Please can you help me regarding working with "Young adults"? I'm VERY scared. Long sorry....

[MrsWinnibago]

I'm a writer...trained originally as an actor. My work has been broadcast on radio 4, printed in various publications and for bread and butter I edit other people's work.

About ten years ago I did some theatre in education with secondary school kids...it was hard work but fun.

Now I've been asked to facilitate a project involving writing, acting and film making.

Great...it's paid and is based on a historical period that I have a personal interest in but...I'm crapping myself!

I'm not entirely sure where to start and how to write a plan etc.

I am meeting with the head of the organisation who is funding it all next week and I have nothing but some monologues that I've written for the project's early days....the young participants are going to be shown (by me and a librarian) how to access archives in a certain public building and then I am going to show them how to write drama and produce it (short monologues) for an online outlet.

HOW ON EARTH AM I GOING TO DO THIS???

I am not sure how to talk to these kids...I know that they're people who like me, are interested in the arts and want to make careers for themselves but how do I get the right balance between teacher/fellow creator and team member?

I am so scared...the whole thing is supposed to have my stamp on it and I'm not sure I can do it now they've given it to me. What form should the first meeting take?

I have no idea how many will come...there's going to be an open call...could be 5 could be 50! Shall I ask the organiser to limit the number of participants?

On the first meeting should I do the traditional sit down and introduce ourselves or just take control and warm them up somehow? Some will be actorly types and others more like writers and film buffs so I don't want the non-actors to feel uncomfortable.

I will need to work out who wants to do what...I thought of splitting them into groups of 3, handing them all a monologue or duologue and the source, then telling them to "cast" it from the threesome they're in and direct it. Then each group...or at least some...can give a little rehearsed reading and we can all discuss afterwards.

All advice most gratefully recieved!

Talk to them like adults. But make allowances for their emotional immaturity (they may be shy/nervous/over reactive etc)

If you try to be 'down with the kids' or try to dumb things down for them, they'll feel patronised. Encourage them to ask for clarification where they need it (you might have to read their faces for this, no-one wants to be the one that doesn't 'get it')

The group idea is good. You might need to provide a written crib sheet of what's expected. If you can, show them what others have done, what's expected of them.

Warm up will be needed. Get them talking and interacting (especially if they don't know each other). This will be tough! Find out where their passions lie.

Thank you so much Stitches I had thought of their emotional immaturity....I MUST try not to be down with the kids...I'm 41 so well past it in their eyes!

How do you mean...show them what others have done? They'll be the first...

How the bugger do I warm up such a mixed bunch? I used to hate embarrassing warm ups and I was an actor!

bumpy.

I agree, don't treat them as "young people", just normal people, just the same as if you had a group of adults in another setting. But if they misbehave, don't take any crap! Behave or you're out, simple! I have worked a lot with teenagers, but not a teacher, and find this approach works best for me. Good luck with your project.

Yes, call them out on any crap they try to pull. Be frank and point out that what they're doing/saying is rude if it comes to it.

In terms of showing them, it's what we call 'success criteria'. You could give them a list of outcomes to have completed in a certain time. Or examples of what you mean. E.g. If you want them to do a story board, have an example to show them. If you want them to direct (I'm out of my depth on the subject here!) maybe have a few clips showing what a director actually does.

The embarrassing warm ups are hideous, but ultimately function well for the purpose. You could just go round the group asking them why they signed up, what they hope to get out of it, what's their main interest/passion in the subject (e.g. I'm a massive Wes Anderson nerd!) give them all a talking point to get to know each other.

How long have you got until the sessions?

What is your role? Are you facilitating it or delivering it? Are you qualified to deliver it? Can you get some drama teachers in to do the actual teaching bit?

Small group ice breakers can be embarrasing but don't have to be.
Asking people to tell the group how they traveled that morning or what they would do of they were given £50 are less personally cringy than "why are you here". Have each group report back and introduce some one else to the larger group.

Headline writing , or sum up yesterday in 3/5/7 words might suit your project.

My top tip (as an NQT) is to put time limits on everything. Let them know how long they've got and stick to it. Give them regular time checks.

Also written instructions that they can refer back to plus a demo from you/some volunteers so they know exactly what they are meant to be doing.

Thank you again....god tip about showing them what's expected but saying that, nobody showed us when I was in Youth Theatre...we just "got it" due to a shared passion...

Funky I could get a friend to help with the drama as long as the organisers are happy with that (don't see why they shouldn't be as it won't cost them anything) , though I trained as an actor and have done TIE, teaching is definitely not my strength. My strength lies in research and scripting drama from factual events....and in directing.

I am facilitating it. The project will go on for a number of years and once it's up and running, it should...with the help of full time staff...run itself.

Things are going to begin in earnest in late August. We're at the stage where we're just getting it off the ground...meeting next week.

Uni headline writing is a fantastic tip thank you! I was wondering how to get them into the journalism part of things in a relaxed and fun way!

Anchovies thank you....very helpful re time limit and instructions.

What's the age range?

Can you have a few of your favourite historical film clips to show them? Get them to critique/pick a favourite/write a monologue from one characters point of view/rewrite with a different slant/ etc etc.

It's sometimes easier at the beginning to have "something to go off" so to speak.

16-25 Elephants....I could certainly show some clips in the style of what I want to create. I was thinking of using music from the period to set the scene and then giving them some articles from newspapers of the time and getting them to work in small groups to create a scene. Does that sound ok? Any advice?

I talk to groups of teenagers, don't stand for any nonsense I quickly look round at them and I try to identify those who aren't interested or likely to muck around, ensure they've not got any iPads phones etc close to hand also silly hats masks drums water pistols catapults ect, if you've got four on one chair move them, those who aren't interested give them the opportunity to leave, be firm from the beginning, don't let them speak when you speaking, interrupt others etc. Keep it relatively short let them know what your going to do and ask them what they wish to learn, try and get them to participate from the beginning, use humour, and real life stories if possible and appropriate kids love those.

Happy I am assuming they'll all be interested...nobody's making them attend...it's for kids who want to work in the arts.

Do I ask them to turn off phones at the start?

Yes definitely and make sure yours is also turned off, let them know that you expect them to behave from the moment you start. I talk to children who voluntarily attend but some still start off looking like they want to muck around.
If I see someone who's mucking around at the very beginning or got that look I give them the choice to leave no hard feelings or stay and be sensible no one ever has most then participate and behave although I always keep my eye on them!

You've been given amazing advice.

I would ask for phones switched off, pull your own out at the same time, shows mutual respect.

Don't try to be different, don't try to act 'cool' or anyone but yourself. Just try and be relaxed, talk to them as adults (they'll probably surprise you)

Firstly I want to say that the fact that you are seeking advice means you are going to be naturally suited to this type of work. You have credibility also so I would let them know ( without being boasty) of your successes.

I was part of an icebreaker with some young adults recently and we played "people bingo". You get a score card and then have to go round ticking things off by talking to everyone

Examples were
Find someone who has broken a leg
Sung on stage
Been in the Brownies

The young people were so up for this and it generated a buzz and got everyone moving and talking.

Time thank you so much for saying that...that means an awful lot to me as it's a vote of confidence!

People Bingo sounds great as no spotlight on anyone!

Lies is also a good warm up each person says three things about each other and then group has to guess which one is the lie e.g. I play the piano, I hate chocolate, I have a DD. Lie being I hate chocolate.
Have you an idea of the end? What would you do if this was one of your pieces of paid work? Break it down into small steps and as you are doing so what roles are they doing - then you've got an outline. Time limits, big paper and pens - much easier for them to plan if they can see everything. Sounds an amazing project! Talk about your own experiences or be prepared to - I had an actress and composer do a project in my last school and the pupils had so many questions about what they'd done.

Ion re the end, do you mean the end of the project or of one of the workshops? I'm going to be doing a lot of workshops and the project is designed to allow the participants to manage themselves once it's up and running...with me advising remotely...sometimes popping in to see how things are going.

It is paid...so I feel a lot of responsibility. I would even if it were voluntary to be honest but money somehow makes it all a bit more frightening.