Creative & Performing Arts - Performing Arts (Dance & Drama)

  • The study of Performing Arts is important because it equips students with a range of creative and inter-personal skills that will enable them to develop as effective students and successful adults. These ‘Five C’s’ skills are at the heart of our Performing Arts lessons and they give students the opportunity to develop their Confidence, Creativity, Critical Reflection, Collaboration and Communication skills
  • The Performing Arts provides students with the opportunity to engage their minds, bodies and emotions in expressing and exploring a range of themes, characters, stories and ideas. In Performing Arts lessons, students discover their own voice, grow in confidence and develop empathy and ethical insight into the world around them
  • Through the Performing Arts, students will develop and hone their creative and performance skills in an environment where everyone is encouraged to explore and express their own thoughts, ideas and opinions

What will the study of Performing Arts teach you?

At Key Stage Three, students develop Drama skills to create performances through both scripted and devised work. At Key Stage Four, students can take either a Drama or Dance pathway and deepen their understanding of the Performing Arts by exploring the repertoire of professional practitioners and the processes used to create their professional work. 

In Drama and Dance lessons, students will practically explore a range of performance styles and develop their own performance and interpretive skills in a variety of contexts. They will also build on their 5C’s skills which underpins everything we do in the Performing Arts:

  • Confidence: For some students confidence comes naturally, whilst others need more support and encouragement to help them develop into confident individuals. Helping a student to build their confidence is one of the most important skills that we develop in performing arts lessons as it not only enables them to attain the highest outcomes, but also increases their overall feelings of self-esteem and self-worth.
  • Creativity: Creative thinking and creative expression is always fostered and celebrated within Performing Arts lessons. Through creative activities, students learn to understand the world in a unique way, preparing them to take on the opportunities and challenges of life.
  • Critical Reflection: Students gain valuable life skills by learning the importance of feedback, both positive and constructive. In Performing Arts lessons, students are taught to be reflective thinkers, a vital skill for life after school.
  • Collaboration: Performing Arts is a discipline based around collaborative work often with complex group dynamics. Activities such as warm-ups and games; improvisation work; exploration and planning; rehearsals and performances teach students to be effective collaborators who support and respond to others with thought and sensitivity.
  • Communication: Communication skills are greatly enhanced through Performing Arts, as students learn to use verbal and non-verbal techniques to communicate with each other and their audience. The Performing Arts teaches students to communicate in many different ways whether it be through movement, physicality, body language, speech or even just sounds.

How does the study of Performing Arts support your study in other subjects?

The Performing Arts is not just a subject but a cross-curricular tool as drama strategies and skills can enhance the study of many different subjects. Performing Arts isn’t just about performing, but it is about discovering and creating ingenious ways of problem solving, exploring issues and presenting information which is as important in the Maths and Science classroom as it is in the Drama studio.
The Main impact of Performing Arts can be seen in the embedding and accelerating of the social, developmental and interpersonal 5Cs skills. For example, the creative thinking and collaborative skills required during rehearsals can be transferred to all other areas of study from Humanities to Physical Education.
There are many cross-curricular links to the English National Curriculum which states that students need to gain knowledge, skills and understanding associated with the artistic practice of drama. There are close links with many Humanities subjects as we explore a range of philosophical, ethical and sociological issues in a performative context.

Key Assessment Objectives
Key Stage 4 Component 1:
Learning aim A: Examine professional practitioners’ performance work
Learning aim B: Explore the interrelationships between constituent features of existing performance material

Key Stage 4 Component 2:
Learning aim A: Develop skills and techniques for performance
A1 Development of performance/design and interpretative skills
            A2 Develop skills and techniques during the rehearsal process
            Learning aim B: Apply skills and techniques in rehearsal and performance
            B1 Application of skills and techniques during rehearsal
            B2 Application of skills and techniques in/for performance

            Learning aim C: Review own development and contribution to the    Performance C1 Review own development of skills and techniques in/for      performance C2 Review own application of skills and techniques in/for        performance

Key Stage 4 Component 3:
Learning aim A: Developing ideas in response to a brief
A1 Understand how to respond to a brief through discussion and practical exploration activities
B Selecting and developing skills and techniques in response to a brief
B1 Demonstrate how to select and develop skills and techniques that are needed to realise the creative ideas in response to a brief
C Contributing to a workshop performance
C1 Application of skills and techniques
C2 Working effectively with others
C3 Communicating ideas through performance
D Evaluating the development process and workshop performance outcome
D1 Reflect on the process
D2 Reflect on the outcome

How can the study of the Performing Arts support you in the future?

The world is changing so rapidly now that just learning a specific skill set and following it exactly won’t get us very far. What prepares students for life beyond the classroom is learning how to be more creative, which includes flexibility in perception and execution of tasks. The 5Cs will prepare you for whatever you take on in life whether it’s further and higher education, employment or just being a confident and successful adult.
Jobs directly related to the study of Performing Arts include, among many others: actor, community arts worker, dancer, drama therapist, theatre director, broadcast presenter, teacher, scriptwriter and theatre stage management.

Curriculum Overview
In Year 7 and 8 students have one 50-minute Drama lesson per week and in Year 9 students have one 100-minute Drama lesson for a term rotating with Music and Art. Throughout Key Stage Three students are taught a solid foundation of Drama knowledge, skills and techniques which will allow them to access the requirements of BTEC Level 2 in KS4 with a focus on engaging practical work.


Scroll right / left on the table below to view all the information.

Curriculum Overview: Key Stage Three Drama

 

Year 7

Year 8

Year 9

Autumn 1

Introduction to Drama:
‘Darkwood Manor’

Explore a horror genre stimulus through improvisation and teacher-in-role.

Introduction to the core skills of Drama with a specific focus on character-based improvisation.

Performance Style: Physical Theatre

Explore the style of Physical Theatre using the work of professional practitioners.

Developing physical theatre skills and techniques including chair duets, stage combat, round/by/through, unison and ensemble movement.

ROTATION 1
Exploring Professional Repertoire: ‘Metamorphosis’ and ‘Frankenstein’

Explore two pieces of professional live theatre of contrasting style and genre.

Watching and evaluating the work of a professional theatre company
applying their styles and techniques to rehearsal and performance work.

Autumn 2

Working with a Script:
‘A Christmas Carol’ by Neil Duffield

Explore and perform extracts from this vibrant stage adaptation of Dicken’s classic novel.

Developing ensemble skills including choral speech, synchronised and choreographed movement and soundscapes.

Working with Theatre Practitioners: John Godber

Explore the performance style and techniques of writer and director John Godber through a workshop based approach to his play ‘Bouncers’.

Developing skills and techniques in exaggeration and caricature, choral speech and movement, multi-roling, direct address, transitions and  characterisation.

ROTATION 1
Theatre in Education: Prejudice and Discrimination

Explore a range of social and political issues on the theme of prejudice and discrimination.

Developing and performing an original piece of devised theatre with the aim of educating a target audience about one of the political or social topics explored.

Spring 1

Devising Skills: ‘Charlie and the Chocolate Factory’

Introduction to creating devised work from a range of given stimulus from Charlie and the Chocolate Factory.

Focussing on developing devising skills including tableaux, hotseating and role of the wall.

Working with a Script: Blood Brothers’ by Willy Russell

Explore the genre, plot, themes, characters and performance style of ‘Blood Brothers’ by Willy Russell.

Watching the original West End production of ‘Blood Brothers’ and practically explore key scenes, characters and themes from the play.

ROTATION 2
Exploring Professional Repertoire: ‘Metamorphosis’ and ‘Frankenstein’

Explore two pieces of professional live theatre of contrasting style and genre.

Watching and evaluating the work of a professional theatre company
applying their styles and techniques to rehearsal and performance work.

Spring 2

Genre and Performance Style: Children’s Theatre

Explore the features of Children’s Theatre through rehearsal and performances of ‘The Gruffalo’.

Developing a range of genre-based performance skills including comedy, direct address and exaggeration.

 

Working with a Script: ‘Blood Brothers’ by Willy Russell

Apply practical understanding of the genre, plot, characters, themes and performance style of ‘Blood Brothers’ in performance.

Rehearsal, refinement and performance of a key scene from ‘Blood Brothers’ using rehearsal techniques and performance skills appropriate to the style and genre of the play.

ROTATION 2
Theatre in Education: Prejudice and Discrimination

Explore a range of social and political issues on the theme of prejudice and discrimination.

Developing and performing an original piece of devised theatre with the aim of educating a target audience about one of the political or social topics explored.

Summer 1

The Devising Process: Working with a stimulus

Explore the processes and techniques required to develop a devised performance from a range of different stimuli.

Exploring how to identify, select and use a stimulus including a photograph, song and newspaper article to create devised work.

Working with Theatre Practitioners: Antonin Artaud

Explore the performance style and techniques of theatre practitioner Antonin Artaud.

Workshop based approach to Artaud’s theatrical style and elements of ‘Theatre of Cruelty’ including actor/audience relationship, surrealism, the senses and rhythm and ritual.

ROTATION 3
Exploring Professional Repertoire: ‘Metamorphosis’ and ‘Frankenstein’

Explore two pieces of professional live theatre of contrasting style and genre.

Watching and evaluating the work of a professional theatre company
applying their styles and techniques to rehearsal and performance work.

Summer 2

Introduction to Theatre Practitioners: Stanislavski

Explore the naturalistic performance style and rehearsal techniques of theatre practitioner Stanislavski.

Workshop based approach to the ‘Stanislavski System’ of actor training including emotional memory, magic if, relaxation, given circumstances and active analysis.

Working with Theatre Practitioners: Bertolt Brecht

Explore the style and techniques of theatre practitioner Bertolt Brecht.

Workshop based approach to Brecht’s theatrical style and elements of Epic Theatre including placards, exaggeration, narration, music and song, speaking stage directions and direct address.

ROTATION 3
Theatre in Education: Prejudice and Discrimination

Explore a range of social and political issues on the theme of prejudice and discrimination.

Developing and performing an original piece of devised theatre with the aim of educating a target audience about one of the political or social topics explored.

Curriculum Overview: Key Stage Four Drama (BTEC Performing Arts)

 

Year 10

Year 11

Autumn 1

BTEC Tech Award Introduction

  • Introduction to the course.
  • Personal Target setting.
  • Preparation and rehearsals for baseline assessment performance.
  • Baseline assessment performances, evaluations and review of personal targets.

BTEC Tech Award Component 2: Acting Skills

Application of skills and techniques during rehearsal and performance of a play for the assessment performance.

Reviewing development of skills and evaluation of assessment performances.

Coursework: Filmed milestone performances (first run-through, dress rehearsal and final performance) and Actor’s Log Book

Autumn 2

BTEC Tech Award Component 1: Exploring the Performing Arts Industry

Introduction to the Performing Arts Industry by examining the work and methodologies of key drama practitioners.

Developing core knowledge and understanding of a range of performance styles and disciplines and the key features that contribute to them, such as roles, responsibilities, skills and techniques.

BTEC Tech Award Component 3: Performing to a Brief

Introduction to Component 3 and understanding how to respond to a brief through discussion and practical exploration activities

Spring 1

BTEC Tech Award Component 1: Exploring the Performing Arts Industry

Developing an understanding of the Performing Arts by exploring three pieces of drama repertoire by three key practitioners and the processes used to create their performances.

Coursework: Practical workshop recordings and Reflective Journal

BTEC Tech Award Component 3: Performing to a Brief

Exploration and Research of the externally set exam brief.

Coursework: Completion of Ideas Log in the externally assessed Log Book

Spring 2

BTEC Tech Award Component 1: Exploring the Performing Arts Industry

Theoretical and practical exploration of the interrelationships between processes, techniques and approaches that contribute to performance repertoire.

Coursework: Practical workshop recordings; Reflective Journal and Promotional Material.

 

BTEC Tech Award Component 3: Performing to a Brief

Devising, rehearsals and development of performance skills and techniques in response to the externally set brief.

Applying skills and techniques in a workshop performance in response to the brief.

Coursework: Completion of Skills Log in the externally assessed Log Book

Summer 1

BTEC Tech Award Component 2: Acting Skills

Evaluation and development of acting skills and techniques through a series of workshops to develop vocal, physical and interpretive skills.
 
Coursework: Practical workshop recordings and Actor’s Log Book

BTEC Tech Award Component 3: Performing to a Brief

Evaluating the development process and performance outcomes. 

Coursework: Completion of Evaluation Report in the externally assessed Log Book

Component 3 externally assessed in May 2019

Summer 2

BTEC Tech Award Component 2: Acting Skills

Developing acting skills and techniques during the rehearsal process of a play.

Coursework: Filmed rehearsals and Actor’s Log Book

 

Course Completed

Curriculum Overview: Key Stage Four Dance (BTEC Performing Arts)

 

Year 10

Year 11

Autumn 1

Introduction to Dance - Weeks 1 to 3

Through participation in a range of technical dance exercises, students will develop important physical skills for performance such as; posture, alignment, balance, flexibility and co-ordination.  

Component 1 - Exploring the Performing Arts (internally assessed)

Students will develop their understanding of dance by examining and practically exploring the work of 3 dance practitioners and the processes used to bring it to stage.
The styles we will be studying are: Musical Theatre, Contemporary and Jazz.
Students will study the history of choreographers as well as the storyline underpinning the work.

Coursework: Practical workshop recordings and Reflective Journal

Component 2- Developing skills and techniques (internally assessed)

Students will continue to refine their performance in the set dance by planning and undertaking technical dance exercises. Students will also explore the use of interpretive skills such as facial expressions and characterisation to add another dimension to their performance.

Milestone rehearsal 2 will be filmed during this half term. The students will analyse and evaluate their successfulness in capturing the style and choreography of the practitioner within their written coursework.

 

Autumn 2

Component 1 - Exploring the Performing Arts (internally assessed)

Students will continue to develop their understanding of dance by examining and practically exploring the work of 3 dance practitioners and the processes used to bring it to stage.
Students will look closely at the stylistic features of the work and the motifs used. 

Coursework: Practical workshop recordings and Reflective Journal

Component 2- Developing skills and techniques (internally assessed)

Students will complete their performance of the set dance.

The final performance will be filmed during this half term. The students will analyse and evaluate their successfulness in capturing the style and choreography of the practitioner within their written coursework.

Spring 1

Component 1 - Exploring the Performing Arts (internally assessed)

Students will continue to develop the practitioner's choreography through workshops, focusing on the use of choreographic devices like canon and retrograding.

Coursework: Practical workshop recordings and Reflective Journal

Component 3- Performing to a brief (externally assessed exam)

Students will independently research the externally assessed brief so that they can construct an appropriate response. Students will then work as a group to create key motifs that will lay the foundation for their choreography.

Coursework: Completion of Ideas Log in the externally assessed Log Book

Spring 2

Component 1 - Exploring the Performing Arts (internally assessed)

Students will participate in an assessment bringing together all the work they have created for Component 1.

Students, through coursework will analyse the dance style and the skills they have learnt throughout the Component.

Component 3 - Performing to a brief (externally assessed exam)

Students will listen to different pieces of music and make a selection of aural accompaniment appropriate to the brief.

Students will develop their choreography, building on the motifs created in the previous half term. Subsequently, focus will switch to employing the use of relevant choreographic devices such as formations and levels for effect.

Coursework: Completion of Skills Log in the externally assessed Log Book

Summer 1

Component 2 - Developing skills and techniques (internally assessed)

Students will participate in a series of workshops based around the style and choreographic devises of a Commercial dance practitioner. Within the workshops, they will evaluate their physical, rehearsal and interpretive skills within a series of log book entries.

BTEC Tech Award Component 3: Performing to a Brief

Evaluating the development process and performance outcomes. 

Coursework: Completion of Evaluation Report in the externally assessed Log Book

Component 3 externally assessed in May 2019

Summer 2

Component 2- Developing skills and techniques (internally assessed)

Students will learn a set piece of choreography from one chosen Commercial dance practitioner. Students review their own performance through a range of self-assessment methods and maintain a log book to track their progress.

Milestone rehearsal 1 will be filmed during this half term. The students will analyse and evaluate their successfulness in capturing the style and choreography of the practitioner within their written coursework.

Course Complete

 


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