FEEL

WE EXPERIENCED

School productions were often built around the belief that every child must be on stage — overlooking the diverse talents and competencies that make a performance whole.

Watch Kiran share the incident which sparked the design of the Artist In Residence process.

4:48

Try the empathy lens:


Try teaching yourself a new skill — maybe folding a paper plane or sketching something simple — without any instructions. Just go by instinct.

Then, watch someone who’s really good at it show you how they do it. Try again. Notice the difference. Not just in the outcome — but in how you felt.

Did you feel more confident? Or a little unsure?
Sometimes, experience gives us a starting point. But expertise can shift our perspective.
As a teacher, how do you hold space for both — the learner’s journey and the guide’s wisdom?

OUR INSIGHTS

  • Artistic expression was often limited to an “annual day” performance, with the assumption that all children must be on stage — regardless of their competencies or interests. This overlooked the reality that being on stage is not the only, or ultimate, expression of talent or competency.

  • The focus on “my child must be on stage” overshadowed the wide range of natural talents and competencies children bring to a production.

  • Being on stage became the default indicator of participation, even though many forms of creativity and contribution happen away from the spotlight.

  • Many parents believed that if their child wasn’t on stage, they weren’t truly part of the performance — a mindset that needed to be addressed.

  • Productions were mostly led by a teacher passionate about the process, without recognising the value of bringing in a professional artist to inspire both students and staff, and to provide the opportunity to see passion unfold.

  • There was little opportunity for children and teachers to witness how true passion and process could shape a production.

  • Children who weren’t visibly performing often felt unimportant, highlighting the need to shift the narrative: that every role, seen or unseen, is essential to the whole.

We therefore began reimagining the production process — designing it around student voice, choice, and collaboration — and started witnessing a powerful shift in how children saw themselves, how teachers engaged with creativity, and how the production became a space for discovery, not just display.

IMAGINE

WHAT IF...

a child’s interests and competencies shaped the entire production alongside an artist who challenged norms, led with passion, and helped every role — onstage or off — be seen as essential to the story?

WE DESIGNED

A process where children’s talents, competencies, and interests became the building blocks of the production — not an afterthought..

A program that invites a professional theatre artist into the school, not to direct a script, but to co-create a performance with students. The artist brings experience, provocation, and perspective — helping reimagine what a school production can be.

A process where children now choose how they want to contribute — some act, some design, some write — and many challenge themselves to take on roles they’ve never tried before. A child who would usually be in the prop committee might step into an acting role, discovering new aspects of their creativity and confidence.

The result is a production shaped by choice, courage, and collaboration — and a shift in mindset for everyone involved, including parents, who begin to see that every role holds value, whether it's on stage or behind the scenes.

DO

HERE IS WHAT WE DO

This video helps make visible the AIR process from ‘intention’ to ‘action’.

6:07

The video shows the rationale that underlies the process and what is done in preparation for it. You will also see how the event unfolds, as well as teachers’ reflections on the process.

STAKEHOLDER INSIGHTS

In this section, Riverside edu-heroes share strategies and insights from their experience of the process and how the process has impacted their practice.

  • 6:45

    FAQ Video

    Watch Aritra sharing tips and guidelines on how to plan for and execute successful AIR.

  • 3:11

    Impact Video

    Watch Aritra share about the impact that AIR have had on her journey at Riverside.

  • 2:18

    Alumni Video

    Watch Yuvan and Kalp share about the impact that AIR have had on their journey beyond Riverside.

Resources

Artist Selection Criteria Planning Template Showcase Event Checklist Script

TIPS FOR THE LEADERS

  • Choose artists who value collaboration and student agency over just technical skill.

  • Communicate and prepare all stakeholders - teachers, students and parents - early so they understand that every role, onstage or off, is valuable.

  • Give teachers time to notice how students are thinking, feeling, and growing through the process.

  • Document the creative journey, highlighting both the process and the product.

  • End the journey with a shared reflection between students, teachers, and the artist.