The Process

High School Hamlet began as a research and development project with a simple question:

What happens when young people are trusted to collaboratively reinterpret a Shakespeare play?

We didn’t set out to prove a theory or produce a perfect adaptation. Instead, we wanted to explore what would happen if young people were genuinely involved in shaping the creative process from beginning to end.

Over six months, the project evolved in ways we could never have predicted. Some of our original ideas were completely abandoned. Others grew into something much bigger than we had imagined.

This page tells the story of that journey.

Starting with Questions

When High School Hamlet began, we had a plan – but not all the answers.

Our original proposal included:

  • exploring the use of artificial intelligence to help adapt Hamlet;
  • updating Shakespeare’s language into modern English;
  • creating a contemporary version of the play while opening conversations around mental health and neurodivergence.

 

These ideas gave us a starting point, but they were never fixed. We wanted the young people to influence the direction of the project, even if that meant changing our plans.

That proved to be one of the most important decisions we made.

Building the Company

The project started with a small group and gradually grew into a company of thirteen young people aged 16–19.

Rather than casting people into predefined roles, everyone was encouraged to contribute wherever their interests and skills lay.

Alongside acting, participants became involved in:

  • directing;
  • stage management and technical theatre;
  • script adaptation;
  • graphic design;
  • costumes;
  • social media and publicity;
  • production planning.

 

Some participants discovered entirely new interests during the project. One joined to help with graphic design before deciding to perform. Others discovered a passion for directing, abridging, stage management, and production.

The project became a place where people could explore new skills as well as develop existing ones.

Working Collaboratively

From the beginning, we wanted collaboration to be genuine rather than symbolic.

Ideas came from every part of the company.

We explored scenes through table work, discussion, and improvisation before making creative decisions together. The script evolved through drafts prepared by one participant and discussed, refined and approved by the wider group.

As rehearsals progressed, participants became increasingly confident in offering ideas, questioning creative choices, and helping solve practical problems.

Ownership of the production belonged to the whole company.

When the Project Changed Direction

One of the biggest lessons from High School Hamlet was that collaboration sometimes means letting go of your original plans.

Early in the project, we introduced the idea of using artificial intelligence to help adapt the script.

The group didn’t want to.

Instead, they chose to work directly with Shakespeare’s text through discussion, editing, and rehearsal.

We also assumed that setting the play in a modern environment would naturally lead to translating Shakespeare’s language into contemporary English.

Again, the group disagreed.

After exploring different possibilities, they unanimously decided to keep Shakespeare’s original language, believing that it gave the characters greater emotional depth and that audiences would connect with the performances rather than individual words.

The rehearsal schedule changed too. What began as one weekly rehearsal became two after the participants decided they wanted more time together to develop the production.

None of these changes had been planned.

All of them made the project stronger.

More Than Rehearsals

Although the project centred on creating a production, rehearsals became something much more than preparing for performances.

Participants supported one another, shared ideas freely, celebrated each other’s successes, and built genuine friendships.

The WhatsApp group became an active community rather than simply a place to share rehearsal information. Conversations continued between sessions, ideas developed outside the rehearsal room, and friendships extended beyond the project itself.

Several participants have continued working together and helping to organise future projects.

Creating a sense of community wasn’t one of our stated aims, but it became one of the project’s most meaningful outcomes.

The Performances

High School Hamlet concluded with two performances at The Studio, Stables Theatre in Hastings.

The project was made possible through the generosity and support of several local organisations, including:

  • The Stables Theatre
  • Barefoot Opera
  • Arts on Prescription
  • The White Rock Hotel
  • Our Town Has Plenty podcast

 

The performances sold out, with additional tickets released to meet demand.

Audience feedback praised the quality of the performances, the confidence and commitment of the young people, and the collaborative spirit that could be seen throughout the production.

Just as importantly, audiences offered thoughtful suggestions that will help shape future projects.

What We Learned

High School Hamlet taught us far more than how to create a new adaptation of Hamlet.

We learned that:

  • Young people are capable of making ambitious creative decisions when they are trusted.
  • Collaboration works best when ownership is genuine.
  • Plans should remain flexible enough to evolve with the people involved.
  • Shakespeare doesn’t need to be simplified to feel relevant.
  • A supportive creative environment naturally builds confidence, friendships, and community.
  • Reflection is as important as performance.

 

Perhaps our biggest discovery was this:

Collaboration isn’t simply a method for creating theatre. It is the thing that makes this work meaningful.

Looking Forward

High School Hamlet was always intended to be a research and development project.

Its performances marked the end of one chapter, but not the end of the work.

Everything we learned – from the creative process to participant feedback, audience responses, and project evaluation – will inform future productions by Next Folio Collective CIC.

Our next project, So Much Ado, will build on these foundations while continuing to explore new ways of making theatre with young people at its heart.

The journey continues, and we’re excited to see where it leads next.