LET’S PLAY
All images phogoraphed by Louise Coghill
Acknowledgements
This report was prepared for Barking Gecko Theatre by research agency Patternmakers. The authors would like to acknowledge the individuals involved in the Barking Gecko Ensemble program, including participants and their parents, and Barking Gecko teaching artists and staff. Particular thanks go to those who took the time to participate in this evaluation. Barking Gecko Theatre would like to acknowledge the generous philanthropic support of the Peter & Elizabeth Moore Foundation whose support enabled our Gecko Ensembles to expand to Kununurra and Karatha in 2017 and 2018. Barking Gecko Theatre would also like to acknowledge the support and expertise of their valuable team of teaching artists Anna Brockway, Vicky Biorac, Stevie Cruz-Martin, Renato Fabretti, Michelle Hall, Georgia King, Rani Middleton, Giulia Petrocchi, Christie Sistrunk, Mark Storen and Megan Wood-Hill. Barking Gecko Theatre and Patternmakers acknowledge the traditional owners of the land and the contribution of the Aboriginal and Torres Strait Islander peoples of Australia past, present and future.
About Barking Gecko Theatre
Barking Gecko Theatre is Western Australia’s locally cherished, nationally significant company that creates and tours world-class theatre for children and families. Its vision is to inspire audiences of all ages to embrace a creative life full of curiosity, empathy and play. For any questions, please contact Helen Hristofski, CEO & Executive Producer at Barking Gecko on helen.hristofski@barkinggecko.com.au.
About Patternmakers
Patternmakers is a research agency and insight service for arts and cultural organisations. It was established to inform, inspire and empower creative professionals with data. For any questions, please contact Tandi Palmer Williams, Managing Director on tandi@thepatternmakers.com.au.
›› Barking Gecko Ensemble Program Impact Evaulation
CONTENTS
06
Executive Summary
10
Introduction
12
Methodology
14
Gecko Ensemble Impact
26
Gecko Ensemble Environment
34
Case Study
36
Opportunities
40
Appendices
Background Launched in 2015, the Barking Gecko Ensemble program was
EXECUTIVE SUMMARY.
born from a belief that young people need spaces to find their voice and explore their creativity. Four years on, the time is right for Barking Gecko Theatre (‘Barking Gecko’ or ‘the Company’) to explore the emerging contribution of the program to the wellbeing of participants, and build on the growing body of knowledge in this area (see Case study). In December 2017, Barking Gecko commissioned arts research agency Patternmakers to evaluate its Gecko Ensemble program and the impact it has on the wellbeing of young people. This report explores the findings from research with Barking Gecko Ensemble program participants and their parents, including a survey of over 200 people (representing 24% of the program’s registered families) and a series of interviews with staff, teachers, parents and young people (see Appendix B and C).
Conclusion Overall, the results are promising for a relatively new program (2,330 enrolments since 2015). Confidence, working in a team, expressing their creativity and being able to connect with others are the most significant outcomes for participants. Over time, there are opportunities to: Reach more young people by actively approaching communities in a targeted way, identifying those with the greatest needs and strengthening relationships with schools across the State. Build on the current experience of participants by
9 in 10
considering operational changes such as dates,
Agree that the program supports good mental health.
times and age group breakdowns, offering larger bodies of work for older participants (Senior Geckos) that span more than one term, and strengthening the program’s connection with the arts community.
8 in 10
Advocate for the role of the arts in young peoples’
believe the Gecko Ensemble program makes Western Australia a better place.
lives, and explore future evaluation opportunities to build on this work.
My child has suffered from anxiety and seen a psychologist but really, the government can be saving
themselves a lot of money if they invest more in the arts.
Having a professional organisation like Barking Gecko legitimise
creativity – play – the stuff that
makes kids happy does make a difference.
Junior Ensemble parent Kwinana, 2016-2018
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07
Key findings In terms of participant outcomes and the Gecko Ensemble environment, the key findings are:
Gecko Ensemble’s help participants’ build
9 in 10 agree that the program supports
confidence, work in a team and express
good mental health
their creativity Most participants agree that confidence (84%), working in a
There appears to be a link between the length of time young
team (88%) and their ability to express their creativity (84%)
people participate in the Gecko Ensemble program and the
are the biggest things participants take away and back into
perceived impact on their wellbeing. Almost three-quarters
their life at home, at school and with their friends.
(73%) of those involved for three years feel the program has had a Very or Extremely positive impact, compared to 45% of
Program participants are also reporting positive impacts
those involved for one year only.
on their: Senior Geckos report more positive impacts and promising Sense of belonging and connectedness (69%).
results were seen in some of the program’s newer, non-metropolitan-based locations.
Ability to reflect on their own thinking (66%), share emotions (65%) and bounce back from
The Gecko Ensemble program is also inspiring a lifelong
challenges (64%).
love of theatre (85% agree), fostering the theatre-goers and theatre makers of the future. Whether today’s Geckos will
Friendships and the ability to empathise with
work in the arts or other industries, the skills and abilities
others (63% respectively).
they are developing are seen as highly transferable. Skills such as improvising and creative thinking will support Geckos
Geckos also feel that the program has a positive effect on
to adapt to the future of work, with jobs ahead of these young
their anxiety levels (48%).
people that today don’t yet exist.
8 in 10 believe the Gecko Ensemble
Barking Gecko staff and teaching artists
program makes Western Australia a
foster a safe space for young people
better place Within the boundaries of a safe environment, the student-led In a State so geographically vast and diverse, a program like
approach of the program fosters creativity, imagination and
this is seen as important, with its ability to broaden horizons,
self-expression. Young people feel they have a voice, with
encourage young people to step into someone else’s shoes,
48% of respondents agreeing that the program addresses
and make young people feel heard.
big issues in a supported way.
One parent shared, “My child has suffered from anxiety
Young people feel supported and encouraged by the teaching
and seen a psychologist but really, the government can
artists. The Gecko Ensemble demonstrates to young people
be saving themselves a lot of money if they invest more
that their voice is valued, and that they have an important
in the arts. Having a professional organisation like Barking
contribution to make, ultimately delivering on the mission of
Gecko legitimise creativity – play – the stuff that makes kids
the Company and honouring its namesake.
happy does make a difference.”– Junior Ensemble, Kwinana
2016-2018.
08
Gecko Ensembles are about performing, storytelling and improvising, without the pressure of professional practice The most common skill learned in the Gecko Ensemble is Performing, with 79% saying the program developed this skill Moderately, Very much or Extremely. Improvising (76%), Storytelling (75%), Character development (73%) and Technical skills (67%) were learnt by many. These skills are learnt without the pressures of ‘professional practice’ like audition preparations and end outcomes of building your portfolio and ‘landing ads’, which some have experienced in other theatre programs, and felt it wasn’t right for them. Other, however have serious career aspirations, and a desire for larger productions. Overall, 9 in 10 are satisfied with the program and are likely to recommend it to friends and family.
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09
INTRODUCTION. Background In December 2017, Barking Gecko Theatre (‘Barking Gecko’ or the ‘Company’) commissioned arts research agency Patternmakers to undertake an evaluation of its Gecko Ensemble program.
Barking Gecko’s vision is to inspire a creative life full of curiosity, empathy and play For nearly 30 years, Western Australia’s longest running professional theatre company has been creating and touring worldclass theatre for children and families. Its mission is to be a locally cherished nationally significant theatre company that creates transformational theatre for audiences of all ages. It currently reaches an average of 35,000 people a year, and since 1998 has seen 12,547 young Western Australians enrol in a Barking Gecko workshop. The Company has four overarching values:
Excellence
Innovation
Pushes theatrical convention, connect with
Embraces opportunities created by new
a range of respected artists across disciplines
technology when making theatre, running
and partner with all levels of the theatre
Creative Learning programs and when
industry.
increasing access to productions.
Access
Sustainability
Ensures that artists and audiences from a
Barking Gecko’s operations are underpinned by
diverse range of locations, circumstances
a strong business model to ensure its financial
and Culturally and Linguistically Diverse
future; it’s conscious of its environmental impact
backgrounds engage meaningfully across
and minimises that impact where possible;
all areas of the Company.
and aims to encourage the sustainable practices of those it interacts with over the long term.
10
The Gecko Ensemble program was born from the belief that young people need spaces to find their voice and explore their creativity The Gecko Ensemble program was established in 2015, following almost a decade of sporadic Barking Gecko workshop programming mostly in schools. The program is taught by Western Australian teaching artists through a series of weekly sessions with age-appropriate content. All content and teaching artist training is underpinned by the expertise of Barking Gecko’s Honorary Scholar, Professor Robyn Ewing AM, a world leader in Arts Education. Performance outcomes at the end of each term give parents and friends an insight into the work. See Appendix B for more detailed information. The program is currently available for three age groups: ɸɸ
Little Gecko Ensemble – for ages 5 – 7
ɸɸ
Junior Gecko Ensemble – for ages 8 – 12
ɸɸ
Senior Gecko Ensemble – for ages 13 – 17
Over the past 24 months the program has expanded much faster than anticipated, and in 2018 program enrolments will reach 2,330 (since 2015). The program is a user-pay model. The pricing structure of the program allows Barking Gecko Theatre to ensure this program is accessible across Perth, Outer Metro Perth and Regional WA. The program has grown from one venue, to five locations, including: ɸɸ
Broome
ɸɸ
Kalamunda
ɸɸ
Midland
ɸɸ
Kwinana
ɸɸ
Karratha
ɸɸ
Nedlands
ɸɸ
Subiaco
After two successful school holiday workshops in 2017 and 2018, the program will expand to Kununurra in term four 2018 and Mandurah in 2019.
The Company wishes to explore the potential mental health benefits for children and young people Building on the growing body of knowledge on the role of the arts in the mental health of children (Appendix A and B), this evaluation explores the question, “What impact does the Barking Gecko Ensemble program have on the wellbeing of young people?” The primary purpose of the evaluation was to establish and communicate the impact Barking Gecko’s Ensemble program has on young people. As the program develops over time, it is the Company’s intent to continue to collect meaningful information over time in a uniform way to continually improve, and build on the findings of this report. As a secondary purpose, Barking Gecko wishes to be a leader in better articulating the value of quality drama participation in the lives of young people in Western Australia and contribute to the growing body of national knowledge in this space. Like the Company’s namesake, Barking Gecko Theatre may be small, but it can have a loud voice.
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11
METHODOLOGY.
Approach The evaluation has been conducted in four key phases, beginning with Planning and Co-design in March 2018, progressing to Fieldwork in June and July, Reporting in August and concluding in October 2018.
1. Planning
2. Co-design
Understanding the program
Co-designing an appropiate
background and the participants
method with Barking Gecko team
An evaluation framework was co-designed to map out the project The evaluation framework includes a program logic for the Gecko Ensemble program, key areas of enquiry to explore and evaluation methods used to answer these questions. The key areas of enquiry for the evaluation are:
Program Creation and
ɸɸ
What is needed in the community?
Sustainability
ɸɸ
What is the cost and income associated with the program?
Participation and Reach
ɸɸ
What led parents/participants to first getting involved?
ɸɸ
Who is and isn’t participating?
Delivery Model
ɸɸ
What are the benefits and challenges of the current model i.e. Perth-based administrators, regional artist delivery?
Participant Outcomes
Artistic Experience
12
ɸɸ
What do young people get out of participating?
ɸɸ
How does the program support these outcomes?
ɸɸ
Is it possible to create a great actor using a strengths-based approach?
3. Fieldwork
4. Analysis & Reporting
Collecting data via mixed methods
Interpreting the data to identify
including interviews & survey
key findings and opportunities
The evaluation heard from over 200
Ensemble program parents and
people through interviews and an
participants are highly engaged, with 24%
online survey
responding to the online survey
The evaluation has included:
The Gecko Ensemble program email database has 917 unique contacts. The number of unique contacts, representing the
A series of workshops with Barking Gecko staff and
2,330 young people who have participated in the Ensembles
teaching artists
program to date, suggests significant repeat visitation and/or more than one family member participating in the program.
A series of interviews with 11 participants, their
The online survey was open for 19 days from Wednesday 25
parents, teaching artists and sector representatives
July to Sunday 12 August. It was promoted through email,
to understand the depth of impact, and design a
e-newsletter, social media and flyers. One quarter of past
quantitative instrument that is robust and appropriate
participant families (24% or 218) responded to the online survey. Two thirds (67%) answered every question.
An online survey of past and present Ensemble parents and participants to measure attitudes and
Refer to Appendix C for detailed information about survey
experiences and quantify the extent of impact
respondents, and how they have engaged with the Gecko Ensemble program.
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GECKO ENSEMBLE IMPACT. Participant outcomes Ensembles help young people work in a team and express their creativity Most felt the program had a Positive or Extremely positive impact on the ability to Work in a Team (88%) and Express Creativity (84%). The program gives young people an appreciation of working together in groups to develop ideas, with “an openness and expectation that everybody has some thought, perspective or understanding to offer” - Junior Ensemble and School
Holiday Workshops, Nedlands and Subiaco, 2015-2017. Young people expressed how good the program was in learning to “compromise with other people and get on with it to get the job done,” with one Junior Gecko acknowledging that “we know if our idea isn’t picked the first time, it might be picked another time.” Figure 1: The program's impact on the ability to...
Work in a team
9%
Express creativity
54%
11%
Reflect on own
45%
25%
thinking Share emotions
Bounce back from
N/A
45%
25%
challenges
Very Negative
49%
31%
Negative
39%
45%
28%
Empathise with others
33%
45%
Neutral
Positive
21%
20%
15%
18%
Very Positive
Source: Gecko Esemble program evaluation survey, 2018.
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A Senior Gecko shared: “[It taught me] how to work with others. I thought I was
Confidence, inspiration, a sense of belonging and friendship develop in the Ensembles program
good cooperating with people. But it turns out I needed an environment where we’re all so creatively charged to realise
The program has had the most positive impact on
that sometimes I have to be quiet, to stop and hear others
participants’ Confidence and Inspiration and motivation,
point of view. Not just one person leads.”
with 84% and 71% respectively indicating a Positive or Very positive impact.
Two thirds said the program helps to Reflect on own thinking (66%), Share emotions (65%), Bounce back from challenges
One parent said that the program has had “a general
(64%) and Empathise with others (63%).
influence on the social ease and confidence of my child” - Little Ensemble and Junior Ensemble, Nedlands,
One parent shared: “I observed [my son] having a constructive discussion with
2015-2016. A Senior Gecko shared:
his older brother and he was quite confident and able to find the right words to express himself.” - Junior Ensemble,
“It’s cliché but it’s helped me to come out of my shell.
Kalamunda, 2016-2018.
It really has. It’s expanded the way I talk. I just speak now. I’m not afraid of appearing weird. I’m just open. I think
A teaching artist shared their thoughts on the power of the
people appreciate that more. And it’s all thanks to the weird
program in developing empathy in young people:
people I’ve met. For better or worse.
“Looking at the way characters are developed and looking
Confidence in myself and who I am has skyrocketed.
at human psychology is a huge part of empathy and skills.”
Whether [or not] it’s because I’m around cool people and I make the connection, but it’s really made me not proud, but accepting... proud to own [me]. Because why not.” Many also identified positive impacts to their Sense of
“I observed [my son]
having a constructive
discussion with his older
brother and he was quite
confident and able to find
the right words to express himself.”
Junior Ensemble parent Kwinana, 2016-2018
Belonging (69%) and Friendships (63%). For some, the friendships and connections formed are transformational. A Senior Gecko shared: “Theatre relationships are so hard to describe. It’s such a unique caldron they’re formed in. You’re all working for such personal goals and reasons in a public space. You get to know each other so well, so intimately. It’s bizarre but so special. It’s sad that others don’t get to experience it, and have those relationships. It’s so much fun, it’s really great. A lot of laughs. I’m weirdly protective of it. I know [people who don’t attend are] missing out but I don’t want them here. It’s my thing, they’re my people.”
16
Figure 2: The program’s impact on…
Confidence
11%
Inspiration and motivation
Sense of belonging and connectedness
46%
23%
17%
19%
44%
36%
38%
Schoolwork
20%
52%
31%
Anxiety Levels
N/A
51%
24%
Friendship
38%
22%
59%
Very Negative
Negative
Neutral
12%
Positive
7%
Very Positive
Source: Gecko Ensemble program evaluation survey, 2018. Others mentioned the role the program has played in “accepting
what friendship should really feel like” - Junior Ensemble,
people’s differences” and understanding the value of
Nedlands and Subiaco, 2015-2017.
true friendships: The program encourages young people to develop a “broad “Our girl was feeling isolated and bullied by some "friends"
range of friends from many different ages and backgrounds.”
in primary school. While she didn't have contact with Gecko
For some, they had “never even realised or considered the
mates out of ensemble, the program helped her recognise
value of making such connections [before the program]”
- Senior Ensemble, Nedlands, 2016-2018.
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You’re all working for such personal goals and reasons in a public space. You get to know each other so well, so intimately. It’s bizarre but so special. It’s sad that others don’t get to experience it and have those relationships. Senior Gecko
18
Half feel less anxious because of the program 48% reported a positive impact on their levels of Anxiety. For some, this means that they feel more confident in social situations, and their ‘willingness to give most things a go’ has skyrocketed. Others sweat the small stuff less. One parent shared, “[My son] doesn't seem to get so worked up by things, he's calmer and finds it a bit easier to deal with pressure and doesn't let things bother him as much” - Junior Ensemble and Senior Ensemble, Kwinana, 2016-2018.
Impact on overall wellbeing 9 in 10 agree that the program supports good mental health 87% Agree or Strongly agree that the Gecko Ensemble
When asked why they felt the program had had a positive
program supports good mental health generally. When asked
impact on their wellbeing, one person said, “Just in general,
to think of their or their young person’s own wellbeing, over
[my daughter’s] overall happiness, creativity and mood has
half (57%) feel the Gecko Ensemble program has had a Very
changed at school and at home” – Little Ensemble and Junior
or Extremely positive impact.
Ensemble, Toodyay, 2017
One parent shared that “without doubt the Ensembles program
Another added that the program gave their child the “confidence
is fuelling a sense of belonging and wellbeing” - Little & Junior
and pride to help her get through life’s challenges” - School
Ensemble, Nedlands and Subiaco, 2015-2018.
Holiday Workshops, Kwinana, 2015.
Figure 3: Respondents who agree the Gecko Ensemble
Figure 4: The program's impact on participants’ overall
program support good mental health.
wellbeing.
46%
44% 41%
26%
14%
14%
6% 3%
N/A
Neutral
Very Negative
Slightly Positive
Strongly Disagree
Agree
Slightly Negative
Very Positive
Disagree
Strongly Agree
Neutral
Extremely Positive
Source: Gecko Ensemble program evaluation survey, 2018.
Source: Gecko Ensemble program evaluation survey, 2018.
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Senior Geckos report feeling a greater, positive impact on their wellbeing than other groups. 77% of Senior Geckos indicating the program has had a Very or Extremely positive impact, compared to 56% of Junior Geckos and 55% of Little Geckos. Figure 5: Impact on wellbeing by program. Senior Ensemble
11%
77%
Junior Ensemble
26%
Little Ensemble
56%
35%
Neutral or Negative
55%
Slightly Positive
Very or Extremely Positive
Source: Gecko Ensemble program evaluation survey, 2018. There appears to be a positive correlation between the number of years a young person participates in the Gecko Ensemble program, and greater positive impacts on their wellbeing. All respondents who have participated in the program for four or more years feel that the program has had a Very or Extremely positive impact on their wellbeing. Most (73%) participants of three years said the program has had a Very or Extremely positive impact on their wellbeing, followed by participants of two years (56%) and participants of one year (45%). Figure 6: Impact on wellbeing by number of years participated (low sample size, to be read with caution).
4+ Years of participation
3 Years of participation
2 Years of participation
100%
23%
73%
30%
1 Year of participation
56%
28%
Neutral or Negative
Slightly Positive
45%
Very or Extremely Positive
Source: Gecko Ensemble program evaluation survey, 2018.
20
There are promising signs that the more recent participants
her time [at Barking Gecko] and perhaps would have grown
in the regions are having the same experience as metro-
more with the program had we been able to fit it in our
based students.
schedule for more terms” – Little Ensemble, Nedlands, 2017.
For some however, the impact was less noticeable.
The very few people who felt the program had a negative
Some parents reflected on the short nature of their children’s
impact mentioned a specific experience. One parent shared
engagement with Barking Gecko, saying they didn't attend
that their son “felt left out and that the kids that were really
for very long. They went on to say that, “my daughter loved
good got favoured” – Junior Ensemble, Kalamunda, 2017.
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Life outside of Barking Gecko
singing after Barking Gecko and it probably gave him the confidence to give it a go” - School Holiday Workshops, Acting
9 in 10 agree that the Gecko Ensemble program inspires a love of theatre, which inspires play at home, other creative arts practices and some serious career
Up, Subiaco, 2014-2015. Another shared that the program has “had a very positive influence on [my daughter’s] writing skills, [and helping her to] get her ideas out” - Little Ensemble and Junior Ensemble,
aspirations
Kalamunda, Nedlands and Subiaco, 2015-2018.
Many (85%) Agree or Strongly agree that the program inspires
Since developing a love of theatre, some have some serious
a love for drama and performance. When asked about the
career aspirations. One person shared that their child has a
main thing they have taken away, one person said it was
“desire to incorporate this into their long term life and work
“a greater love for theatre and acting. Taking pleasure out of
goals, and an appreciation [because of the program] of the
performing in front of an audience and with a cast” - School
many skills that must be mastered to hope for a career in this
Holiday Workshops, Subiaco, 2017-2018.
area” - Little Ensemble and Junior Ensemble, Nedlands and
Subiaco, 2015-2018. Figure 7: Respondents who agree the Gecko Ensemble program inspires a love of theatre.
For some, the program has a positive 48%
effect on their schoolwork A third (29%) indicated that the program has had a positive
37%
impact on their Schoolwork. Figure 8: Respondents who agree the Gecko Ensemble program has had a positive impact on their schoolwork.
59%
10%
N/A
Neutral
Strongly Disagree
Agree
Disagree
Strongly Agree
22%
Source: Gecko Ensemble program evaluation survey, 2018.
7% 0%
Some take their Gecko Ensemble practices home, adding it to
0%
their “list of things to do with siblings or friends,” acting out Neutral
“little skits/plays with friends to entertain us at family
N/A
gatherings” - Junior Ensemble, Nedlands, 2015.
Very Negative
Positive
Negative
Very Positive
For some, the program has also translated into other creative practices. One parent shared that their son “started doing
Source: Gecko Ensemble program evaluation survey, 2018.
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23
Some referred to other creative studies including drama and
importance of mental health. My child has suffered from
visual arts, as well as more general aspects of school life,
anxiety and seen a psychologist but really, the government
including “becoming very good at public speaking’ and having
can be saving themselves a lot of money if they invest
‘the confidence to include humour in his presentations”
more in the arts. Having a professional organisation like
- Junior Ensemble, Subiaco, 2016-2017.
Barking Gecko legitimise creativity – play – the stuff that makes kids happy does make a difference.” – Junior
A parent of two Gecko Ensemble program participants noted
Ensemble, Kwinana, 2016-2018.
that “both children have gone on to do debating at school, the Ensembles program gave them confidence to get up in
Figure 9: Respondents who agree the Gecko Ensemble
front of an audience” – Junior & Senior Ensemble, School
program makes Western Australia a better place.
Holiday Workshops, Acting Up & Skilling Up, Subiaco, 2013-2016
43%
Many skills and abilities developed in the
34%
program will be crucial for the future of work While many program participants are not yet of age to reflect
19%
on the impact the program may have on their careers, many of the skills and practices learnt in the Gecko Ensemble program are considered essential to succeed when their time comes. One evaluation participant shared: “Half of the people in school now will be doing jobs that don’t exist yet. We need to develop creativity and inquisitiveness, and drama and arts education is so important in that. It doesn’t matter what job … [you need] good communicators
N/A
Neutral
Strongly Disagree
Agree
Disagree
Strongly Agree
– oral and written, team work and individual work, creative solutions to problems, people who have ability to research
Source: Gecko Ensemble program evaluation survey, 2018.
and interpret that research for the purposes of the project you’re working on…a broad understanding of world.”
An evaluation participant spoke of the role of youth theatre and the arts more broadly in providing access to different
Effecting change in Western Australia 8 in 10 agree that the Gecko Ensemble program makes Western Australia a better place
points of view, something crucial in the makings of good citizens: “We need to access worlds other than our own. This is particularly pertinent in Western Australia [because of geographic spread]. A lot of worlds are narrowing and that’s dangerous. We need to look at everyone else and their experience.
77% Agree or Strongly agree that the program makes Western Australia a better place. One parent emphasised
It’s important creativity and arts education is here, and a
the importance of the program on her child’s mental health:
solid program doesn’t just [teach] theatre skills but makes good citizens. It helps us to access, and encourages us
“I am not sure what this survey data will be used for, but if it
to access, other cultures and experiences especially when
is used to apply for further funding, please emphasise the
they’re not physically available.”
It’s important creativity and arts education is here [in WA], and a
solid program doesn’t just [teach] theatre skills but makes good citizens.
It helps us to access, and
encourages us to access, other
cultures and experiences especially when they’re not physically available.
Evaluation participant
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GECKO ENSEMBLE ENVIRONMENT. 9 in 10 agree that Barking Gecko staff and teaching artists create a safe environment
When asked about the Gecko Ensemble program environment, a teaching artist shared:
90% Agree or Strongly agree than the program staff and
“I think we’re replacing the micro community that used to
teaching artists create a safe environment for young people.
exist on the street in playtime for kids...[There’s a] seriously concerning mental health in kids. We’re wondering why,
One parent shared that from their child, the program offers
but I think there’s something in playing in a group in the
“a small group environment [that’s] positive, safe and calm
street, you understand other personalities and your place.
for my child to explore, express and act without feeling
That’s life. Understanding how to cope. It’s growing up,
self-conscious.” - Junior Ensemble, Kalamunda, 2016-2018.
it’s what it’s meant to be.
Figure 10: Respondents who agree staff and teaching artists
I’m there to temper things. But they work out their roles
create a safe environment.
on their own. They become very tolerant - people’s
56%
personalities or quirks, they get used to it. Then they start putting the boundaries on themselves.”
34%
Within the boundaries of a safe environment, a student-led approach fosters creativity, imagination and self-expression Many feel that the “great teachers really relate to the kids at
7%
their level” and give them the “freedom to be themselves.” One parent shared that “[It’s] very child focused/driven. The children were encouraged to use their imagination and N/A
Neutral
come up with ideas for their own show.” - Junior Ensemble,
Strongly Disagree
Agree
Nedlands, 2017.
Disagree
Strongly Agree A Gecko Ensemble participant added, “the teachers are kind
Source: Gecko Ensemble program evaluation survey, 2018.
26
and encourage you to do stuff you wouldn’t usually do.”
Encouraging young people to “contribute their own thoughts
Figure 11: Respondents who agree the Gecko Ensemble
and ideas makes these Ensembles highly creative and unlike
program addresses big issues in a supported way.
any other drama/theatre programs which are a bit more traditional.” - Junior & Senior Ensemble, School Holiday
32%
Workshops, Subiaco, 2014-2018.
32%
Half agree that the program addresses big issues in a supportive way 17%
The Gecko Ensemble program allows young people to explore big issues using their imagination and creativity in a
11%
productive way, “rather than being consumers.” One parent shared: “it allows them to be part of the process in a safe and guided environment where their insight and commentary of the world around them is valued.” - Little & Junior Ensemble,
Nedlands and Subiaco, 2015-2018. One parent with children in the Junior and Senior Gecko
N/A
Neutral
Strongly Disagree
Agree
Disagree
Strongly Agree
Ensemble program understandably felt that “the material [the Seniors] do is probably a lot more deep, deeper meaning.”
Source: Gecko Ensemble program evaluation survey, 2018.
“I’m there to temper things. But they work out their roles on their own. They become very tolerant –
people’s personalities or quirks, they get used to it. Then they start putting the boundaries on themselves.” Teaching Artist Barking Gecko Ensemble Program
›› Barking Gecko Ensemble Program Impact Evaulation
27
Teaching artists create this environment feeling empowered by the support Barking Gecko staff provide One teaching artist shared: “A lot of places can be prescriptive in how they conduct training, they have a strict curriculum. They are strict and untrusting. I find Helen and Matt incredibly supportive in terms of being open and very approachable. [They are] prescriptive only to the point of making it relevant, and finding a way to connect. The professional development days are fantastic. They are so open with what we do with it, but give us training on what we can do. They won’t hire unless they trust you to make those decisions.”
Most seek out the Gecko Ensemble environment to do something fun outside of school, to build skills or because of their interest in theatre Most became involved in the Gecko Ensemble to do something fun outside of school (96%), and to build skills (96%). Many had a significant interest in theatre (57%), while some had a little bit of interest (37%). Half (56%) were recommended by friends, family or teachers. Figure 12: Reason for first becoming involved in the program.
Wanting to do something fun outside of school Wanting to build skills
An interest in theatre
Wanting to spend time with like-minded people
4%
27%
4%
69%
31%
6%
Career aspirations
37%
Not at All
34%
51%
44%
friends, family or teacher
57%
37%
15%
A recommendation by
65%
27%
36%
A Little
29%
28%
A Lot
Source: Gecko Ensemble program evaluation survey, 2018. Some parents mentioned their desire to give their children an “opportunity,” with one parent commenting saying they first became involved because they were “made aware of the power of drama to build my child's confidence in a way that other extracurricular activities couldn’t, whilst also offering a place where they could feel part of something, be led by professionals and to feel comfortable and welcomed.” - School Holiday Workshops, Subiaco, 2017 and 2018.
›› Barking Gecko Ensemble Program Impact Evaulation
29
Thank You Barking Gecko! Your Ensemble teaches our daughter‌ all the while encouraging and supporting her. She has found acceptance and an enlightenment beyond the limitations of the schoolyard. Senior Ensemble Parents Nedlands, 2016-2018
30
Another said, “[the Ensemble program is] another world out
Fewer are driven by career aspirations and
there, outside everyday home and school. It’s something
in fact appreciate and respect the value
we never saw as children that we wish we had. It was just
placed on ‘the Ensemble, not star making’
traditional school and sport.” Less (28%) were significantly motivated by career aspirations, Some noted that this opportunity wasn’t always available,
while 36% were slightly motivated by this reason.
depending on the school they attend or the local area in Many mentioned the difference between the Gecko Ensemble
which they live. One parent shared:
program and other programs they’ve tried, which are often “Thank You Barking Gecko! Your Ensemble teaches our
‘more focussed on the end result, doing a show, getting
daughter… all the while encouraging and supporting her.
another line on your resume’.
She has found acceptance and an enlightenment beyond the limitations of the schoolyard.” - Senior Ensemble,
One person shared:
Nedlands, 2016-2018. “It’s an environment for children to explore an avenue in 85% sought to spend time with like-minded young people
their life that isn’t going to be commercialised. All other
and feel that the program delivers. One parent shared,
programs seemed to be start, then make a portfolio, then
“the students that attend are like minded. They are all creative,
do advertisements.
driven, interested and so very supportive of each other.” – Senior Ensemble, Nedlands, 2016- 2018.
Barking Gecko is a lot more about developing yourself and how you work with other people, connect with others
Another agreed, saying that their son “looks forward to
around you.”
attending these programs every term with like-minded children that embrace and encourage each other which is
Another said that they “just wanted a creative outlet,
lovely to see.” - Senior Ensemble, Kwinana, 2017-2018.
not being pushed in a direction.”
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31
Performing, storytelling and improvising are key skills learned across the three Gecko Ensembles, though Seniors place greater importance on professional practice The most common skill learned in the program is Performing, with 79% saying the program developed this skill Moderately, Very much or Extremely. Improvising (76%), Storytelling (75%), Character development (73%) and Technical skills (67%) were learnt by many. Figure 13: The program’s impact on development of key skills.
Performing
14%
Storytelling
4%
Improvising
25%
16%
4%
Technical (such as stage,
8%
voice and body work)
23%
19%
Professional Practice
N/A
Not at all
Slightly
19%
31%
24%
Moderately
14%
36%
24%
33%
(such as audition techniques)
14%
34%
23%
17%
18%
40%
21%
17%
Character Development
36%
13%
Very Much
12%
10% 6%
Extremely
Source: Gecko Ensemble program evaluation survey, 2018. The Ensemble program “really makes them think about who
performances. What they do in real performances and
they are [playing] and how to portray the characters” compared
what to do on stage with lights.”
to other youth theatre programs. One parent shared, “the first drama group [she was in] was more fun. [At Barking Gecko],
“[They] taught me how to talk in front of audiences.
the depth of material, you could see the difference.”
We did a term on physical comedy, [how to] take confrontational eye contact awkwardness, creating
Young people who participated in the evaluation could clearly
comedy, diffusing a situation, pointing the finger back
articulate specific examples, including:
at people.”
“Group activities and projection and vocal exercises
Professional practice (29%) was the skill the smallest number
and movement exercises, character building…different
of participants learnt during their time at Barking Gecko.
acting techniques, dissecting each part of the play.”
This reflects the focus and nature of the Little and Junior Gecko Ensemble groups, noting that professional practice is
“We work on how to use our bodies to make a story and how to get our ideas in the story.” “[They] usually help you learn about how to do
an area of greater focus for Senior Gecko Ensemble groups.
Program satisfaction Overall, 9 in 10 are satisfied and would recommend it to others 87% are Satisfied or Very satisfied with the Ensemble program,
One parent shared:
and 85% are Likely or Very likely to recommend the program “The program is the one activity that [my son] ALWAYS
to friends and family.
wants to attend - there is never a week where he tries to Of those who are satisfied, 55% are Very satisfied with and
justify non-attendance. Each week our child comes away
Very likely to recommend with the program to friends and
energised, full of stories and thoughts, keen to discuss
family, 32% and 30% are respectively Satisfied and Likely.
topics that were covered or describe activities undertaken.”
Figure 14: Satisfaction with the Gecko Ensemble program.
Figure 15: Likelihood to recommend the Gecko Ensemble program.
55%
55%
32%
30%
10%
8%
Very Dissatisfied
Satisfied
Very Unlikely
Likely
Dissatisfied
Very Satisfied
Unlikely
Very Unlikely
Neutral
Neutral
Source: Gecko Ensemble program evaluation survey, 2018.
Source: Gecko Ensemble program evaluation survey, 2018.
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33
Case study: Kununurra Youth Hub
CASE STUDY.
From free school holiday workshops to launching the Gecko Ensemble program: getting to know a community & generating interest An invitation from Kununurra In Kununurra, welcoming Barking Gecko to the area was needs driven. In 2017, Save the Children invited Barking Gecko to run a school holiday workshop at the Kununurra Youth Hub. Two workshop streams were run over the course of the week, including one specifically for Save the Children. Some interest from the local school in promoting the program saw five or six young people attend regularly. However, fluctuating attendance made it difficult. Education Manager Hannah Smith said, “some days the numbers were there, others they weren’t. At the Kununurra Youth Hub, kids can walk in and out as they wish, and unfortunately the space didn’t lend itself to encouraging workshop participants to stay in class.”
“For such a small town and in less than a year, it was a complete change from the first visit.
Those who attended regularly were able to do a small performance at the end for friends and family.
Barking Gecko’s second visit In 2018, Barking Gecko visited Kununurra a second time.
Word got out.”
Again, a week-long school holiday workshop program was offered at no cost to encourage participation and generate interest.
Hannah Smith
Barking Gecko found a local teaching artist to work with.
Education Manager at Barking Gecko
Working together a second time saw Barking Gecko and Save the Children adapt, and learn from their experiences in 2017. This include talking about the importance of regular
34
attendance for the program’s outcomes, and it paid off.
I thought it would be fun. I liked being involved in similar
Hannah shared:
programs when I was young.”
“We saw better engagement and levels of concentration,
Respondents also saw the program as an opportunity for their
the focus throughout the week developed, and we saw
children to build skills, spend time with like-minded people
more kids coming out of their shell. Save the Children
and “use their imagination.”
youth workers shared how they had never seen the kids concentrate and sit down for 30 minutes before.”
Participant outcomes
A change in school principal also made a significant difference. In 2018, the Kununurra District High School came
All four parents who responded to the survey felt the biggest
on board and as a result approximately 25 young people,
positive impacts of the program were on their children’s
mainly from this school, participated.
ability to express their creativity, and work in a team.
Hannah shared, “for such a small town and in less than a year,
“It’s a way to express yourself, it is about emotions and how
it was a complete change from the first visit. Word got out.”
to express them to convey a message which is important
A parent of a workshop participant added:
in life. Great for kids to learn to perform and play through performing.”
“My children love acting and when we saw the holiday program advertised in the school newsletter we jumped at
They also felt that the program had a positive impact of their
the chance to give it a go.”
sense of belonging and connectedness, their inspiration and motivation and friendships.
Four parents or carers of Kununurra workshop participants responded to the survey. All four were interested in the program as something fun for their children to do outside of
Launching the Ensemble program
school. One parent shared: As a result of this engagement, Barking Gecko is launching “There are few opportunities and limited variety of
the Gecko Ensemble program in Kununurra in term 4, 2018,
extracurricular activities to participate in in Kununurra.
with 19 participants currently enrolled.
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35
OPPORTUNITIES. Reaching more young people Actively approaching communities could accelerate the current delivery model in a targeted way There is an opportunity for Barking Gecko to proactively grow
In June 2016, Rani joined Barking Gecko as a teaching artist.
its current delivery model, identifying areas where needs
In Broome, the program has seen 96 young people enrolled
exist and approaching local governments, schools and arts
to date.
and culture venues. To date, there has been no single way relationships have formed, and the Gecko Ensemble program
In Karratha, the expansion of the program was venue driven,
has been established in communities.
with the Karratha Red Earth Arts Precinct opening in 2018. Since July 2018, there have been 24 students enrolled in
In Broome, starting up the Gecko Ensemble program was
the program.
led by local teaching artist, Rani. Rani was first introduced to Barking Gecko through its theatre productions, which
As shown in the Case Study, in Kununurra, the experience
had toured to Broome every couple of years, and Rani was a
was different again, seeded in partnership with local service
drama teacher at a local school.
provider, Save the Children.
36
Identifying locations with the greatest needs could increase impact
“The costs of travelling into the city is three times higher than to a local nearby venue. [We know that] capacity to pay the enrolment fees is also impacted by the lower income
There is an opportunity to reach more young people from
levels for families in these areas.”
a diverse range of backgrounds, including those in outer metropolitan Perth and regional communities. Two thirds
As is the case in many outer metropolitan areas across
of survey respondents agree that the Gecko Ensemble
Australia, there is likely a lack of arts and culture funding in
program is accessible to young people from a diverse range
outer metropolitan Perth – where arts organisations often
of backgrounds.
don’t qualify for metropolitan or regional funding.
Figure 16: Respondents who agree the Gecko Ensemble
Barking Gecko wishes to sustainably scale the program
program is accessible to young people from a diverse range
to outer metro Perth and regional centres in the future,
of backgrounds.
however building relationships and capacity on the ground,
33%
in local communities, takes time and resources.
34%
Knowing the investment required in the first few years to establish the Gecko Ensemble program in a new location, the Company acknowledges that new investment is almost
15%
certainly required.
9%
Strengthening relationships with schools could extend Barking Gecko’s reach N/A
Neutral
Strongly Disagree
Agree
Disagree
Strongly Agree
beyond what’s currently possible Two thirds (69%) of survey respondents agreed that there is an opportunity to reach more young people through activities
Source: Gecko Ensemble program evaluation survey, 2018.
with schools.
Half believe there are exciting opportunities to reach
One parent shared, “perhaps there are collaboration
disadvantaged communities and increase the cultural
opportunities with high schools to break down the perception
diversity of program participants (48% and 46% respectively),
of drama and theatre.” – School Holiday Workshop & Acting
while one third (39%) of survey respondents feel that there is
Up, Subiaco, 2014-2015.
an opportunity for there to be more Gecko Ensemble program A Barking Gecko teaching artist feels that Barking Gecko can
locations across Western Australia.
reach more young people than is possible through its Gecko When asked about where Barking Gecko could have the
Ensemble program model, by spreading the word about the
biggest impact next, Barking Gecko CEO and Executive
Company’s education programs for teachers.
Producer Helen Hristofski says, “outer metropolitan Perth, and regional centres that have some kind of existing cultural
They said:
infrastructure. Western Australia is a vast state and we have to be innovative in how we approach our state-wide remit.”
“I don’t think schools are aware that we run tailored workshops. Teachers need to know a type of professional
Outer metro Perth is home to 75% of Perth’s population base
development can be us coming [to them]. We can only
and has a high concentration of children and families of lower
reach as many kids as we can see in the current model.
social-economic advantage. Helen shares:
But reaching out to teachers means we reach their kids, too.”
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37
Opportunities for current participants There are opportunities to consider when and how the three current streams of the program work. Some mentioned the desire for more date and time options to choose from, to avoid missing out because of competing priorities. Others felt the Junior & Senior Ensemble age groups were too broad, with one survey respondent noting that, “developmentally, socially and emotionally there is a big gap.” – Senior Ensemble, Kwinana, 2014. Another highlighted that the relatively “small age difference in students in Junior Ensemble actually means a massive difference in thinking styles.” – Junior
Ensemble, School holiday workshops, Nedlands, Subiaco, 2015-2017. For some, there is a desire to “have more of a production, say once a year, that we could really sink our teeth into.” Senior Geckos mentioned this in particular. One shared: “It’s the little bits that makes Barking Gecko special and unique, but personally, I would enjoy something bigger to work in a more ‘professional’ way with people I’ve connected with...They are so talented and I would love to really do something proper with them. I haven’t really been given that opportunity with Barking Gecko yet.” There may also be opportunities to strengthen participants’ connections with the arts community. One respondent feels there could be more opportunities “for the geckos to attend live theatre i.e. WAPPA & BGT’, as well as ‘offer gecko leadership programs, so it feels like they are part of an arts community.” – School holiday
workshops, Subiaco, 2017-2018.
Advocacy and future evaluative work There are opportunities for Barking Gecko to be a leader in Western Australia and in the youth arts sector, by sharing its learnings and approach to content, the Company’s delivery model and its areas of impact, including the role the arts can play in the lives of young people. There is an also an opportunity to stay in touch with Gecko Ensemble participants over time, and build on this evaluation.
38
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39
APPENDICES Appendix A: Barking Gecko Theatre, with the support of Telethon Kids
children and young people from a diverse range of backgrounds.
Institute conducted a review of current academic research
Positive outcomes documented in the studies included:
around the correlation between arts participation and children’s wellbeing
Having a purpose, feeling valued, and developing a sense of confidence, achievement, and responsibility
Participation in Performing arts: Promoting wellbeing and resilience among children and young people
(Ennis & Tonkins, 2015; Kemp, 2006; Salmon, Orme, Kimberlee, Jones, & Murphy, 2005; Wright, John, Alaggia, & Sheel, 2006) Providing opportunities to develop creativity and self-expression (Kemp, 2006; Wright et al., 2006)
An established body of research indicates that involvement in the arts plays a significant role in supporting wellbeing and
Improving emotional awareness and skills in
resilience among children and young people. Wellbeing is a
self-regulation; increasing experience of positive
multi-faceted construct and refers to intrapersonal outcomes,
emotions and life satisfaction (Ennis & Tonkins, 2015;
such as creativity, empathy, happiness, and optimism, as well
Martin et al., 2013)
as interpersonal outcomes such as social connectedness and community engagement (Cummins, Eckersley, Pallant,
Enhancing social skills, prosociality, friendships, and
van Vugt, & Misajon, 2003; Park, Tsukayama, Goodwin,
capacity for team work and conflict resolution (Salmon
Patrick, & Duckworth, 2017; Toner, Haslam, Robinson,
et al., 2005; Wright et al., 2006)
& Williams, 2012). Resilience is a component of mental wellbeing that enables young people to positively adapt and recover
Developing a sense of identity, inclusion and
from adverse life events (DiClemente, Santelli, & Crosby,
belonging (Ennis & Tonkins, 2015)
2009). Community-based programs that engage children and young people and build their wellbeing and resilience
Increasing problem solving skills and autonomy
are particularly valuable as a means of preventing later
(Grunstein & Nutbeam, 2007)
mental health difficulties (Macpherson, Hart, & Heaver, 2015). This is especially important given that adolescence and early
Promoting academic engagement (Martin et al., 2013)
adulthood is a peak age of onset for mental ill-health (Kessler et al., 2005).
Preliminary evidence also supports the value of performing arts and theatrical play with “at-risk” children (Folostina
What does the evidence tell us?
et al., 2015; Goldstein & Lerner, 2018; Wright et al., 2006). For example, Folostina et al. (2015) found that children with challenging behavior and low school engagement
Zarobe and Bungay (2017) conducted a review of studies
who participated in play and drama sessions became more
investigating the impact of arts activities on mental wellbeing
self-confident and less likely to display disruptive behaviours.
and resilience among children and young people (11-18 years).
A trial of dramatic play games with young children of low
Six of the studies they reviewed found that participating in
socioeconomic status, Goldstein and Lerner (2018) found that
performing arts and drama promoted positive outcomes for
engagement in dramatic play uniquely improved children’s
40
emotional control. There is also evidence to support the use
where they can connect with peers and feel a sense of
of theatre programs to promote wellbeing and socioemotional
empowerment and achievement (Bungay & Vella Burrows,
functioning among children with neurodevelopmental
2013). Through interacting with others, children and young
concerns such as autism spectrum disorder (ASD). In a series
people develop self-awareness, and social cognitive
of studies, children with ASD who participated in the Social
capacities such as empathy and reciprocal responding
Emotional Neuroscience Endocrinology (SENSE) theatre
(Corbett et al., 2016).
intervention demonstrated reductions in social anxiety as well as improved social skills, including social awareness,
In turn, these capacities promote social competence and
theory of mind, and memory for faces (Corbett, Blain,
connections with others, as well as giving young people to
Ioannou, & Balser, 2017; Corbett et al., 2011; Corbett et al.,
learn about themselves, be exposed to positive role models
2016; Corbett, Qualls, Valencia, Fecteau, & Swain, 2014).
and develop a positive self-identity (Zarobe & Bungay, 2017). Additionally, engagement, learning and challenges
Given that at-risk children and youth are vulnerable to
that emerge through performing arts participation can
compounding mental health difficulties and barriers to
promote openness to new experience, support young
participation in education, employment, and community
people to experience a sense of meaning and encourage
activities across the lifespan, these studies provide important
problem solving, initiative, and self-efficacy (Grunstein &
evidence of the potential for theatre-based interventions to
Nutbeam, 2007; Schmidt, Shernoff, & Csikszentmihalyi, 2014).
prevent adverse trajectories in at-risk youth. Theatre-based
Together, these experiences can promote core components
interventions can also be used to target specific health and
of resilience and wellbeing across the life course.
wellbeing outcomes among children and young people. For example, there is evidence to support the effectiveness of community-based theatre programs for suicide prevention (Keller, Austin, & McNeill, 2017; Keller & Wilkinson, 2017),
From individual wellbeing to community wellbeing
supporting self-management of chronic conditions (Kupper, Peters, Stuijfzand, den Besten, & van Kesteren, 2018),
In addition to optimizing positive outcomes for children
and improving knowledge and attitudes about healthy
and youth, performing arts programs can have broader
eating (Bush et al., 2018; Keller et al., 2017) and sexual
benefits for communities by building economic, cultural,
health (Lightfoot, Taboada, Taggart, Tran, & Burtaine, 2015;
and social capital (Guetzkow, 2002; Kay, 2000). One of the
Taggart et al., 2016).
advantages of community-based arts programs is that they are engaging for vulnerable and hard-to-reach groups,
How does participation in performing arts promote positive outcomes for children and young people?
thereby making them an important strategy for promoting health equity (Wright et al., 2006). International research with low-socioeconomic youth suggests that strategies such as active recruitment to theatre programs, increasing parental involvement and removing barriers to participation
It has been proposed that participation in performing arts
(e.g. making programs free, frequent communication with
leads to robust improvements in social skills, wellbeing,
parents, and providing transportation options) can optimize
and mental health by altering neural mechanisms that
engagement of vulnerable youth (Wright et al., 2006).
underlie social functioning (Corbett et al., 2016). Involvement in performing arts allows children to develop skills such as role-playing and improvisation in a safe environment
›› Barking Gecko Ensemble Program Impact Evaulation
41
APPENDICES Appendix B:
The role of the arts in the mental health of young Australians Mental health of young Australians
Recovering Creativity – a UWS study investigating
Research confirms an increasingly concerning landscape for
the role of art in mental health recovery. The project,
Australian young people, and Mission Australia's 2016 Youth
which is a partnership with RichmondPRA, is exploring
Survey found that concerns about mental health across
how art making within a supportive context influences
Australia have doubled since 2011. About 22,000 young
the recovery, identity and social inclusion of people
people aged 15 to 19 took part in the survey and more than
living with a major mental health issue.
20 per cent cited mental health as among their top national issues. Concerns about mental health were at their highest
Researchers at the University of Otago have identified
level in the survey's 15-year history.
a link between everyday creative activity and an “upward spiral” of increased wellbeing and creativity
In an open letter to Prime Minister Malcolm Turnbull,
in young adults.
psychologist and parenting expert Michael Carr-Gregg explained that 75% of all psychological problems in adults
Australian youth theatre and mental health
start under the age of 25. One in four young Australians
Patternmakers 2017 study with the Australian Theatre for
currently has a mental health condition, equivalent to
Young People, ATYP Impact Evaluation: Exploring the impact
750,000 young people today.
of youth theatre on the mental health and wellbeing of young Australians.
The arts and mental health Internationally, research is beginning to explore links
It found promising connections between ATYP’s environment
between engaging in the arts, and improved mental health.
and activities and the development of theatre skills, which
Some examples include:
in turn help to build young people’s connections to others like them, their culture and community, and life skills.
The Art of Being Mentally Healthy – the first study
89% of participants in ATYP activities said ATYP has helped
to quantify the arts-mental health relationship and
build their confidence and 52% reported reduced anxiety.
provides evidence of an association between mental
42
wellbeing and two hours per week of arts engagement
The research suggests that wider cultural and social impacts
in the general population.
are derived from young people participating in youth theatre.
Appendix C:
Barking Gecko Ensemble and School Holiday Workshops Barking Gecko Ensemble and School Holiday Workshops are
Barking Gecko’s School Holiday Workshops are three full or half
a collaborative safe space where children and young people
day intensives where the group dives head first into a theme,
come together to spark their imagination and creativity
topic or picture book exploring the world and characters by
through drama.
devising a group piece throughout the workshop. The School Holiday Workshops are a perfect introduction to the world of
The Gecko Ensemble are a 9-week program run year-round
drama, and also provides an opportunity for those wanting
that, as the name inherently suggests, places an emphasis
to gain new skills from different teaching artists.
on the importance of all of it’s members. The Gecko Ensemble is led by a Barking Gecko Theatre Teaching Artist and works
Over the course of the term the participant joining the
together throughout the term collaborating, performing,
Ensemble, be it for 9, 18, 27 or 36 weeks, develops a sense of
stretching their creative boundaries and sharing ideas.
unity, a shared value and purpose all while losing themselves in the joy of drama.
Appendix D:
Evaluation participant profile Respondents were primarily parents (93%) and females (82%), who responded on behalf of their young person. These results reflect the young age of many program participants, as well as the primary contact who enrols participants. Figure 17: Relationship to Barking Gecko.
Figure 18: Gender of respondent.
8%
16% 82%
93%
Parent/Carer
Student
Male
Source: Gecko Ensemble program evaluation survey, 2018.
Female
Source: Gecko Ensemble program evaluation survey, 2018.
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43
APPENDICES Most live and attend workshops in Perth, while 5% are in
Half (45%) have participated for one year or less; one quarter
regional or remote areas.
have participated for 3 years or more.
Figure 19: Location where respondents have participated
Figure 22: Number of years participating in the program.
8 Years
7 Years
6 Years
5 Years
4 Years
3 Years
2 years
1 Year
Toodyay
Midland
Kununurra
Broome
Kalamunda
Kwinana
Nedlands
Subiaco
in the program.
Source: Gecko Ensemble program evaluation survey, 2018.
44
2018
2017
2016
2015
2014
2013
2012
Figure 21: Years participated in the program.
2011
Figure 20: Programs respondents have participated in.
(Before 2015)
they have participated in 2018, 53% in 2017 and 40% in 2016.
Skilling Up
workshops and Senior Ensemble (24%).
Acting Up
most have participated more recently with 42% indicating
(Before 2015)
Respondents have participated as far back as 2011, though
program, followed by one quarter (25%) in school holiday
(ages 5 to 7)
Two thirds (61%) have participated in the Junior Ensemble
Little Ensemble
Source: Gecko Ensemble program evaluation survey, 2018.
School Holiday Workshops
Source: Gecko Ensemble program evaluation survey, 2018.
Source: Gecko Ensemble program evaluation survey, 2018.
Many have busy extracurricular lives outside of the Gecko
Figure 24: Respondents still participating in the program
Ensemble program and school activities with two thirds
(as at August 2018).
participating in sports (63%) and half (48%) in other arts
36%
programs.
64% Figure 23: Participation in activities outside of the Ensemble program and school activities.
No
Yes
Source: Gecko Ensemble program evaluation survey, 2018.
For those no longer involved in the program, the main reason mentioned was
Religious or community organisations
Other theatre programs
Other activities not listed
(dance, craft, etc.)
Other creative art programs
Sport
competing priorities For many young people, the Ensemble program is one of many social and extracurricular activities: “[My daughter] is taking a "break" from the commitment of weekly classes at the moment. She was attending on Saturdays and it began to clash with her social life, activities.” - Senior Ensemble and
School Holidays, Nedlands, 2015-2017. The cost of multiple Source: Gecko Ensemble program evaluation survey, 2018.
extracurricular activities add up: “[The Ensemble program] clashed with Dancing lessons, too expensive to maintain it all.”
Both past and present participants responded to the online
- Junior Ensemble, Kwinana, 2017. For others, their interests
survey, with two thirds (64%) saying that they are not
simply changed: “[My son] decided to try a sport instead.
currently participating in the program.
Nothing at all to do with the ensemble he loved that.” Another parent shared: “[My child] is pursuing other 'Arts' interests at
The relatively high proportion of respondents who indicated
present.” - School holiday workshops, Subiaco, 2013-2014.
they are no longer involved could be a result of a combination of the way the question was asked and the often-seasonal
For a select few, the program didn’t feel right for them for a
nature of participation. Many in term two and three forgo
specific reason: “Although my daughter loved her time in the
the Ensemble program in favour of winter sports, including
ensemble, she was hoping for a more acting focused course.
netball and rugby.
She told me she wanted to learn lines from a script and put on an actual play.” - Junior Ensemble, Nedlands, 2017.
As the question asked about current participation,
Another said: “[My daughter] enjoyed the small group. But her
as opposed to participation at any time in 2018, the results
last term the group tripled in size and she felt uncomfortable
may not fully capture ‘current’ participation.
in such a large group.” - Junior Ensemble, Subiaco, 2017.
›› Barking Gecko Ensemble Program Impact Evaulation
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