Creative Voices: MA Theatre for Community and Education Students Share Original Digital Projects
19 May 26
We are delighted to share and celebrate the work of our second-year MA Theatre for Community and Education students, whose latest creative projects highlight the curiosity, creativity and social engagement that lies at the heart of the course.
Created as part of the Creative and Cultural Learning module, the students’ digital essays are inspired by ideas, research and creative practice explored across their two years of study. Students were encouraged to rethink the traditional academic essay format – creating podcasts, videos and digital articles, rather than standard written pieces.
“These latest projects are a brilliant example of the MA Theatre for Community and Education spirit in action,” explains Dr Claire MacNeill (Maternity Cover for Head of Theatre for Community and Education), “They’re thoughtful, inventive and full of personality – exactly the sort of work that is needed to spark ideas and challenge outdated practices.”
Projects include:
- Summerhill: Rethinking Freedom and Learning, and micro-practices for real student agency by Rhiannon Ray
- Hot Girls Read Theory: Episode 1 – Wages for Housework by Nikita Beales
- Rehearsing Community: From Oppression into Liberation Through Theatre of the Oppressed by Elona Gagani
- We Are The World: An Analysis of David Diamond’s ‘Feedback Loops’ from Theatre for Living by Becci Smith
Drawing inspiration from thinkers, practitioners and movements including Augusto Boal’s Theatre of the Oppressed, David Diamond’s Theatre for Living, the Summerhill School approach to education and the Wages for Housework movement, these unique projects explore ideas around education, activism, community and socially engaged theatre.
Delivered part-time over two years, Mountview’s MA Theatre for Community and Education programme brings together performers, educators and creatives from a wide range of backgrounds. The course focuses on socially engaged arts practice and supports students in developing work that engages communities, challenges dominant theory and sparks conversation and change.
