EDUCATION PACK
ABOUT THIS RESOURCE
The Royal Lyceum Theatre Edinburgh is delighted to present this Education Pack to accompany our Christmas production of Treasure Island This resource has been designedtoprovideteachersandstudentswithpracticalexercisestoengagewiththestory andworldofTreasureIsland.Thepackfocusesonthreeprimaryareas:WorldBuilding, Character Development and Storytelling, reflecting the creative process that goes into developingourmainstageproductions.
Teachersandfacilitatorsshouldfeelfreetoworkthroughalltheexercisesorpickand choosethosethatbestsuittheneedsofyourstudents.Nooneknowsyourclasslikeyou do,sofeelfreetoadaptthegamesandexercisesasrequired;therearenolimitswhenit comestocreativity.
Themostimportantpartofthisresourceistoenableyourstudentstothinkcreatively, engage with performance and storytelling, and develop skills that will support them throughouttheirstudies.
Oh,andonelastthing HAVEFUN!
ontap
Ifyouarecomingtoseetheshoworhavealreadybeen,checkouttheamazingresource onTAP.
onTAP is a free digital resource for teachers and artists to facilitate discussions with childrenaroundtheatreanddanceperformances
The resource was developed by Imaginate, who produce the Edinburgh International ChildrenâsFestival,andwasdevelopedwithinputfromprimaryschoolsteachers.
IfyouareattendingTreasureIslandwithaclass,thisisanexcellentresourcefilledwith pre- and post-show activities to engage young people in discussions beyond the performanceitself
Youcanaccessthetoolviaimaginate.org.uk/ontap.
warm up games shark island
Ages:AllAges
Objective:EnergyBuilder/ListeningSkills
Preparation
Set out and name some âislandsâ around the roomusinghomemadeflagsorpiecesofpaper on the floor The names could be colours of locationssuchas:
FairyIsland
HauntedIsland
PartyIsland Nominateonestudenttostartoffasashark.
HowtoPlay
Studentsshouldwalkaroundthespaceinone direction at an average pace with the shark movingslowlyathalfthatpace
Everysooften,calloutthenameofoneofthe islands and all the students have to quickly makeittothesafetyoftheisland,beingcareful nottobeeatenupbytheshark,whocannow moveattopspeed.
Anyone whoâs caught joins the sharks, and whoeverisleftstandingbytheendisCaptainof theHighSeas
Variation:
Setstudentsintogroupsof3-4 Givethemthe option to find safety on any island, allowing only one group to an island As the game progresses,removeoneislandatatimeuntilone groupsurvives.
Ifyouhavenamed/themedtheislands,instruct studentstoexplore/reacttotheislandtheyare on.Forexample,iftheyareonahauntedisland, they might act scared or if they are on party island,theyshouldhaveadance
ahoy, mateys!
Ages:P4-7
Objective: Energy Builder / Listening Skills / PerformanceSkills
Preparation
Allyouneedisaclearspacewithnoobstaclesor triphazardsandaclearinstructionastowhere thekeyareasoftheshipare(asdetailedbelow) Forexample,thefrontofyourshipmightbethe dootoyourclassroomsowhenâBowâiscalled, allparticipantsmaketheirwaytothispartofthe room.Plus,someonetoactastheShipâsCaptain (Caller).
HowtoPlay
Studentsshouldwalkaroundthespace
Ifthecallersays-theneachstudentdoes:
âBowâ-gotothefrontoftheâshipâ
âSternâ-gotothebackoftheâshipâ
âPortâ-gototheleftsideoftheâshipâ
âStarboardâ-gototherightsideoftheâshipâ
âCaptainâscomingâ-stopwalkingandstandto attention,salutingtheCaptain
âAt Easeâ-relaxandcontinuetowalkaround thespace
âSeasickâ-headtothesideoftheâshipâanddo yourdutyoverboard
âJellyfishâ-getdownontheground,onyour back,andshakeyourarmsandlegsintheair
âRowboatâ-quicklyfindapartner(2students intotal),sitonthegroundonebehindtheother andârowâ
âOctopusâ-find7partners(8studentsintotal), gatherinacircleandhaveeachpersonstickaleg out
Variation
Feel free to come up with your own orders, maybe some of the students have thoughts on whatactionstheycouldadd
keeper of the treasure
Ages:AllAges
Objective:GoalOrientated/Focus/PerformanceSkills
Preparation
Theclassshouldbeseatedinacircle,onthefloororonchairs Somethingsmalltoactasthe treasureortreasurechestthatcanbeeasilyhiddenbehindastudentâsback
HowtoPlay
AsktheclassforonevolunteertobetheKeeperoftheTreasure.
TheKeeperoftheTreasureshouldsitinthecentreofthecircleandbeblindfolded.
PlacethetreasurenexttotheKeeperinthecentreofthecircle
Silently,selectonestudentontheshouldertobetheTreasureThief
Then,studentsshouldmaketheirwaytothetreasureandstealitfromtheKeeper,returningto theirplaceinthecirclewiththetreasurehiddenjustbehindthem
Oncethishasbeencompleted,theKeepershouldremovetheirblindfoldandguesswhointhe circleistheTreasureThief.
IftheKeeperselectstheTreasureThief,theyhavewonthegame.
YoucanplaythisgameinmultipleroundswiththecaughtTreasureThiefbecomingtheKeeper oftheTreasure
Variation:
YoucanplayavariationofthegamewheretheKeeperoftheTreasure(whilstblindfolded)must pointtotheTreasureThiefbeforetheymakeitbacktotheirplaceinthecircle
Anotherpossibleextensionisthatthethiefhastodoafulllapofthecirclebeforereturningto theirplace.
world building
Theexercisesinthissectionaredesignedtoprovidestudentswiththeopportunitytoimagineandbringto lifetheworldofpiratesandTreasureIsland.
discussion soundscapes
Ages:AllAges
Objectives: Focus / Creative Thinking / Listening/Cooperation
Preparation
Spacetosittogetherinacircle
WhatToDo
Before beginning the main exercises, this is a great opportunity to gage the studentsâ knowledgeofpirates,shipsandTreasureIsland.
Sitthestudentsinacircleandbeginbyasking questions to help facilitate the start of a discussion about pirates and spark their imaginations of pre-existing understandings Encouragefreediscussionbetweenstudents
Askopen-endedquestionslike:
Whatdoyouknowaboutpirates?
Whatdopiratesdo?
Whatdopirateslooklike?
Whatdopiratessay?
Howdotheygetaround?
Whatdotheylike/lookfor?
What do they do with treasure once they findit?
This is an excellent way to engage childrenâs creativethinkingandactsasasteppingstoneto getting up and embodying the role of a pirate andexploringtheworldofTreasureIsland.
Ages:P4-7
Objectives: Voice / Creative Thinking / Improvisation
Preparation
Spacetosittogetherinacircle
WhatToDo
Explaintostudentsthattheyaregoingtocreate theatmosphereofapirateshipwithsounds.
Ask someone to start making a noise, using either their voice or body to achieve this, without telling anyone what their noise is intended to be They must repeat their chosen noiseorphraseoverandoveragain
Movetothenextstudentandletthemaddtheir noise,andsoonaroundthecircleuntilyouhave afullsoundscape.
Askthestudentstoclosetheireyesandimagine wheretheyare.
Finally, ask the students what they heard and saw? What did the landscape, or seascape, look liketothem?
Variations
Youmaywanttostartthisexercisewitha1or2 other locations that students might be familiar with to start them thinking. Locations might include: CityCentre JungleorZoo SwimmingPool
Continuesoverleaf
soundscapes cont.
You can split the class into groups and give themdifferentlocationstoworkon Theycan thenperformthesebacktotherestoftheclass, with the other students guessing what each locationis
Youmaywanttoextendthisexercisebyinviting studentstochooseobjectstocreatethesounds, thoughrefrainfromusingmusicalinstruments. Instead,challengestudentstoconsiderhowan object might be used in different ways to contributetothesoundscape.Forexample: Tearingpapertosoundlikethecrunching ofsnow
Sittingonachairmightsoundlikecreaky floorboardonaship
Shakingabitofpapermightsoundlikethe windblowinginasail
fizzy fish
(AvariationofAlphabetObjectsorBuzzyBees)
Ages:AllAges
Objectives: Performance Skills / Movement / CreativeThinking
Preparation
Clear space with room for students to walk around.
HowtoPlay
Students should move around the space. Encourage students to imagine they are a fish swimmingthroughthesea
Tobeginwith,thefacilitatorshouldcallouta randomletterofthealphabetandeveryonehas fivesecondstomaketheshapeofanobjectwith theirbodywhichbeginswiththatletter
Afterfiveseconds,theyshouldfreeze Itdoesnât matter how correct the shape is Ask students aroundthespacetoguesswhateachotherare
Now that you have had a few rounds of this, bring in the idea of pirates, ships and the sea Start calling out things related to this, for example:
Anchor
Plank
Sail
Shipswheel
Puffin
Cannon
Ship
Shark
Jellyfish
Desertisland(ingroups)
Treasurechest
Treasuremap
Seamonster
Alternatively, you can continue to call out lettersandaskstudentstomakeashapethathas somethingtodowithpirates,shipsorthesea.
Youcanalsoaskstudentsforideasorletthem take turns being the caller to engage their creativity and explore their own knowledge of thestoryandworldofTreasureIsland
After a few rounds of making shapes, ask students to make a sound to accompany their shape.
Again, ask students around the space to guess whateachotherareandseehowmanyideasyou cancomeupwith
Variation
Oldergroupscandothisindependently,aswell aspartofagroup Whencallingaletteroritem, also call our a number, then students have to gatheringroupsofthatnumbertocreatetheir shape.
ship builders
Ages:AllAges
Objective:CreativeThinking/ArtisticDesignSkills
Preparation
Largeclearspaceandaselectionofitems/resourcestobuildaâshipâwith
WhatToDo
InTheLyceumâsproductionofTreasureIsland,theshipisbroughttolifeonstagewithfound objects,creatinganimaginativeandplayfulworldontheseas.
Inthisexercise,providestudentswithspaceandaselectionofresources(thiscouldbeanything fromdesksandchairs,tobitsoffabric,gymequipment,etc.).
Splitstudentsintogroupsof4-6andaskeachgrouptobuildashipoutoftheitemsprovided Encouragethemtothinkaboutwhatashiplookslike,whatyoumightfindononeandhowthey canusetheresourcesprovidedtodepictthis
Setatimelimitandaskstudentstotakeaplaceon/intheircompletedship
Takeeachgrouparoundthespacetoinspecteachothersâships.Askthemwhattheyseeineach ship, focusing on the different creative approaches to the design of each ship and how the resources have been used. Encourage discussion and constructive feedback between students, askingwhattheylikeandwhattheymighthavedonedifferently.
Variations
Ifyouhaveappropriateresources,youcanworkwiththewholeclasstocreateaninstallationofa shipinyourclassroom,givinggroupsofstudentsspecificareastoworkon
Nowthatyouhaveyourship,youcancombinethiswiththesoundscapesexercise,withstudents makingsoundsthatmightaccompanytheshiptodepictitgoingonajourney
creating character
Through this section, students will work to create their own pirate characters and develop their performanceskills.
sculpt - in pairs
Ages:AllAges
Objectives: Collaborative Working / Creative
Thinking/Physicality
Preparation
Spaceforstudentstoworkinpairs.
WhatToDo
Splitstudentsintopairsandnameonepersonas
TheSculptorandtheotherasTheClay
AskTheClaytostandinaneutralpositionas
The Sculptor slowly moves The Clayâs body into a new position to represent their idea of whatapiratelookslike.
Ifastudentdoesnotconsenttophysicaltouch,
The Sculptor may use verbal commands or demonstrate how they would like The Clay to move
The Sculptor can show The Clay facial expressionstocopy
Once the statues are complete, take The Sculptorsonanâexhibitionâsotheycanseeeach otherâs creations and ideas of what a pirate mightlooklike.
After this, swap The Sculptor and The Clay aboutsotheyeachhaveaturn.
During this exercise, you can also give The Sculptors specific situations or emotions for themtobuildintotheirsculpture Ideasmight include:
AngryPirate
ScaredPirate
ConfusedPirate
Piratesword-fighting
Piratesteeringtheboat
Piratemoppingthedeck
Pirateburyingtreasure
Andmore
Be careful not to let everyone hear these ideas (includingTheClays),thenotherSculptorscan trytoguesswhatisgoingoninthesituation
Variations
If the class have seen Treasure Island at The Lyceum, you could ask them to sculpt a character from the show, thinking about what theyhaveseenonstage.
If they are available, you could incorporate a selection of items or materials to explore how costumeandpropsaffectthecharacterisation
lead with your...
Ages:AllAges
Objectives: Performance Skills / Movement / Physicality
Preparation
Clear space with room for students to walk around
WhatToDo
Directstudentstowalkaroundtheroom.Now explain that you will call out different body partsthatstudentsaretoleadwithastheywalk.
For example, start with the nose Ask the studentstothinkaboutwhattypeofcharacter might lead with their nose Next ask them to lead with their stomach or toes Try a few rounds of these, encouraging students to be as exaggeratedaspossible
Next you can start to call out emotions that might shape how they walk, asking them to think about the speed they walk, the shape of theirbody,whattheymightleadwith,etc.
For the final round, ask students to start imaginingthemselvesasapirate,thinkingabout what you have discussed and explored about pirates, and how they might move What do they lead with? What are they feeling as they walk? Again, explore different levels of exaggeration,possiblyusingascalefrom1-10(1 =notveryexaggerated,10=completelyoverthe topandsilly).
Oncestudentshaveexploredthis,splittheclass into2groupsandhaveeachgroupwatcheach otheranddiscusswhattheysee.
the north wind blows
Ages:AllAges
Objectives: Performance Skills / Creative Thinking/Imagination
Preparation
Variation
Ask groups to create a frozen picture Each pirate must be âLed by â something, and the othergroupshavetoguesswhattheyareledby
Clearspacewithroomforstudentstowalk/run around
WhatToDo
This exercise is designed to help your students think more about their character in terms of physicality,likes/dislikesandbehaviours.
Throughoutthegame,askstudentstoimagine themselvesasapirateandrespondtothegame in character (This may be the character/pirate thattheycreatedinapreviousexercise)
Ask students to stand in a circle, with one studentstandinginthecentre
The student in the centre of the space (the Caller)announcesâTheNorthWindblowsfor anyone who...â, followed by a particular characteristic that a pirate might have. For example:
âThe North Wind blows for anyone who hasapiratehatonâ
âThe North Wind blows for anyone who likestoburytreasureâ
Everyone to whom that characteristic applies thenrunsintothecircleandswitchesplacewith someone else from the circle who shares the samecharacteristic.Asstudentsmoveaboutthe circle,askthemtomoveincharacter.
TheCallermustalsofindaplaceinthecircle, andwhoeverisleftwithoutaspaceinthecircle becomes the new Caller The game can be played for several rounds, enabling students to developtheircharacterasmuchaspossible
treasure chest
Ages:AllAges
Objective:CreativeThinking/Character
Preparation
Youwillneedsomethingtoactasatreasurechestandstudentsshouldhaveaccesstoitemstoact astreasuretoaddtothetreasurechest
WhatToDo
Askstudentstothinkaboutwhattheymightputinatreasurechestiftheywereapirate.
Studentsshoulddrawsomethingthatrepresentswhattheywanttoputintothetreasurechest-it doesnotmatterwhattheexactitemis.
Whendrawingtheitem,theyshouldincludeasmuchdetailaspossible
Whenputtingtheirdrawingsintothetreasurechest,theyshoulddescribewhattheiritemisand whyitissovaluabletothemasapirate
Oncethetreasurechesthasbeenfilled,closethelid
TIP:Youcanusethefilledtreasurechestinothergamesandexercises,suchasKeeperofthe Treasure(p4).
storytelling
Through this final section, students get a chance to put all their explorations of world building and characterdevelopmentintopracticebyperformingthroughgamesandstorytelling.
set sail for
treasure
Ages:P1-P3
Objectives: Storytelling / Creative Thinking / PerformanceSkills
Preparation
Spaceforstudentstoworkinsmallgroups.
WhatToDo
This exercise revisits one of the games already played, allowing students to approach them in character with a defined world and objective The familiarity of the games also enables students to fully immerse themselves in the exerciseandfocusontheircharacter,worldand story objective without getting too caught up learningnewrules.
ship builders
Begin by revisiting the Ship Builders activity Youcaneitherusetheship(s)youbuiltearlieror build a new one, with students encouraging themtobuildtheshipincharacter
Oncetheshipisbuiltineachoftheareas,ask the pirates to create a still image of something thatmayhappeninthatarea,creatingastoryas to why we â re moving to different locations on theship.Youcanextendthisfurtherbyasking thepiratestocometolifeinthatimagefor1530seconds.
ahoy, mateys!
Now everybody is on board, play the game Ahoy, Mateys!, but this time ask students to play the game in character as the pirates they havedeveloped,thinkingaboutthedifferent
areasontheship Remindthemtothinkabout theirbodyandhowtheymoveaboutthespace astheycompleteeachoftheactions.
After a few rounds of Ahoy, Mateys!, call out âLANDAHOY!â.
Tell the students they have arrived on a desert islandandmustnowtryandretrievetheburied treasure from a fearsome pirate This will lead youintothefinalgame,SneakyPirates
sneaky pirates
Ages:P1-P3
Objectives:PerformanceSkills/Focus
Preparation
Youwillrequireatreasure/treasurechestforthis gameandalarge,clearspaceforstudentsomove across.
WhatToDo
Choose someone to be the fearsome pirate hoardingthetreasure.Theyshouldstandatone endofthespacewiththeirbacktothetreasure chestjustbehindthem
Therestofthestudentsmusttrytosneakupand stealthepirateâstreasure
Fromtimetotime,thepirateasks,âWhoâstrying tostealmytreasure?âandthestudentsmustcall outâWEARE!âinapiratevoice.
Continuesoverleaf
sneaky pirates
cont.
When the treasure hoarding pirate thinks the otherpiratesaregettingclose,theyshouldshout âHANDS OFF MY TREASURE!â and start chasingthepiratesbacktotheothersideofthe space
Studentswhoarecaughtareoutandmusthelp createanobstacleinthespacefortheremaining players. The game continues until someone is sneakyenoughtostealthetreasure.
perform a story
Ages:P4-P7
Objectives: Storytelling / Creative Thinking / PerformanceSkills
Preparation
Spaceforstudentstoworkinsmallgroups
WhatToDo
As a class, ask the students to summarise back the key story points of Treasure Island in 6-8 sentences.
Take a note of each of these points on bits of paper,numberingtheminorderofthescenes. (Asummaryofthestorycanbefoundoverleaf forreference)
Note: Ifyouandthestudentscannotremember thestoryexactly,thatâsnoproblem Studentscan either use the summary provided overleaf or be creative and come up with their own story that utilises the characters they have created and the worldtheyhaveexploredinpreviousactivities.
Split the class into groups of 3-4 students and giveeachgrouponeofthebitsofpaperwitha keystorypoint.
Encouragestudentstoincorporatetheskillsthey haveexploredinpreviousactivitiesandhowthis mightinformtheirscenes,suchassoundscapes for the world, and the body language and physicalityoftheircharacters
If you have access to resources, why not let students use bits of props or costume in the performance.
Remind students that different things can be usedindifferentways,asdemonstratedinThe Lyceumâs production. Can they think of any examples?
Let each group perform their section of the storybacktotheclass,inorderofthestory
Extension
Withalltheworkthatâsgoneintothis,whynot share it with the rest of the school, or invite familyandfriendstowatchatanassembly.
treasure island key story points
the discovery of the map
Jim Hawkins finds and takes a treasure map fromanoldpirate,BillyBones,afterhisdeathat theAdmiralBenbowInnforReformedPirates
This map leads to buried treasure on a remote islandinOrkney
leith docks
Jimescapesfromagroupofpiratesaftertaking the treasure map He runs to Leith Docks, where he meets the Laird of Leith The Laird hearsofJimâsmapandofferstheuseofhisship, theHispaniola,togoinsearchofthetreasure. Together, Jim and the Laird recruit a crew for the journey with the help of cook Lean Jean SilverandherPuffin.Together,theysetsailfor Orkney
mutiny on the hispaniola
During the trip, Jim overhears Silver and her piratecrewplottingmutiny Thepirates,ledby Silver, attempt to revolt against Jim and the LairdoncetheshipreachesTreasureIsland,but luckilytheybothmanagetoescapetheship
the marooned pirate
LandingaloneonTreasureIsland,Jimbefriends themaroonedBenGunn,aformerpiratewho hasbeenlivingaloneontheislandforyears.Ben reveals that he has already found the treasure andiswillingtohelpJimgettoit
treasure island and the hunt for the treasure
Jim and Ben Gunn begin their search for the treasure,navigatingboththetreacherousterrain andthearrivalofthepirates TheLairdarrives
on the island and finds Jim. Together, they preparetodefendthemselvesattheBroch.
the battle for the treasure
AshowdownoccursbetweenJim,theLairdand the mutinous pirates The pirates win, taking Jimcaptive,butheeatsthetreasuremapbefore theycanstealitfromhim Meanwhile,theLaird escapes and swims to a nearby island for help whilstthepiratesforceJim,whohasmemorised themap,toleadthemtotheburiedtreasure.
the treasure is found
Whilst searching for the treasure, Ben Gunn helps scare off most of the pirates, leaving Jim and Silver to fight one last time However, togethertheyreconcile,becomefriendsanddig upthetreasuretogether,onlytodiscoverthereis nothing left Ben Gunn reveals that he has destroyed most of the treasure in various ways duringhistimeontheisland,includingburning the paper money to keep warm, writing SOS messages on the shore in gold coins, and even eatingit!
reformed pirates
Years later in the Admiral Benbow Inn for Reformed Pirates, Jim and all the pirates from thestoryprepareforChristmas,settingupthe decorations before Jimâs mum, Ma Hawkins, getshome Together,theysingChristmassongs
crafty pirates
Design your pirate! This is a great cool-down activity that encourages students to reflectonwhattheyhavelearnedandcreatedthroughtheactivities.Askstudentsto drawapictureoftheirownpiratecharacterandcomeupwithanameforthem
pirate name:
Pirate colouring in! StudentscanuseCostumeDesignerAlexBerryâssketchestodesign theirownpirateoutfitsfitforahighseasadventure
lyceum education programme 2024/25
AspartofourCreativeLearningprogramme,weofferarangeofopportunitiesforschools andteacherstoengagewithourworkandseasonshows.DesignedforPrimary,Secondary andHigherlevels,ourworkshops,toursandeducationpackssupporttheCurriculumfor Excellenceandoffercreativewaystosupportandenhanceyourexistingcurriculum
Abriefsummaryofourkeyoffersisavailableonthenextpage,oryoucanfindourmoreon ourwebsite.
workshops
DesignedforPrimary,SecondaryandHigherlevels,ourworkshopssupporttheCurriculumfor Excellenceandoffercreativewaystosupportandenhanceyourexistingcurriculum.
ChristmasisthemostwonderfultimeoftheyearatTheLyceumandwearedelightedtooffera rangeofworkshopstoenhanceyourpupilâsexperienceofseeingourChristmasproduction. Each75-minuteworkshopcanaccommodateoneclassandfeaturesarangeofinteractivedrama games, exercises and storytelling techniques that will allow pupils to explore the themes and charactersinoftheproductionaswellasbuildconfidenceandteamwork
Workshopsaresuitableforupper-orlower-primarylevelsandourexperiencedfacilitatorswill tailorcontenttoindividualneedsifyouhaveanyspecialrequirements
P1-3
Aguidedworkshopinwhichpupilswillcreatetheirownpiratecharactersandheadoffona swashbucklingadventuretorecovertheirlosttreasure!Exerciseswillfocusondevelopingskills inteamwork,problem-solvingandimagination.
P4-7
AguidedworkshopinwhichpupilsbecomethestorytellersofTreasureIsland,bringingthe storytolifethroughavarietyofgamesandchallenges Willtheychoosetochangethestory alongtheway,orstaytruetothetale?Exerciseswillfocusondevelopingskillsinteamwork, listeningandself-expression
Wealsooffercustom-designedworkshopsforbothPrimaryandSecondaryclassesonrequest. These aim to support studies across the curriculum and can cover anything from general performanceskillstoamorein-depthtopicorsubjectyouarestudying.Theycanbedesigned onaone-offbasis,orasaprogrammeacrossseveralweeks.
backstage tours
SomuchhappensbehindthescenesatTheLyceumandweâdlovetogiveyouspecialaccess!Our toursallowyoutogetupclosetoourworkbyexploringspacesnotusuallyopentomembersof thepublic ToursofthetheatreandourproductionworkshopatRoseburncanbearranged
OurCLPLsessionsaimtosupportteachersandeducatorsinusingdramaintheclassroomby developingconfidenceandequippingthemwitharangeofdramatechniquessothatthisform ofteachingandlearningcanbeembeddedwithintheirday-to-daypractice.CLPLsessionscan betailoredtoanylearningarea
get in touch
Ifyouhaveanyquestionsabouttheproductionohowtousethispack,orwouldliketo make an enquiry about booking a workshop or tour, get in touch with our Creative LearningDepartmentatlearning@lyceum.org.uk. Credits
LyceumCreativeLearningTeam
CreativeLearningProducer:KerrieWalker
CreativeLearningAssistantProducer:ConnelBurnett
CreativeLearningOfficer:LeilaPrice
SeniorCreativeLearningOfficer:HeatherJohns
PhotographythroughoutbyJessShurte
CoverdesignbyJedlyDesign
