DRAMA// SCHOOL PRODUCTION
very loud and visible, or those who remain behind the scenes,
quietly keeping the wheels in motion?
Many different examples of good leadership were on show
during the rehearsals and staging of Animal Farm. I admired
our Head of Drama Alan Heaven’s calm, clear communication
of his vision of the play he had adapted, and that he welcomed
cast members’ interpretations and suggestions.
Backstage support was also impressive, enabling pupils to
take on the responsibility of delivering the lighting and sound,
and grow in confidence with each show; whilst the Wardrobe
provided a safe space with cheerful support, calming
performers’ nerves.
THE LEADERS IN OUR MIDST
by Mark Ronan
What makes an effective leader? Leadership styles have
continued to make the news with the different approaches of
our domestic and world leaders scrutinised and compared.
Our school’s production last term, Animal Farm, showed
leadership at its worst, as George Orwell’s animals ousted one
self-interested leader, only to see an even worse tyrant emerge
from their midst.
It was while taking part in that production, playing Mr Jones the
Farmer, I reflected more upon the privilege and responsibility
of leadership. Are the most effective leaders those who are
“It was fab. Totally fab. Enjoyed the variety of genres
within it (love the homage to Williams’ ‘Streetcar’!),
the music, movement and set. A combination of past
and modern political situations really hit home.
Very clever.”
“What a brilliant production. The direction and use
of the stage was amazing, along with the costume
and set design. It immediately created the darkness
of the story.”
I was equally impressed by the pupils who, in leading by
example, set the tone for the rest of the cast and crew.
Two of our Upper Sixth Formers were part of the ensemble as
cows. Because the clever costuming avoided cliched animals’
heads, they had to portray their characters by movement, with
the whole cast on message to create the right visual tableau.
From the start, both had the courage to fully commit to this
physical form of characterisation and, in showing by example
how this could be best achieved, they motivated the rest of the
cast to follow.
Another Upper Sixth Former who was in charge of props
- and also assigned to prompt me so I didn’t miss my cues,
helped the whole show run smoothly with a steady, well-
organised approach which influenced others to share her quiet
confidence that all was as it should be.
They are just a couple of the many examples of good leadership
I observed from the cast during rehearsals. Several pupils made
huge contributions to galvanising morale by remaining cheerful
and positive, noticeably boosting anyone who felt disheartened
with kind words of reassurance and encouragement.
So what did I take, in terms of leadership, from my involvement
in the school play?
“The actors were brilliant – Mr Jones was terrifying!
We thought that the opening scene was most effective
and the lighting, music and reoccurring metal noise
very much added to the show.” First, it was that leadership does not come from having your
name up in lights. Nor does it come from the absolute power to
bark orders, like Animal Farm’s autocratic leader, Napoleon.
Leaders are best measured by how they conduct themselves
rather than how they tell others to act. They also behave
respectfully towards other people, giving them the freedom
and confidence to innovate and evolve.
“The thought and detail that has gone into the
production is remarkable and all credit to you as
this added intensity to the performance with the
meticulously chosen music and choreographed
movement.” Leaders should never take their eye off the team’s shared aim,
even though they might never get the credit for it because the
spotlight falls elsewhere. They might regard themselves as just
one cog, but not only do their actions inspire others, without
them the wheel would cease to turn.
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THE POCKLINGTONIAN