Performing Arts

Departmental Intent

 

The curriculum will equip students with the ability to perform and compose music, listen to and evaluate different genres including the works of great composers and musicians, learn to sing and use their voices and to understand deeply how music is created and developed through the musical elements. The drama department hold a crucial aspect in our students’ personal development; it provides all of our students with so many rich and varied opportunities to experience the arts, which develops and creates, confident and capable students, who go out into the world and impress others with their abilities.

 

 

Year 7

Term 1 Skills development: Students learn skills that will shape them throughout their school experience

 

Topics Include:

·       Learning how to use and prepare the voice.

·       Learning vocal techniques such as call and response, round, ostinato, a cappella.

·       Working on a vocal performance as a whole class.

·       Looking at singing in unison and harmony.

·       Learning about the basics of music notation in terms of note names/values.

·       Learning how to correctly notate rhythms and compose own.

·       Learning about structures in music such as binary/ternary/rondo.

·       Students will be taught how to use different drama techniques in their performances.

·       Each lesson will consist of a different style of stimulus being explored.

·       Picture, a song, a word, new paper article an item of clothing.

·       Teacher is able to do teacher in role, use HA for examples, use systematic checking, use PP student list and HA student lists for targeted questions.

·       Students have the ability to record their selves using iPad and watch their performance back to see what they need to do to improve.

Term 2  Keyboard skills and Physical Theatre – Key board skills learn how to perform melody’s and chords on the key boards. Students learn that physical theatre is anything that puts the human body at the centre of storytelling.

 

Topics Include:

•                     Developing skills to play melodies on the keyboard using right hand and chords with left hand.

•                     Learning how to read music notation correctly- note lengths/pitches.

•                     Students will be taught how to use different drama techniques in their performances.

•                     Each lesson will consist of a different style of stimulus being explored.

•                     Picture, a song, a word, new paper article an item of clothing.

•                     Teacher is able to do teacher in role, use HA for examples, use systematic checking, use PP student list and HA student lists for targeted questions.

•                     Students have the ability to record their selves using iPad and watch their performance back to see what they need to do to improve.

Term 3 The orchestra and Our Day out Story:  Our day will develop skills in literacy reading and language by exploring the play practically. The orchestra will enable students to learn about the origin and development of the Orchestra and the individual instruments within.

 

Topics Include:

·       Learning the names / families of instruments within the orchestra and their different sonorities.

·       The history of the orchestra and its development.

·       How each family produces a sound.

·       Recognising and describing music performed by an orchestra.

·       Group performance skills- performing an independent part within a large group

·       Describe some stage lights.

·       Remember some allocated script lines.

·       Describe and use a tone of voice in parts that represents the character.

·       Describe a character in a performance.

·       Describe the style of stage I performed on.

·       Explain the difference between 2 types of staging.

·       Explain how a character moves and talks when interacting with another character.

·       Apply a tone of voice that shows clear control over pace and tone for a character.

·       Lines set are attempted to be learnt, but could need some prompting.

·       Apply lighting to my scene and explain how stage lighting has impacted it.

·       Describe two different lights and analyse the impact of them in a scene

·       Compare 2 characters’ characteristics or mediums for example clothing or lighting in a scene.

·       Use a stage that is not proscenium and explain the impact this has had on my scene.

 

Year 8

Term 1 Musical Theatre – Students will explore the whole of the performing arts industry, looking at sound, music writing, lighting, costumes and staging.

 

Topics Include:

·       What is a musical.

·       Explore the characters in a musical by use of dramatic devices and discovering how songs in a musical can support and emphasis a character’s emotions.

·       How to explore, understand and write lyrics to a song in a musical

·       Reflect on a range of dramatic devise used to explore the characters in both musicals being studied.

·       They will discover and explore the variety of roles in a musical for example a director, narrator and chorus. This will then be applied to a performance.

·       Students will then finally reflect on their findings and write a reflective piece of writing which analyses both the musicals, the elements learnt the roles within the production for example director and finally, evaluate their success in applying this.

 

 

Term 2 Theatre through the decades – students will explore Greek Theatre, African Theatre and Elizabethan Theatre and the work of Bertolt Brechts theatre. Students will compare all 3 styles of theatre and explore how they could incorporate music within their productions.

 

Topics Include:

•                     What instruments were using in musical theatre for each form of theatre

•                     How acting would be differentiate between the 3 forms of theatre

•                     How music was applied into theatre

•                     Learning how a drama practitioner influences theatre.

 

 

Term 3  

Shakespeare – Students will be looking at how they can stylise and modernise a Shakespeare performance.

 

Topics Include:

•                     Reading a Shakespeare play.

•                     Using skills of music through the decades to apply to a performance.

•                     Describing the movement and justifying their movements.

 

 

Year 9

Term 1 Practitioners and Grime–  Students will learn about the genre and culture of urban music. Students will be exploring the work of Konstantin Stanislavsky through the story of Blood Brothers.

 

Topics Include:

·       Students to become familiar with 2 main drama practitioners.

·       Look at the historical information, for example what style of play is it? who wrote it? name 3 things that was going on at the time this play was written.

·       It is also essential that students read the script and become familiar with how to do this as majority of students have never done this before.

·       Students will also explore different styles of staging, costume, lighting and explore the use of voice, movement, duologues and how to apply drama techniques or physical theatre to scene.

·        Students will then discuss their findings in an essay style report which will be aided from their log books they record information in during lesson.

·       The development and origin of Grime.

·       The social/political issues.

·       Recognising the main musical features and how these are developed.

·       Case studies on Grime Artists.

·       Performing a Grime piece.

 

 

Term 2 Brecht and DNA and Jazz/ Blues and The Beetles. – Students develop an understanding of chord sequences and the role of improvisation. Students also explore a serious issue surrounding peer pressure and how to apply this through a politically driven practitioner.

 

Topics Include:

•                     Students to become familiar with 2 main drama practitioners.

•                     Look at the historical information, for example what style of play is it? who wrote it? name 3 things that was going on at the time this play was written.

•                     It is also essential that students read the script and become familiar with how to do this as majority of students have never done this before.

•                     Students will also explore different styles of staging, costume, lighting and explore the use of voice, movement, duologues and how to apply drama techniques or physical theatre to scene.

•                      Students will then discuss their findings in an essay style report which will be aided from their log books they record information in during lesson.

•                     Learning of the origin of jazz/blues and its most common musical features.

•                     Looking at the idea of cyclic music.

•                     Learning about the role of improvisation.

•                     Musical knowledge- the start of the ‘British Invasion’

•                     Verse-chorus form in music and simple chord progressions

•                     Musical elements- analysing features of British pop music

•                     Group performance skills

 

Term 3 The Suffragettes and Reggae: Students study historical and political movements through use of drama techniques, facts and performances. Students explore syncopation and off beat rhythms used in Caribbean music.

 

Topics Include:

•                     Students will develop their skills in a final performance

•                     Students will watch and analyse different styles of performances and apply this in a lesson

•                     utilising their knowledge and applying it

•                     learning historical information based on the suffragettes

•                     Musical knowledge and the common features of Reggae and off-beat rhythms

•                     Duet performance skills

Year 10

Term 1 Grade 1 Theory Skills Component 1 Preparation (LAA) Solo Performance Exploration Introduction to GarageBand skills.

 

Topics Include:

·       British Invasion (1960s), origin, development, artists and musical features. Performing Love Me Do (The Beatles) as a class ensemble.

·       Rock (1970s) origin, development, artists and musical features. Composing a piece of Rock Music independently using GarageBand.

·       Synth Pop (1980s) origin, development, artists and musical features. Performing Sweet Dreams (The Eurhythmics).

·       Britpop (1990s) origin, development, artists and musical features Performing Wonderwall/ Don’t Look Back in Anger (Oasis).

·       Grime (2000s) origin, development, artists and musical features. Sequencing Shut Up (Stormzy) using GarageBand.

·       Pop Punk (2000s) origin, development, artists and musical features. Performing chord sequence of All The Small Things (Blink 182).

 

Term 2 Component 1 Preparation

 

Topics Include:

·       EDM/Music Technology origin, development, artists and musical features. Produce a piece of Synth pop style music using GarageBand.

·       Baroque Music origin, development, artists and musical features. Listening tasks.

·       Classical Music origin, development, artists and musical features. Listening tasks.

·       World Music origin, development, artists and musical features. African Drumming workshop.

 

Term 3 . Component 2

 

Topics Include:

·       Auditing own skills as a musician and tracking progress towards a performance.

·       Preparing 2 projects within performance/ composition/ production alongside an action plan of skill development.

 

Year 11

Term 1 Component 2 LAA

 

Topics Include:

·       Skills needed in the industry. Research into the different skills needed and how these are applied as a musician, composer and producer.

·       Health and Safety. Workshops around H&S procedures when performing/producing.

·       Setting up a performance. Workshops around setting up a PA system, microphones and levelling the EQ of a performance.

 

Term 2 Component 3

 

Topics Include:

·       Exploration of skills for external unit.

·       Rewriting an existing song in a given genre as set by exam board.

 

Term 3 Component 3

 

Topics Include:

·       Exploration of skills for external unit.

·       Rewriting an existing song in a given genre as set by exam board.

 

KS4 Qualification Information

 

Course Title: BTEC

 

Exam Board: BTEC

 

Examination Description: An exploration of genres of music, styles of songs and being able to compose a song. Skills can be an instrument which students have additional lessons for or singing.

 

 

 

 

For more information please contact the head of department:

Dates In The Diary

Post 16 Open Evening 27th November 5-7pm