Abstract

In response to heightened concerns about environmental sustainability, Performing Arts staff Rachel Emms and Sarah Riach at the University of Sunderland developed EcoBods, a theatre-based outreach programme using final year students as performers and aimed at educating Key Stage 1 primary school children (ages 5–7) about climate change and sustainable practices.
Over a six-week tour across local primary schools, the students delivered interactive performances using dance, poetry, puppets, original music, and narration. Key themes included recycling, repurposing, waste reduction, energy saving, and planting vegetables. The design transformed serious environmental messages into age-appropriate, engaging theatre experiences.
The performances were conducted within school settings and each show was followed by participatory activities to reinforce knowledge and encourage behavioural reflection. Informal feedback was gathered from children, teachers, and student performers.
Observations and teacher reports indicated high levels of engagement and enjoyment. Children responded enthusiastically, and teachers highlighted that the messages aligned well with evolving geography and environmental curricula. One teacher noted the performance sparked the planning of a whole-school “Climate Day.”
EcoBods demonstrates that performative arts can be an effective tool for early climate change education, translating abstract concepts into tangible, playful experiences that foster understanding and interest in sustainability. The project promotes environmental awareness and supports educational inclusion, while providing Performing Arts students with applied teaching experience aligned with both creative expression and public engagement. This model showcases a compelling intersection of arts-based pedagogy and STEM education that is scalable and replicable in similar educational outreach contexts.