Reimagining’s provide partner schools with a term-long devising and performance project linked to one of our productions. Students work with one lead and one supporting theatre-maker (such as director or writer) to create a short 5 –10 minute performance in response to a given stimulus drawn from the themes or theatrical form of the chosen production. The final performance is presented on our stage for an invited audience.


Hamlet Reimagine InLine 01

Reimagining Hamlet

In the spring of 2017 Director Cheryl Gallacher and Sound Designer Elena Pena collaborated with 10 students from City of London Academy Highgate Hill to create a contemporary response to Robert Icke’s production of Hamlet – How to Start a Revolution.


"We’ve all had a Hamlet moment.

When in a short space of time, your whole world turns upside down.

When the things you thought were certain are now shaky.

When something right suddenly feels really wrong.

In the play, Hamlet is torn. Does he submit to his new reality, or does he challenge it?

How to Create a Revolution explored what happens if we take action, and challenge the problems we face in our world. What will we be up against? How much control will we really have? Inspired by political movements like the Black Panthers, we came together to create our own revolution in the theatre.

How to Create a Revolution was an interactive show created by Year 10 Drama students from Mount Carmel Catholic School for Girls over eight lessons. Everything was created in class. We used a range of techniques to create the material, including devising, improvisation, and looking at political texts by groups like the Black Panthers."

Cheryl Gallacher, Director



Ink Reimagine InLine 01

Reimagining Ink

In the summer of 2017 Director Bea Holland and Writer Michael Bryher collaborated with 27 students from City of London Academy Highbury Grove to create an imaginative response to Rupert Goold’s production of Ink.


"Making A Reimagining of Ink in 6 weeks with a group of students from Highbury Grove School was an exciting and challenging task. I knew we’d have no time to spare but I didn’t want to go into rehearsals with a set idea of what the end product would be. My job was to introduce this wonderful group of young people to the themes and ideas from the play (the students won’t see Ink until after their performance) and discover what they latched on to, what was interesting and relevant to them. With the invaluable presence and brain of dramaturg Michael Bryher we responded to the students and started collaborating on what might be interesting theatrically. In many ways it is a response to a response to a response…..

We began by asking a series of questions through different games and conversations which included: How do you form your view of the world? How do you define your influences and tastes, How ruthless or compromised can an individual become?  How far are you prepared to go to get what you want? What is the responsibility of the individual and the collective? What do the “the people” want? What does the next generation demand? What makes a good story?

We went on to explore different story telling techniques and the notion of “truth” in a story. What is “truth”?  How many perspectives or “truths” can there be? What is our responsibility as story tellers? How far can we move away from the truth?

We then started looking at stories in the press, particularly stories about missing persons and one story turned out to be very familiar. The truth? We’ll leave it up to you to decide."

Bea Holland, Director


"I particularly liked the way the script was crafted from their words and how they were able to interact with the set. It all came together beautifully. For me the highlight was seeing those who haven’t taken the opportunity to perform before shine so brightly on stage."

Teacher, City of London Academy Highbury Grove



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