Performing Arts

Why is the subject important?

Performing Arts is not just acting! We believe Performing Arts and Dance education is about the quality of enjoyment, knowledge and skills development and future prospects.  Opening their minds to the possibilities the world offers outside Halifax and developing them as individuals, motivating and changing attitudes towards their learning and future goals, to create resilient well round individuals who will shape our future.  Performing Arts and Dance enhance young people’s communicative and leadership skills, we aim to develop their self-awareness, confidence and reflective practice so students feel they can express themselves in a safe environment in order to exceed.

Our curriculum strives to inspire, challenge, and reflect within a creative community within the academy. We teach schemes of work that expose student awareness to cultures, political and social influences. We continue to develop our schemes of work to ensure we provide high quality teaching and learning so that we are at the forefront of current trends and affairs.  Extra-curriculum provision creates the opportunity for students to experiment and take risks in interdisciplinary projects and nurtures their talent and successes.

Year 7

What will I be studying?

  • Improvisational Theatre
  • Pantomime
  • Page to Stage
  • Musical Theatre

How will I be assessed?

Skills are acquired and explored in this year and measured based on performing, creating and appreciating their own, others and professional performances.

Each assessment will consist of a rehearsed performance and students’ self and peer feedback evaluating skills over time and reflecting verbally on their development.

Students collaborate within a paired or group performance but are awarded marks based on their individual contribution and merit.

Total marks awarded is 18.  This is divided into 3 areas, performing, creating and appreciating.  Marks are awarded out of 6 for each area by the teacher. Verbal teacher feedback is given regularly and is provided at the end of the unit. Student self-evaluate the skills by ranking themselves on a skills audit which is based on the all the skills covered in the units.

The grading is explore, discover and bronze.

Which websites should I use to support my learning?

What will I be studying?

  • Silent Movie & Mime
  • Thematic Play
  • Devising

How will I be assessed?

All assessments build upon the next securing skills over time, year 8 skills are applied and sustained.

Each assessment will consist of a rehearsed performance and students self and peer feedback evaluating skills over time and reflecting verbally on their development.

Students collaborate within a paired or group performance but are awarded marks based on their individual contribution and merit.

Total marks awarded is 18.  This is divided into 3 areas, performing, creating and appreciating.  Marks are awarded out of 6 for each area by the teacher. Verbal teacher feedback is given regularly and is provided at the end of the unit. Student self-evaluate the skills by ranking themselves on a skills audit which is based on the all the skills covered in the units.

In year 8 skills are applied, layered and sustained with control, the grading is extended from bronze to silver and gold.

Which websites should I use to support my learning?

What will I be studying?

  • Thematic Play
  • Forum Theatre/ Theatre in Education

How will I be assessed?

Students have formed the basic skills in year 7 and 8 and now wish to develop their passion, knowledge and understanding by opting for a 12 week block of Performing Arts.  The lesson once per week and will continue to develop and build upon the foundation of skills in performance, devising, script work and appreciation from phase 1.

Each assessment will consist of a rehearsed performance and students’ self and peer feedback evaluating skills over time and reflecting verbally on their development.

Students collaborate within a paired or group performance but are awarded marks based on their individual contribution and merit.

In these lessons there will be emphasis in performing, creating and appreciating.

Verbal feedback will inform students’ progress regularly and skills will be developed and embedded over time. Student self-evaluate the skills by ranking themselves on a skills audit which is based on the all the skills covered in the units.

Which websites should I use to support my learning?

What will I be studying?

Year 1

Acting: Performing texts

Context: Understanding exactly how dialogue and conversation works, how this is reflected in good dramatic writing and how an actor ‘lifts’ such speech ‘off the page’ is important for those wishing to work in the theatre or as performers more widely. The ability to sight read competently and bring dialogue to life is essential for most television, film, radio, voice over and commercial work.

Aims: To develop the skills necessary for analysing a piece of dialogue in dramatic writing and to be able to perform it appropriately.  To give learners practical experience in these skills, using both modern and classic texts.  The purpose of this unit is to enable learners to develop the skills to perform text appropriately.

Year 2

Live performance

Context: Any aspiring professional performer will need to learn a variety of performance skills to perform in a way that will meet the expectations of their audience and also accurately represent them as performers. Beyond just performing effectively, performers need to think about the other performers, technical crew, performance, equipment, the expectations of the audience, quality and variety in the set and the practice and rehearsal schedule it takes to get to the final performance itself. Regularly having the opportunity to perform in front of an audience can help hone technique, expression and stage presence in order that high quality performance, and the practice required to get there, becomes second nature. Reflecting on performances is also a useful tool – as performers can see themselves through the audience’s eyes and learn more about how to develop their performance style to continually improve and grow in confidence.

Aims: The aim of this unit is to give learners the opportunity to explore all the skills required for a live performance. These range from planning, rehearsing and the performance itself to the reflection required post-performance to ensure continual development as performers. By undergoing the process of preparing for a live performance, learners will have the opportunity to experience the variety of activities and skills required to bring a performance together.

How will I be assessed?

Two units of study, one internal and one externally assessed

50% each unit, 20 credits are required in total for level 2

Each unit is assessed on their creating, performing and evaluating skills in context to the style.

Which examination board am I following?

Exam Board: RSL VQ

Specification: Level 2 Tech Award in Creative and Performing Arts: Acting

Website: www.rslawards.com/creative-performing-arts

Which websites should I use to support my learning?

What will I be studying?

Dance: Ensemble Dance Performance

Context: There is currently a vibrant interest in all forms of dance style in the UK. It is enjoyed in many forms from recreation to physical fitness and as a performance art. The umbrella of ‘Dance’ is vast, containing many styles and genres, within a wide range of settings from formal theatre, to ritual, to community and social dance. The ability to perform and understand one specific style of dance as part of a group, not only introduces the learner to a popular form which engages communities but also supports their artistic, physical, intellectual and social skills development.

Aims: This unit aims to introduce and develop learners’ skills in a selected dance style and improve their ability to reproduce and perform technical movements with a group and develop and perform a style specific sequence. The purpose of this unit is to enable the development of dance technique and performance and an understanding of a dance style.

Year 2

Live performance

Context: Any aspiring professional performer will need to learn a variety of performance skills to perform in a way that will meet the expectations of their audience and also accurately represent them as performers. Beyond just performing effectively, performers need to think about the other performers, technical crew, performance, equipment, the expectations of the audience, quality and variety in the set and the practice and rehearsal schedule it takes to get to the final performance itself. Regularly having the opportunity to perform in front of an audience can help hone technique, expression and stage presence in order that high quality performance, and the practice required to get there, becomes second nature. Reflecting on performances is also a useful tool – as performers can see themselves through the audience’s eyes and learn more about how to develop their performance style to continually improve and grow in confidence.

Aims: The aim of this unit is to give learners the opportunity to explore all the skills required for a live performance. These range from planning, rehearsing and the performance itself to the reflection required post-performance to ensure continual development as performers. By undergoing the process of preparing for a live performance, learners will have the opportunity to experience the variety of activities and skills required to bring a performance together.

How will I be assessed?

Two units of study, one internal and one externally assessed

50% each unit, 20 credits are required in total for level 2

Each unit is assessed on their creating, performing and evaluating skills in context to the style

Which examination board am I following?

Exam Board: RSL VQ

Specification: Level 2 Tech Award in Creative and Performing Arts: Dance

Website: www.rslawards.com/creative-performing-arts

Which websites should I use to support my learning?

Ofsted Outstanding Provider