Representation in Drama
Since 2015, the LTC has worked closely with Pearson Edexcel to embed better representation of artists from the global majority throughout the teaching and examination of Drama. Through RinD (Representation in Drama) we have supported Pearson with the introduction of four new set texts to their GCSE examination list. These texts are Antigone by Roy Williams, A Dolls’ House by Tanika Gupta, Gone too Far by Bola Agbaje and The Free9 by In – Sook Chappell. Consultation and interviews with young people has been integral to the creation of resources to support the teaching and study of these texts. These filmed resources, made by the original producing theatres (Lyric Hammersmith, National Theatre, Pilot Theatre, Royal Court Theatre and Theatre Royal Stratford East) in partnership with TEAfilms, seek to address a lack of confidence and resources which prohibit teachers studying a broader range of texts. RinD will continue to work with Pearson to create long-term representation and inclusion in Drama ensuring dignity and belonging for all students.
Gone too Far by Bola Agbaje
Playwright Bola Agbaje on the Gone too Far writing process
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Actors Tobi Bakare and Bunmi Mojekwu on Gone too Far
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Emma Laxton and James Cotterill on design in Gone too Far
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Watch more filmed resources for the Pearson Edexcel texts Antigone, A Doll’s House and The Free9.
RinD have created the list of 150 plays by writers from the global majority with designer Kunmi Ogunsola, to encourage Drama exam boards to update their specifications. See the full list.
Access the full list (no colour reliance version).
RinD (Representation in Drama) is managed by the London Theatre Consortium. RinD addresses systemic imbalances in KS3, GCSE, A level Drama and performing arts university departments and supports intersectional anti-racism work happening in UK schools, universities, theatres and theatre companies. RinD promotes the study, directing and programming of plays by writers from the global majority*. RinD supports schools, theatres, colleges, universities and youth companies to embed anti-racism and inclusion in their practice; builds skills and confidence in teachers, lecturers, facilitators and practitioners to teach and direct texts which represent the lived experience of their students and young people, and prepares participants to engage compassionately with Britain’s rich society of heritages and ethnicities.
* Global majority includes, but is not limited to, individuals of African, North African, South Asian, South East Asian, East Asian, Caribbean, Latinx, Middle Eastern, Native American, Native Australian, Pacific Islander, Roma and Traveller heritage or diaspora, and refers to people who have experienced racism due to their ethnicity or colour of their skin. We do not want to lump individuals into one category and aim to be specific when talking about individuals and communities.