Performing Arts

Miss Haynes - Subject Leader lha@ifieldcc.co.uk
Miss McThredder - Dance & Drama tmc@ifieldcc.co.uk
Miss Salter - Drama jsa@ifieldcc.co.uk
Mr Trebar - Music gtr@ifieldcc.co.uk

Curriculum Intent

The performing arts faculty promotes and nurtures creative, confident and reflective performers. Our broad performing arts curriculum inspires, informs, stimulates and challenges students, enjoying and exploring past and present art forms generated from an array of different cultures. A range of topics allows students to develop an understanding and appreciation of the performing arts formed in a contemporary society and throughout the world. These themes are explored through a range of different creative styles and practitioners.

Furthermore, the Performing Arts curriculum promotes a sense of self-worth, encourages confidence, resilience and develops relationships. A wide range of soft skills are embedded throughout the curriculum to transfer into the local and global community. This is recognised as all students to have the opportunity to gain an Arts Awards qualification from Trinity College London during key stage three.

At Key Stage Three our students are given the opportunity to secure a broad and solid foundation of performing arts knowledge through creative practical exploration and implement the skills that are important for lifelong lessons through a range of performing arts specialism.

At Key Stages Four students develop a deeper understanding of the performing arts; it’s culture, background and influences. The curriculum also provides students with an accurate knowledge of how the performing arts industry operates in today’s society and empowers them to become creative and reflective practitioners. This provides students with the skills needed to flourish in post 16 education including apprenticeships where our soft skills development is relevant to our local community.

Additionally, the performing arts curriculum throughout the key stages places an emphasis on written expression and literacy, supporting students to write analytically, crafting critical responses and accurately employing subject related terminology in self reflections.

We value the support for all parents and carers to their child’s performing arts education and regularly celebrate achievements and provide opportunities to local theatres utilising our locality to London and Brighton.

Developing student’s appreciation of the performing arts both inside and outside of the classroom develops discipline, control and focus allowing students to grow into well rounded adults. Students are introduced to a range of opportunities to develop their expertise through extra-curricular activities including the school musical, Band Camp, Dance and Drama clubs and events within the local community allowing them to develop their professionalism within the performing arts sector.

‘To be a creative, confident, reflective performer’

Key Stage 3

What is the Impact?

Dance
Students work both individually and in groups to perform taught motifs and own choreography and develop dance skills in various dance styles. The difference the curriculum is making to the students learning is that it is allowing the students to engage physically with different social, cultural, moral and historical dance. It allows a platform for students to develop confidence and creatively. Developing leadership and teamwork skills to achieve a common goal. They develop confidence in themselves and performance skills to take them forward in the next stage of their life whether that be dance or transferable skills. DEP tracking of progress and SOW planning combines performance choreography and analysis skills.

Drama
Students work in groups and pairs to create scenes of Drama and develop use of Drama conventions, styles of theatre and vocal and physical skills. By exploring different topics and stories, the Drama curriculum allows students to engage with a variety of cultural, social, historical and ethical themes. Through performance-based work, Drama allows students to develop independent focus, resilience, confidence and creativity, while strengthening team working skills such as listening, contribution, accountability and communication when taking part in group work. Theory-based work encourages pupils to be reflective and analytical thinkers who can justify their creative decisions and evaluate their work and the work of others. The subject allows students to develop key performance skills for Drama, personal confidence and creativity, team working skills, which are valuable to their next step in education relating to Drama or carrying transferable skills to other subjects.

Music
Students work as individuals with focussed rehearsal and preparation time leading to class performance. Concentration and listening skills are developed as well as self- confidence and the ability to interpret written instructions and symbols. Group work relies extensively on communication and team skills in order to produce a successful creative outcome as music as the previously mentioned solo music interpretation skills. Both group and solo improvisation work engages students in ‘flow’ where a set of musical parameters are laid out but allow for free expression and exploration of ‘right brain’ activity. Memorization of notation and symbols require concentration skills and ‘left brain’ activity. All feedback and peer review encourage principles of ‘Open Mindset’ where failure to complete a task is seen as a step to future success through effort and practice.

Arts Award
The performing arts curriculum aims to achieve, creativity, communication and leadership, resulting in a Level 1 certificate in the arts (Arts Award: Bronze). The curriculum is delivered in a way that allows students to actively explore and experience different art forms, whilst consolidating knowledge and skills learnt in dance and drama to prepare students for KS4.

Year 7 and 8 Dance, Drama, Awards and Music Overviews