Welcome to the Performing Arts department
The Phase 2 in Performing Arts curriculum focuses on four strands: exploring the Performing Arts; styles and practitioners; creating original performance work; and performance skills and techniques. Through the three years of study, our students create a range of performance work developing a breadth of subject knowledge across acting, dance and musical theatre. Each scheme of learning requires students to develop performance work through rehearsal and perform these to the class, culminating in written self-evaluations. The schemes of learning have been carefully considered so that they build upon the previous in sequence as well as provide students with engaging and interesting topics of thought. As well as this, we look to develop the ‘whole student’ building their confidence, resilience and teamwork skills in preparation for Phase 3.
Phase 2 – Year 7
In year 7 Performing Arts students study two lessons a fortnight. The year begins with a focus on the fundamentals of rehearsals and performance though an introductory mime project, followed by a two week dance based workshop performance. Throughout the year students develop their understanding of physical and vocal skills to demonstrate a character on the stage and create meaning with an audience. They study three acting styles; pantomime, musical theatre and murder mystery throough a mixture of scripted and devised performanc work. Students also develop their skills in dance and appreciation for a number of styles including international and commercial. As well as exploring the key features of the given styles, students gain an understanding of reproducing repertoire and choreographing dance.
By the end of the academic year students will have an understanding of the fundamental roles and responsibilities of a performer as well as the areas of the stage and how to use the space effectively. They will also be able to identify their strengths and weaknesses in performance due to the logbooks and skills audits they have completed throughout the year. Students will have developed techniques for effective rehearsals, working sensitively with other students and making active contributions to the process. Performance skills are also an important element of the year, with a focus on the basic vocal and physical skills to develop characterisation.
Phase 2 – Year 8
In year 8 Performing Arts, students study two lessons per fortnight building on the learning in year 7 to further develop students’ knowledge of styles and performance techniques. As well as this, students also begin to develop an understanding of other roles in the Performing Arts industry. Students start the year exploring Slapstick comedy with a focus on physical skills, specifically action and reaction and stage combat through mime.
After this, students develop their skills in interpreting script to create a performance through exploration of the text ‘The Terrible Fate of Humpty Dumpty’. As well as the page to stage process, students further develop their vocal and characterisation skills.
Students further enhance their physical skills through the study of a range of dance styles in a ‘Strictly Come Dancing themed project. This is followed by a Physical Theatre project where students devise their own performance based on ‘Swan Song’ and the skills taught to them through practical workshops.
Towards the end term students complete a character development project which further develops the acting skills from year 7 and 8. After this, students work in small groups to devise their own performance based on the theme of ‘fate’. During this project, students will be able to pick their specialism from either Acting or Dance.
The final project of year 8 teaches students about Performing Arts workshops and focuses on developing performance skills as well as the roles and responsibilities of the different job roles within the Performing Arts.
Phase 3 – Year 9
In year 9 Performing Arts, students study one lesson per fortnight building on the learning from year 7 and 8 to further develop students’ knowledge of styles and performance techniques, ensuring students are prepared for continuing their studies in year 10 if they wish to do so.
Students start the year with a short Dance workshop project where they learn more complex choreography, with a focus on dynamics and musicality. Their second project, not only develops their skills in Performing Arts, but introduces them to essential skills in Media and film, in preparation for a possible preference in Creative Media Production. Students work in groups to develop the routine from the previous project into a Music video. This includes; rehearsal, filming, editing and evaluating the final footage.
The third project introduces students to a new style of theatre, Theatre for Children (TFC). Building on the skills they developed in pantomime and slapstick, students work in a group to devise their own interpretation of Shakespeare’s Macbeth, focussing on the purpose of the performance and ensuring it is suitable for the target audience.
The final assessed project of year 9 is a devising project where students learn about another new style ‘Theatre in Education’ (TIE). Students work in groups to devise their own performance based on the theme of ‘World War 2’. During this project, students will be able to pick their specialism from either Acting or Dance.
The final few weeks of year 9 Performing Arts are spent preparing students for their preferences through a series of practical workshops.
Phase 3 – Year 10
In year 10, students begin by completing their first piece of coursework, Component 1: Exploring the Performing Arts. Through studying three pieces of pre-existing repertoire from Musical Theatre, Verbatim theatre and Physical Theatre students create a written report / presentation exploring the key themes and development techniques to ensure the performances success. Students also explore key practitioners and job roles that make the piece successful and how they interlink. Students will complete a number of practical workshops for this component exploring the material through workshops and performances and writing about the exercises in their report/presentation.
In term two students complete Component 2: Developing Skills and Techniques in the Performing Arts. Throughout this component students are assessed on their practical contributions to workshops and rehearsals as well as their logbook, evaluating their development of skills through skills audits, long term and short term SMART targets and self-evaluations. With a focus on physical theatre, students work in a group to stage a given script in order to perform as a workshop style performance out of lesson time to an open audience. The final element of this course is the completion of a self evaluation, students will watch past videos of themselves and evaluate how they have progressed since the beginning of this project.
The final term culminates in their first mock assessment ‘Component 3: Performing to a brief’. Firstly, students will take part in a series of workshops, developing their skills in devising theatre. They will then work in groups to stage a 15 minute performance based on a brief provided by the exam board. They will rehearse the performance and complete two hours writing up about their development and refinement of ideas under controlled conditions. They will perform the piece in front of their target audience and complete a final evaluation under controlled conditions.
Phase 3 – Year 11
The first half of term one of year 11 focuses on developing and improving skills in Performing Arts through the study of ‘Component 2’ and specifically performing extracts of a script by John Godber, applying his style accurately, Students complete a log book, evaluating and analysing their development of skills over the project, identifying targets for their final project.
The second half of term one introduces the students to ‘Component 3: Performing to a brief’ and preparing for their that begins in March. Firstly, students will take part in a series of workshops, developing their skills in devising theatre. They will then work in groups to stage a 15 minute performance based on a brief provided by the exam board. They will rehearse the performance and complete two hours writing up about their development and refinement of ideas under controlled conditions. They will perform the piece in front of their target audience and complete a final evaluation under controlled conditions.
In term two and three students receive their externally assessed brief. They will work in groups to devise and stage a 15 minute workshop performance based on the scenario and stimuli provided within the brief. They will rehearse the performance and complete two hours writing up about their development and refinement of ideas under controlled conditions. They will perform the piece as a ‘workshop’ performance and complete a final evaluation under controlled conditions.
Specification: BTEC Tech Award in Performing Arts
- Students have all of the resources shared in lessons posted onto their Google Classroom – the is an excellent revision tool for them.
- Youtube is an excellent source to watch clips of the plays we are studying or to get acting tips and techniques, e.g. accents, facial expressions, etc.
- Revise BTEC Tech Award Performing Arts Revision Guide published by Pearson. ISBN: 129224562X, https://www.amazon.co.uk/Revise-Award-Performing-Revision-Guide/dp/129224562X
Where Performing Arts can lead to:
Many students who study BTEC Performing Arts go onto continue their studies through BTEC Level 3 Performing Arts at sixth form or college, some chose to study A-level in Drama and Theatre. Many further this with a Performing Arts Based course at university or training at a Performing Arts School.
Students may pursue a career in the Performing Arts industry, be it performing on cruise ships, securing acting roles on stage or screen.
Other students may pursue work in media, journalism or other creative arts.
Many students use drama to help them in a range of different careers such as Politics, Law, Medicine, Teaching and many others.
Performing Arts can open many doors as it teaches skills that are fully transferable in all avenues of life and highly desired by employers.
Performing Arts Extra Curricular
The learning doesn’t end in the classroom, in Performing Arts we offer a range of extra-curricular activities to support our students progress within our subject areas. We offer a range of clubs in order to allow our students to become part of the school community, working as a team with all other year groups. We also offer a range of off island theatre trips each academic year so that our students can fully understand the success that they can strive towards in their own careers.
We also work in partnership with the Isle of Wight music hub to offer students peripatetic lessons in a range of instruments – http://www.iowmusichub.org/
We regularly update our facebook page with information regarding extra-curricular activities as well as student success, please like and follow our page for more information:
Clubs on offer:
- Summer Production – Usually a winter production, this year we will be moving our production to the summer term in order to ensure the safety of our students and the public. Students from all year groups audition to be part of the whole school production. They can take a range of roles, from performer or dancer, to set designer, lighting or sound technician, costume, hair and make-up and backstage crew. They rehearse twice a week after school.
- Drama Club – This club is open to students from all year groups to develop their skills in Drama and performance. They meet once a week in the Spring term learning new drama games and developing performance work.
- Dance Festival – This is a club lead by Phase 3 students and starting from term 2, we work as an ensemble perform a piece of dance in the Dance festival that takes place at Shanklin Theatre. Rehearsals take place after school.
- Bay Elite – ‘Bay Elite’ is our Dance team. Auditions take place in term 2 and students attend rehearsals once a week to learn a series of routines to perform at various events. Rehearsals take place after school.
- Voices of the Bay – ‘Voices of the Bay’ is our choir club who rehearse during lunchtimes twice a week. They practice a range of modern songs to perform at school events as well as other music events outside of the school.
- Guitar Club – This club offers students help in developing their skills in playing the guitar. We have 20 fully working guitars that students can practice using. This club meets once a week after school.
- Keyboard Club – This club offers students help in developing their skills in playing the keyboard / piano. We have over 20 fully working keyboards that students can practice using as well as a number of pianos. This club meets once a week after school.