Abstract

In an effort to make science education more engaging for young learners, Performing Arts students from the University of Sunderland developed and delivered ScienceBods, an interactive touring performance designed to bring Key Stage 1 science curriculum topics to life through theatrical methods.
Over the course of a month-long roadshow, third-year students visited primary schools across Sunderland, using theatre, music, props (including a full-size skeleton), and participatory games to explore key scientific concepts. Performances included dramatizations of Earth’s orbit and seasons, animal classification such as vertebrates vs. invertebrates, and sensory and anatomical exploration.

Each performance was followed by practical workshops that reinforced the concepts through hands-on learning activities.
Informal feedback was collected from teachers, the children, and the performers themselves.
Feedback from teachers and children indicated high levels of engagement, enjoyment, and improved conceptual understanding. Teachers noted increased participation from typically less engaged students, particularly those who struggle with conventional classroom tasks. Performing Arts students also reported increased confidence and expressed newfound interest in educational careers. The project was seen as a meaningful strategy for widening participation and promoting interest in STEM subjects through the arts.
Science Bods illustrates how applied theatre and embodied learning strategies can enhance early science education by making abstract concepts tangible and memorable. The initiative supports both academic engagement and social inclusion, while offering Performing Arts students a valuable interdisciplinary learning experience. This model presents a scalable and replicable approach to integrating arts-based pedagogy into primary science curricula.