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Mayans to name only a few, and where possible I would run a carpet session with an entire year group, where we collaboratively wrote a rap for their assembly. These sessions were particularly powerful, because they offered a different model for producing creative writing, more reliant on the quality of personal expression as opposed to the replication or regurgitation of form (both of which are incredibly valuable). Poetry in motion I was part of a few theatre companies as a young person, and developed a real connection to and appreciation of Shakespeare (particularly after studying Macbeth in secondary school). I think part of the allure was knowing that at the time of writing he was breaking all the rules, not just for the sake of being rebellious, but because he believed in the power of what he was doing. Reminding kids that one of the most celebrated writers of all time was breaking lots of conventions and inventing words that didn’t exist yet always seemed to plant a seed of both inspiration and determination in the young creatives I taught. There are also crucial overlaps between rap and the work of Shakespeare. For example, in both cases, I n my life I’ve been fortunate enough to share stages with some of the most celebrated artists of our times, but without a doubt some of my most prized and precious experiences took place watching children tap into their creative potential. I spent 15 years working in a community-based primary school (which also happened to be the school I went to as a child). I worked in a number of different roles from LSA to TA, running workshops with small groups and leading sessions with entire classes. I worked in the after-school club, I took Y6 kids on residential trips, and eventually became a children and families support worker. This multifaceted remit became incredibly valuable in my delivery of creative sessions; I was able to feed into the curriculum-based topics as well as extracting points of interest to develop creative work. I also had an insight into things that were affecting the social dynamic in the school. A big part of my work was writing bespoke rap songs, which would be performed in weekly year group class assemblies. Originally, this started as something I would do with specific groups and classes, but it soon became evident that there was a demand from the children throughout the entire school to take part. I wrote raps about the water cycle, the Tudors, the seasons, and the PARADISE Learner’s 54 | www.teachwire.net Can rap make Shakespeare cool? Absolutely, says Confucius MC , and it’ll boost your pupils’ writing skills, too... “There are crucial overlaps between rap and the work of Shakespeare”