Performing Arts
Why study Performing Arts?
The importance of Performing Arts in education
Performing Arts in education provides students with the opportunity to engage the mind, the body and emotions into a collaborative expression of all that it means to be human. Through study and performance, students explore and present great themes and ideas.
Students discover their own voice, grow in confidence and develop empathy and an ethical insight into the contradictions and paradoxes of the human condition. Performing Arts students grow in understanding of what it means to not only be human, but to be good, noble, honourable, kind and compassionate.
The benefits of studying performing arts are:
1. Critical Reflection
Students gain valuable life skills by learning the importance of feedback, both positive and constructive. The arts also provide a place of solitude, where students can immerse themselves without interference from their environment. This also provides a space for students to engage in self-reflection – a vital skill for life after school.
2. Collaboration
Performing Arts is a discipline that encourages teamwork, whether that is in writing, creating, designing or during the act of performing. Students have the opportunity to engage in creative collaboration, a skill they have limited chance to develop outside of a rehearsal space.
3. Creativity
Through creative expression students learn to understand the world in a unique way, preparing them to navigate the challenges after school. There is also great cross-over between Performing Arts and other disciplines – the creative thinking and study techniques learned during rehearsal can be transferred to all areas of study.
4. Communication
Communication skills can be accelerated through Performing Arts, as students learn to use verbal and non-verbal techniques in new ways to deliver their message. Students also find new levels of confidence through Performing Arts which will enable them to have success across a range of situations and experiences in life.
Key Stage 3 Curriculum Overview: Performing Arts
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Learning Cycle 1 |
Learning Cycle 2 |
Learning Cycle 3 |
Year 7 |
Exploring Dramatic Techniques:1
Shakespeare In Performance
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Exploring Dramatic Techniques:2
Devised work based on ‘The Sinking Of The Titanic’
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Exploring Dramatic Techniques:3
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Year 8 |
Exploring Dramatic Techniques
Set text ‘The Woman In Black’ by Stephen Mallatratt (based on the novel by Susan Hill)
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Exploring Dramatic Techniques:2 Relationships in Performance
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Exploring Dramatic Techniques:3 Of Mice And Men
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Year 9 |
Exploring Dramatic Techniques: 1
Set text ‘Grease The Musical’ by Jim Jacobs and Warren Casey
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Exploring Dramatic Techniques:2 Approaching Drama From A Devised Perspective
Skills and techniques which will be focused upon are:
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Exploring Dramatic Techniques:3 Our Day Out by Willy Russell
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Key Stage 4 course:
BTEC TECH AWARD IN PERFORMING ARTS
How does the course work?
The course is made up of three components: two that are internally assessed and one that’s externally assessed. The three-block structure, explore, develop and apply, has been developed to allow students to build on and embed their knowledge. This will allow them to grow in confidence and then put into practice what they have learned.
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Learning Cycle 1 |
Learning Cycle 2 |
Learning Cycle 3 |
Year 10 |
Component 1 and Component 2 are taught in correlation with each other (i.e. they run across the whole of Y10 LCs During Component 1, you will:
This component is internally assessed and is worth 30% of the overall course. Aim: You will get a taste of what it’s like to be a professional actor, musical theatre performer or designer/production role.
During Component 2, you will:
This component is an internally assessed unit and is worth 30% of the overall course. Aim: develop skills and techniques in the chosen discipline(s) of acting, musical theatre or a chosen design focus.
In LC 1, you will study NATURALISTIC theatre (Set text ‘Sparkleshark’ by Philip Ridley)
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Component 1 and Component 2 are taught in correlation with each other (i.e. they run across the whole of Y10 LCs During Component 1, you will:
This component is internally assessed and is worth 30% of the overall course. Aim: You will get a taste of what it’s like to be a professional actor, musical theatre performer or designer/production role.
During Component 2, you will:
This component is an internally assessed unit and is worth 30% of the overall course. Aim: develop skills and techniques in the chosen discipline(s) of acting, musical theatre or a chosen design focus.
In LC 2, you will study MUSICAL THEATRE (this text will vary from year to year. Past choices have been ‘Blood Brothers’ by Willie Russell; ‘Grease’ by Jim Jacobs and Warren Casey; ‘We Will Rock You’ by Ben Elton/Queen)
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Component 1 and Component 2 are taught in correlation with each other (i.e. they run across the whole of Y10 LCs During Component 1, you will:
This component is internally assessed and is worth 30% of the overall course. Aim: You will get a taste of what it’s like to be a professional actor, musical theatre performer or designer/production role.
During Component 2, you will:
This component is an internally assessed unit and is worth 30% of the overall course. Aim: develop skills and techniques in the chosen discipline(s) of acting, musical theatre or a chosen design focus.
In LC3, you will study THEATRE IN EDUCATION (set text ‘Too Much Punch For Judy’ by Mark Wheeller) The specific techniques linked to this text will be challenging but will provide a fantastic insight into this style of theatre. |
Year 11 |
This Component is an externally assessed task, where you will work in groups of between 3 and 7 members to create a performance or a design based on a set brief, provided by Pearson. This Component is worth 40% of the overall course. The component is released to centres in January of Year 11. During Component 3, students will:
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Learning and exploration will continue in the same way as described in LC1. During Component 3, students will:
During LC2, it is anticipated that the students will complete their performance and present it, according to Pearson’s exam conditions. They will also complete the evaluation log/ All work will be collated and each student will have their own unique digital folder. It is anticipated that by 15th May of Y11, all work will be completed and with the exam board.
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