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Projects

Trinity Young Audiences Commission

Currently in development

"Spilt Ink were selected for the commission following an open call out that received 20 project proposals. Their project, Home, stood out to our parent-led selection panel - made up of staff, volunteers and community reps - for the way it placed co-creation at its core and young people at the centre of deciding where the project journey would take them. They will work with Trinity and local community partners to deliver creative and playful workshops with local children and families; sharing and exploring the stories of the many communities living in Lawrence Hill and Easton."

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 - Trinity Young Audiences Commission Announcement

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Mint.

Mint gave voice to one girl’s experience of bulimia and anorexia. The R&D project included a week of learning from the individual and a further week to collate the research and choreography a short film, as an ensemble. The film physicalised the internal fight sufferers face against eating disorders. It intended to comfort sufferers and make them feel less alone in their own experience, as well as illustrating the seriousness of this commonly misunderstood illness.

watch
here

Director/ co-Producer: Julia Alcamo

Producer: Kieran Luxton

Choreographer: Danny Foster

Ensemble: Sarah Cribdon, Sophie Strawbridge, and Megan Young

Director of Photography: Bailey Langford

Edit: Nic Galea

Sound Design: Mark Harris

 

He Taught Me

Directed by Kieran Luxton, He Taught Me depicts an account of domestic violence within a same-sex relationship. The artists devised the heavily physical performance as en ensemble, informed, throughout, by the original account. Dance and movement helped to express the physical and emotional trauma in a safe, cathartic way. 

Director: Kieran Luxton

Design: Rhianne Baxter

Ensemble:

Sam Terry,

Sarah Cribdon

Sophie Strawbridge

Alex Heath

Play and Foreign Language Learning

In this project, Sarah set out to explore how play can assist in foreign language learning. After researching existing theories, she wrote a workshop and took it to an English Language class of 14 to 15 year old students, in Gliwice, Poland. The biggest observation was that, when the students needed to be understood, as part of a game, they became less fixated on being grammatically correct. In fact, they took more risks and used their existing knowledge in a creative way. This provided a safe place for students to speak, who would normally feel unconfident in a traditional classroom setting. 

Sarah is also a qualified TEFL teacher.   

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