Risky Business

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Method(s) Used

Deliberative Workshops (Methods)
Focus Groups (Methods)

Name of person who posted the project:

Dominic Potter

Location of project:

United Kingdom

Date when the project started:

2005

Date when the project ended/project ongoing:

2006

Background to project:

Risky Business was a schools theatre programme involving the assessment of risk in science and technology. It was developed to respond to a need for practical citizenship activity for older secondary school and post-16 students, linking science and society.
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The project began in January 2006 with the identification of a writer and the recruitment of performers and some students to help the creative process.
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Publicity and marketing materials were developed and in March 2006, a creative workshop was held at which the writer and project team interviewed scientists, government advisers and interest groups to further develop the play?s scientific themes.
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Schools and teachers were recruited to take part in the project and a professional course was developed for teachers to help them facilitate the dialogue with pupils. Rehearsals of ?The
Silencer? began in February 2007 and school performances took place during March in England, Scotland and Northern Ireland. A final special performance was held at Westminster, hosted by Defra. The data gathered was then analysed, a final report written and the project evaluated.
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Purpose of project:

The main aims of the project were to:
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*Increase awareness in students aged fourteen and over of issues of risk in science, specifically environmental risk related to climate change
*Increase students? ability to participate meaningfully in discussions about risk
*Enable teachers and students to contribute to the policy debate on climate change
*Encourage innovative teaching practices.
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Project activities:

The project centred around a play called ?The Silencer? which was performed by the Y Touring Theatre Company in 53 different schools for students aged 14-19. To maximise the experience, students took part in a discussion immediately after the play, which involved the actors remaining in character and being asked questions from the audience about the performance and about climate change in general. Students then voted on key questions using electronic voting handsets. Guidance notes and follow-up materials designed to fi t with the national curriculum were provided for teachers.
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Project results:

Most students clearly felt the performance and workshop were inclusive and engaging, and provided
a positive experience of discussing climate change in a meaningful way. Students? knowledge of the issues increased noticeably in some areas, particularly in the contribution of methane to climate change, which was discussed in some depth in the workshop.
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Many teachers were positive about using theatre and performance to engage young people with science issues and to find out their views on areas that are likely to have a direct impact on their lives. They valued aspects of the workshop and reported that the electronic voting handsets were particularly popular with students.
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The project collected thousands of data sets from young people that will provide Government with an extensive analysis of young people?s views on climate change and what they might want to see done about it.
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Contact details:

Project Manager:
Peter Finegold,
Isinglass Consultancy Ltd
Email: enquiries@isingconsult.co.uk
Tel: 020 7388 4084
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Links:
CSE Sheffi eld Hallam University:
www.shu.ac.uk/research/cse/
YTouring: www.ytouring.org.uk/
Isinglass Consultancy Ltd:
www.isingconsult.co.uk
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