By Meghan (Work Experience Student from an RCT secondary school)
Stepping Into the World of Theatre in Education
When I found out I’d be spending a week with Spectacle Theatre for work experience, I was excited but also a bit nervous. I’ve always loved anything creative, especially drama, and I thought this would be a great chance to learn more about how theatre is made behind the scenes. I’m studying Drama for GCSE in school and live locally. It felt like the perfect opportunity.
However, I didn’t realise how much I would be able to see and just how different the experience was to what I had originally expected.
What I Expected (And What Actually Happened)
It was my second day at Spectacle when I was invited to observe a professional writing session for a new play in development. I expected a room full of people on laptops, typing away on their own sections of a script. Maybe some research, a lot of notetaking… and not much else.
But when I walked into the room it was far from what I had expected. It was much more exciting.
Collaboration at the Heart of the Process
As I entered the space, the group were pushing tables and chairs to make room in the centre. Then a soft ball appeared, and the session began with a warm-up game: the rules were to keep the ball in the air without dropping it or hitting it twice in a row. It might sound simple, but the energy shifted instantly — people were laughing, focused on the game, and completely tuned in to one another. I soon realised that there was a point to the game, it was to set the tone for the session – creative, collaborative and engaging.
The team was led by the writer, Paul Swift and included director Steve Davis, artistic team leader Serena Lewis, and actors Enid Gruffudd and Carys Parry.
I liked how the team worked together in the room and also in how the stories in the play are shaped by the communities Spectacle interact with. Before these writing sessions, Enid and Carys had been leading a pilot project where they explored healthy relationships, modern masculinity, and the impact of social media on young people, funded by Pen y Cymoedd Windfarm Community Fund. Through their creative sessions, they gathered important insights from people of all ages, and these real experiences were brought into the writing room. I think this will make the play more realistic and keep the audience at the heart of the writing.
Building a Play, Together
Once the warm-up ended, the table was brought back and a large A3 sheet was laid out. It had a rough outline of the play – key characters, events, and ideas. What followed wasn’t a silent writing session, like I had expected it to be, but an active, open discussion. Ideas were shared and challenged, questions were asked, and real-life stories were brought into the conversation. There was an understanding that research had already taken place, but what really stood out was how respectful the people were about these real-life experiences.
It wasn’t about whose idea it was — it was about whether the material felt right, honest, and respectful.
Writing With Purpose
The play itself focuses on themes like healthy relationships, modern masculinity, the impact of social media, and tackling misogyny — difficult and important topics, especially for a piece of Theatre in Education. As the conversation unfolded, I was surprised how carefully the team considered the young people who would eventually watch it. They weren’t just writing about serious issues — they were writing for an audience who may have faced these challenges in their own lives. Every suggestion came with thought and care.
What really stood out to me was how collaborative the process was. Instead of splitting the work into individual tasks, the team worked as a unit — discussing ideas, exploring dialogue, and shaping scenes.
Listening, Learning, and Looking Ahead
I also noticed the level of respect in the room. Everyone had a voice including me. Questions weren’t just welcomed; they were encouraged. It felt like a safe, open and respectful place — which was a contrast from the heavy topics being discussed.
This experience completely changed my original view on the writing part of theatre. It’s not just about putting words on paper, it’s about the impact of words, the deeper meanings and I’ve learnt about the tactics writers can use to keep the audience engaged and thinking.
What I observed in these writing sessions was so far from what I had imagined and so much better. It was an opportunity that allowed me to see the complexity of Theatre in Education and it really opened my eyes to the realities in the plays. I’ve learnt that writing isn’t always a solo task, sometimes it’s about being with others in a room, listening, sharing and daring to ask big questions.
About the Author
Meghan is a Year 10 student from an RCT secondary school. She recently completed a weeklong work experience placement with Spectacle Theatre. Meghan spent time in the office and had the opportunity to observe the early development of a new Theatre in Education piece exploring healthy relationships, modern masculinity, and the impact of social media. Meghan loves everything creative — especially drama, painting and drawing — and is currently exploring future career options within the creative industries.
