international poet and dance students from the local university to create meaningful art works.
Working in the Salford and Warrington area, Steppingstones Creative is dedicated to fostering the development of young people aged 11-25 with learning difficulties through creative expression. We have delivered Arts Award Discover and Explore for five years. Our young people have complex learning, social and medical difficulties and we use arts to support their personal and social development. We predominantly use visual arts, drama and movement in our work.
Project overview
We recently worked on an exciting initiative which brought together renowned international poet Mike Garry and Masters-level (MA) Dance students from the Salford University Dance Department to work with and inspire our group of young people. With support from the Arts Award Access Fund, the creative collaboration focussed on integrating poetry and movement, providing a unique creative platform for the project participants who were doing Arts Award Explore.
The project culminated in a movement performance staged as part of the M-Festival, held inside The New Adelphi Theatre at Salford University. The event highlighted the achievements of the participants and showcased the power of creative collaboration.
Project inspiration: Pace University visit
The driving force behind this project originated from a memorable visit to Pace University in New York, undertaken several years ago with a group of young people who have learning difficulties. During this visit, we were introduced to a unique access programme that took place within the university’s canteen. Pupils from the access programme were allowed to attend daily; engaging in assignments and absorbing the ambitious atmosphere that permeated the environment. It was an entry level access programme for vulnerable young adults, who had not acquired a qualification of any sort and who experience social disadvantage and low aspiration.
One of the most remarkable aspects of the programme was the opportunity for these pupils to select work experience placements and make use of various university facilities, simply by referencing the notice boards available to all students. Although these young people were not formally enrolled at Pace University, they were afforded the chance to experience university life firsthand. They participated in daily routines, embraced the aspirations and inspiration present within the university setting, and gained valuable insight into what it means to be part of a thriving academic community.
Creating the poem, ‘Soundbites’: Drama and creative writing workshop
The group’s initial activity for Explore Part A (Take part) involved the creation of their own poem, guided by the drama and creative writing expertise of international poet Mike Garry. This session was held inside Eccles Library, a fitting location for creative writing pursuits and aligned with the library’s aim to provide greater access for diverse community groups.
Augusto Boal’s Toolkit was employed to support the creative process. Augusto Boal’s Toolkit is a collection of participatory theatrical techniques, games, and exercises designed to empower marginalised people to analyse their realities and rehearse social change. To begin, participants were encouraged to recall and visualise significant events from their lives, such as trips to the funfair, family holidays, the aromas encountered on country walks, the presence of sunlight, and the experience of cycling home from the shop. These sensory and emotional moments were shared among the group, fostering a collaborative atmosphere and inspiring the poem’s content.
The poem, entitled ‘Soundbites’, gradually took shape through this exchange of personal memories and experiences. Ultimately, ‘Soundbites’ became the central piece for Explore Part C (Create) that the group later choreographed and interpreted through movement in their public performance.
Collaboration and experiences at The New Adelphi Theatre café
The group established the New Adelphi Theatre café as their central workspace, providing a welcoming environment for creative and collaborative activities. Within this setting, they had the opportunity to interview Sarah Lockwood, a dance lecturer, and her Masters-level dance students for Part B (Explore). This interaction proved invaluable, as Sarah shared her personal journey in dance, emphasising the importance of maintaining her body as a supple instrument for performance. She recounted her experiences performing at both national and local levels, her path to becoming a lecturer at Salford University, and her aspiration to achieve a Ph.D. and progress to Senior Lecturer status.
Sarah also provided insight into the operations of The New Adelphi Theatre and highlighted the University’s commitment to community access, including affordable ticket options for group members. The group then interviewed Molly, a Master’s Dance student, who described her journey as an emerging dancer rooted in the local area and her extensive experience performing in The New Adelphi Theatre. Molly expressed her preference for collaborative dancing but acknowledged the necessity of practising independently in the studios to excel. The dancers reciprocated by posing questions to the group, fostering a mutual exchange of experiences.
Rehearsal and performance of ‘Soundbites’
For Part C (Create), the group dedicated considerable time to rehearsing and developing their movement routines to accompany the poem ‘Soundbites’, utilising the dance studio facilities at The New Adelphi Theatre. This preparation was in anticipation of their participation in the dance festival, organised by the University’s dance department. The collaborative process between my group and the dance students was a source of excitement, as both parties exchanged ideas as equals, bringing professional aspirations to life within the inspiring environment of the theatre.
On the day of the performance, the presence of international poet Mike Garry elevated the event. He read aloud the poem that the group had collaboratively created, adding a unique dimension to the performance. Throughout the day, the students and my group refined their movements, synchronising them with the sound, pace and rhythm of his voice. The group, inclusive of all participants, performed their piece in the atrium to an audience comprising students, parents, and professional dancers. The experience of performing to the voice of an international poet made the day truly memorable for all involved.
Reflections on the performance
After the performance, group members shared their feelings and reflections for Explore Part D (Share). Many expressed the enjoyment they found of working upstairs in the studio and participating in the movement routines, and dancing itself was described as an enjoyable experience. Overcoming the ‘human obstacle’ was highlighted as a memorable aspect. Many group members were anxious about participating in a movement and dance project, especially collaborating with the MA Dance students. Individuals in the group highlighted the fact that they overcame ‘obstacles’ in order to participate successfully in the performance.
Participants also mentioned their appreciation for ‘everything’ about the performance day, including the structured dance routines, the opportunity to engage in movement, and the experience of taking on leadership roles. The overarching sentiment was a deep enjoyment of dance and being part of the collaborative process.
Image by Steppingstones Creative