Albany Senior High School/Curriculum plans/Performing Arts

Curriculum Plan for Performing Arts

Vision

The Performing Arts at Albany Senior High School enables individuals to experience performance in a creative and supportive environment.  Through performance and composition, students will respond, reflect and critically contribute a depth of understanding whilst celebrating a sense of identity and self-expression.  Students will develop understanding of their world from new perspectives, engaging and connecting thinking, imagination, senses and feelings, through creative action.  We want students to participate in, value, interpret and enjoy arts throughout their lives.

How will we contribute to the realisation of the school’s vision?

At Albany Senior High School

• we nurture each other
• we inspire each other
• we empower each other

Values

How will we affirm and promote the school's values?

We will promote excellence in all that we do through:

• high expectations for performance
• encouraging commitment to ensembles, audience and self
• frequent opportunity for performance with feedback
• local, national and global participation in festivals, competitions and other events
• encouraging effective and constructive critical evaluation of own and colleagues' work
• effectively managed combinations of challenge and risk
  

• Warm, mutually respectful relationships.

We will involve families as part of our learning community through:

• inviting them to some of our performances
• asking them to participate in extra-curricular performing arts events, trips and competitions
• calling on expertise and skills of parents and the community where appropriate

We will develop fairness, openness, honesty and trust through:

• constructive group critique, discussion, evaluation and reflection
• encouraging, sensitive and genuine feedback
• modelling learning in the Performing Arts

We will promote learning together and making decisions together through:

• student ownership of their group and individual progress
• co-construction of performance
• responding to and evaluating their own and others' performances together

We will use evidence and reflection to make decisions through:

• NZQA exemplars, assessment schedules and other resources
• student peer assessment
• student surveys and assessment data
• regular reflection and review
• consulting with parents and community

Delight in Learning Through:

• modelling passion and excitement for the performing arts
• visiting artists sharing their expertise, skills and experience
• taking students to arts events outside the school
• practising performance and sharing with audiences
• making connections between students' interests and course content
• using current issues and interests as stimulus for creation of performances
• whole school participation in arts events and performances
• affirmation and recognition of achievement

Caring For Our Emnvironment Through:

• Performing arts being 'good for life' in our community
• Community Service

Participating in The Local Community and the World Through:

• Performing to live audiences, locally nationally and internationally
• Youtube broadcastingand NUMU.org.uk
  
• Partnerships with Morpeth High School in London, UK
• E-portfolios
• Opportunities to support and forge links with the community and the wider Performing Arts industry

Diversity that Enriches Our Learning Area Through:

• Learning, researching, responding to and performing works from and in the style of other's cultures and traditions
• Celebration of diversity, culture and identity through self-expression
• Understanding Performing Arts in context and in relation to social and cultural settings
  
• Expressing, interpreting and understanding global issues and those of Aotearoa New Zealand, through performance and composition

Partnerships With Families Through:

• Involvements in performing arts events, trips, comeptitions
• Calling on expertise and skills of parents and the community

Expectations

Expectations for teaching and learning including embedding ICTs

1. How will our teaching and learning meet the school’s expectations for 21st century pedagogy based on current research?

Aligned with the ASHS teaching portrait and school curriculum and assessment policy How will we ensure students: Know what they are learning and why? Students involved in design of tasks and development of performance criteria against NCEA standards Clear expectations, assessment procedures, deadlines, following of NZQA and NCEA guidelines on assessment and re-assessment Using split screen: make that what and why of learning explicit to students Reflection and questioning Connect learning to real life situations? Technologies in line with industry standards' APOPS - Auckland Philharmonia Mentoring Programme Class Act Opera Performances in real situations such as theatre Practical workshops Impact projects that require students to consult stakeholders when preparing for events Community advisors Have multiple opportunities to build on existing knowledge? Impact projects Online blogs and wikis Co-curricular links and cross currcular links with other subjects Access prior knowledgefrom school, home life, hobbies and interests Examine and use new knowledge? Devising their own performances pieces in collaboration with others Improvisation Research Impact Projects Regular discussion through tutorials Student presentations Keeping up with industry and tertiary institution developments and progressions, through community link with these Making links with other subjects and interests outside of school Have time to reflect on their learning? Ask the right questions - To what extent have you/do you ..... etc Respond and reflect to critiques Formative assessment Student eveluation Regular digital recording of practice and performance Reflection time incorporated into lesson structure Tutorials - discussion and feedback

2. How will our assessment promote effective learning?

Aligned with the ASHS School Curriculum and Assessment Policy, we will: Know our pupils well, and be able to make judgements about next steps Share learning intentions with pupils and use them to mark work or give feedback or rewards Give pupils examples of a variety of skills, attitudes standards and qualities to aim for Analyse pupils performance and use this information for future planning Explicit formative assessment opportunities as part of lessons Pupils learning self and peer assessment techniques to discover areas they need to improve Recognising that both motivation and self-esteem, crucial for effective learning and progress, can be increased by effective assesment techniques Moderation of work in collaboration with Heads of Departments fromother schools Submission of work to external moderators with request for feedback Clear expectations, assessment procedures, deadlines, following of NZQA and NCEA guidelines on assessment and re-assessment.

3. What does an effective 100-minute lesson look like?

A 100 minutes Lesson Which Offers a Variety Of Learning Styles and Methods Divided Into The Following: Group discussions Practical demonstration teacher directed Practical demonstration student student directed Student response Individual Work Teacher One on One Peer tutoring Active and interactive group work Ako - the concept of learning together How Will we Cater For The Gifted and Talented? Selection and use of extension resources, materials and media Opportunities for students to attend out of school clubs, classes and workshops Opportunites to experience and respond to visiting Performing Artisits Tasks written with extendable boundaries Communication, conversation, dialogue, discourse, discussion How will we cater for difference? Opportunities for students to share their perspectives, built into lessons Through involvement of learning in authentic settings, for example, APOPS, Smokefree Rochquest, Stage Challenge, Arts Festivals Encourage and utilise individuality to enhance student outcomes Encourage integration of the different cultures that make up our school, into the Performing Arts programme, personalising learning. Encourage a student voice within the Performing Arts faculty be establishing focus groups. Encourage self expression through the medium of the Performing Arts How Will We Know About Our Students Prior Knowledge? Ask the students what they already know and what they already have experienced in, encourage them to share this knowledge with their peers. Draw out any hidden talents students may have from out of school activities Encourage links between specialist subject and tutorials Plan time for flexibily within the programmes to allow for sharing of prior knowledge to peers. How Will We Identify And Address Students At Risk Of Not Achieving? Regular formative assessment, both teacher and student Self assessment Summative assessment data Through positive student - teacher relationships An approachable and open environment for discussion and advocacy Through student record keeping eg. eportfolios, online record labels, diaries Formal and informal observations Liaising with guidance and counsellors Communication between tutor teachers, students, parents and staff Key Competencies (Will Be A Means To An End) How will we develop each of the key competencies in the Porforming Arts? How will we promote the split screen? Thinking Students will be encouraged to think creatively, to develop a deeper understanding of what being a musician, dancer and actor involves Students will make decisions about their own learning, in order to reach their personal goals within the Performing Arts Students will co-construct knowledge with their peers and teacher, learning from mistakes and consequently celebrating successes Inquiring and curious minds will be encouraged, as they are what make each students contribution to the Performing Arts unique Managing Self Students will set learning and performance goals throughout the year to excel in their chosen pathways. Their development of self management is integral to success within the Performing Arts, as students willn not only be performers, but also project/event managers, in order to learn the technical aspects of these areas Through websites such as NUMU, youtube, and the use of eportfolios, students will constantly manage, track, progress, develop, reflect and improve their work Through practise in curriculum time and out of school, students will develop and acquire the necessary skills and disciplines to be reliable and committed to both personal and shared goals.  Developing strategies to meet deadlines. Through the practical, collaborative and project based nature of Performing Arts courses, students will know when to lead, when to follow, and know when and how to act independently Use Of Language, Symbols and Text Performing Arts Students will interpret and use words, number, images, movement, metaphor, and technologies in a range of authentic context Development of their own web page on NUMU.org.uk in order to exhibit acheivement and learning In music, using a variety of notational forms including graphic score, tab, chords, and technology based notational forms In music, dance and drama, communication is integral to success, so students will begin to confidently use ICT's to communicate with others, locally and globallly Use of eportfolios as a form of record keeping, communication and reflection

Key Competencies

'How will we develop each of the key Competencies in the Performing Arts?'How Will We promote the split screen? These are a means and an End!

Thinking Students will be encouraged to think creatively, to develop a deeper understanding of what being a musician, dancer and actor involves Students will make decisions about their own learning, in order to reach their personal goals within the Performing Arts Students will co-construct and create knowledge with their peers and teachers, learning from mistakes and consequently celebrating successes Inquiring and curious minds will be encouraged, as they are what make each student's contribution to the Performing Arts unique. Using Language Symbols And Texts  Performing Arts students will interpret and use words, numbers, images, movement, metaphor, and technologies in a range of authentic contexts Development of their own web page on NUMU.org.uk in order to exhibit achievement and learning In music, using a variety of notational forms including graphic score, tab, chords, and technology based notational forms In music, dance and drama, communication is integral to success, so students will begin to confidently use ITC's to communicate with others, locally and globally Use of eportfolios as a form of record keeping, communication and reflection Acquiring language and developing knowledge and skills of technology based programmes such as Imovie, protools, Aurelia and Garage Band.  This will develop students knowledge and use of the industrystandard language, promoting authentic learning in context Students will use language, symbols and text as systems for representing and communicating information, experiences and ideas They will respond to and use language, symbols and text as stimulus for inquiry and investigation Managing self  Students will set learning and performance goals throughout the year to excel in their chosen pathways Their development of self management is integral to success within the Performing Arts, as students will not only be performers, but also project/event managers, in order to learn the technical aspect of these areas Through websites such as NUMU, youtube , and the use of eportfolios, students will constantly manage, track, progress, develop, reflect and improve their work Through practice in cirriculum time and out of school, students will develop and acquire the necessary skills and disciplines to be reliable and committed to both personal and shared goals, developing stratagies to meet deadlines Through the pracical, collaborative and project based nature of the Performing Arts courses, students will know when to lead, when to follow, and know when and how to act independently Relating to others Performing Arts students will interact effectively with a range of people in context, including their peers, teachers, community mentors, visiting experts, presenters and will make links with industry and tertiary institutions They will be active listeners, recognising different points of view, in turn, being open to new learning, able to take on different roles in a variety of situations They will recognise and respect different viewpoints and cultures reflected in the performing arts They will behave appropriately in co-operative situations They will share knowledge and responsibility constructively as a group member They will be prepared to take risks in performing art analyses and support others when they do They will listen actively to others They will recognise and respect different viewpoints/cultures reflected in the performing arts They will be prepared to negotiate with others in group situations Participating and Ccommunicating Performing arts students will; be actively involved in our school and wider community, contributing to concerts, dance events, plays and other performances, in context and real situations They will come together for learning, work, celebration and recreation, on a local, national and globalblevel Students will provide pleasure and enjoyment to our community by way of informal lunchtime performances Through collaboration, performance, group work and presentation, Performing Arts students will make connections with others, creating opportunities for others in the group They will understand the importance of balancing rights, roles, and responsibilities They will understand the importance of contributing to the quality and sustainability of social, cultural, physical and economic environments by taking care of our facilities, instruments, resources, ICTs , each other, and our community They will participate in discussion in different contexts (class, groups, peer etc) Curriculum design What do we want our students to learn and/or develop?  PERRFORMING ARTS OVERVIEW To develop students' understanding of the theory and practice of performance through a variety of social and cultural contexts. Students will develop skills in teamwork, performance, oral and written communication, analysis and conceptualisation, creativity, self-confidence, independent judgement and cultural understanding. To view their world from new perspectives To participate in, value, interpret and enjoy Porforming Arts throughout their lives To use imagination to engage with unexpected outcomes To engage and connect thinking, imagination, senses and feelings, through creative action MUSIC Course Description This course will really appeal to you if you have a 'can do' attitude, with the desire to lead as well as be part of a team, developing your skills as a musician by 'doing'.  Through creating, practising and performing you will develop listening, practical and composing skills. You will publish you work online, competing in music charts with other schools, in front of a global audience. Involve yourself in real music making, in genuine musical situations and environments.  You will take part in public performances in real settings, and some lessons take on the patten of rehearsals. Work on a variety of instruments in small bands, and gradually take on responsibility for developing your own musical identity and style. LEARNING OUTCOMES - NEW ZEALAND CURRICULUM LEVEL 7 To research and analyse music from a range of sound environment, styles, and genres, in relation to historical, social, and cultural contexts, considering the impact on music making and production. To apply their understanding of theexpressive qualities of music from a range of contexts to a consideration of their influence on their own music practices To apply knowledge of expressive features, stylistic conventions, and technologies through an integration of aural perception, practical and theoretical skills and analyse how they are used in a range of music. To create, structure, refine, and represent compsitions and musical arrangements, suing technical and musicall skills and technologies to express imaginative thinking and personal understanding. To reflect on and evaluate composition processes and presentations conventions To prepare, rehearse, present, record and eveluate sustained performances of music, individually and collaboratively, that demonstrate interpretive understandings. To analyse and eveluate the expressive qualities of music and production processes to inform interpretations of music. DANCE Course Description Dance is predominately a practical based subject, with hands on learning, also incorporating relevant theoretical information.   Dance is great for confidence building, creativity, self expression, cultural expression and therefore, communication. You will explore through movement, the dance elements of body awareness, space, time, energy and relationships, using personal experiences and immagination to express ideas.  You will share movement through both formal and informal presentation and respond personally to your own and others' dance.  You will also develop an awareness of dance as part of our community life. Group work will help you to contribute your ideas.  You will get to participatein a variety of different dance related genres with the opportunity to experience lessons taught by leaders of those styles, as well as seeing live performances. Learning Outcomes - New Zealand Curriculum Level 7 To investigate and evauluate the effects of individual, social, cultural and technological influences on the development of a variety of dance genres and styles To extend skills in the vocabullary, practices, and technology of selected dance genres and styles. To choreograph solo and group dance works, using choreographic process, divces, structure, and technologies to communicate choreographic intentions To generate, plan and record choreographic ideas and processes To apply reheasal and performance skills to a range of dances, using appropriate techniques and expressions to communicate specific intentions To analyse, explain, and discuss aspects of performance and choreography in a range of dance works Quality assurance How will we ensure that standards are transparent, clear, reliable, valid and fair? The guidelines, as set out in the ASHS staff handbook, will be used to ensure that standards are: Transparent and Clear By: Providing a list of the core standards for each course at the start of the program The core standards will match the 'key knowings' for the course Other possible standards will be listed as those most appropriate for students to choose from based on the course outlines.  These could be closely related standards and/or those which may appeal to students with broarder interests in that particular area of Performing Arts Internal assessment standards will be chosen based on the relevance to the course and will allow students to make choices based on their own level of interest and expertise The guidelines, as set out in the ASHS staff handbook, will be used to ensure that internally assessed standards are: FAIR: Ensure that conditions are fair and equitable for all students Endeavour to create an environment where there is opportunity for all, regardless of race, gender, ethnicity, or any other things that may make someone individual Deadlines and assessment criteria shared with students If students can not meet deadlines, theywill have to negotiate with HOD VALID: Check tasks against standards and have checked by external moderator eg. Stephen Rowe from Team Solutions RELIABLE: The assesment activity will produce results that accuratley and consistently reflect that students achievement Ensure the evidence collected about student performance will be reliable and consistent with the students performance.  Reassessments will be built into tasks where possible SUFFICIENCY: Sufficient evidence will establish withconfidence that all criteria have been met and that performance to the required standard could be repeated with consisitency. MODERATION: Premoderation tasks with another colleague Use Stephen Rowe from Team Solutions to verify gradings Store all internal tasks for the whole year Retain required number of samples for moderation What Data Will We Collect and How Will We Use It? We will collect and use data according to the guidlines as set out in the ASHS Data Plan and Curriculum policy.  The data which is most appropriate to the Performance Arts curriculum and which informs the teachers as to the progress of their student's learning and effectiveness of the course programs will be considered over the course of the first year (2009). Formative assessment will be our primary measure and is to be built into the course program.  This will provide information in a "feed - flow" allowing timely, appropriate, relevant feedback, to individual students and allow teachers to give informed feed-forward advice. We will use Graeme Atkins models and research to inform our self review processes.  These will include using the "learning inquiry" question regularly and where appropriate to inform individual teachers as to what is happening: Challenge - to what extent does this activity make you want to get involved? Skill - to what extent is this activity enabling you to use your skills? Importance - to what extent is this activity important to you? Interest - to what extent               do you want to be doing this activity?               is this activity ihnteresting to you?               are you concentrating on this activity? Success - to what extent                are you feeling successful at thecurrent activity?                are you feeling in control as you work on this activity? Relax - to what extent do you feel relaxed rather than anxious while you are are doing this activity? Self Esteeem - to what extent are you feeling good about yourself as you do this activity? We will use the following guidelines to inform our data collection and self review process as well. We know teaching is effective when teachers are genuinely: questioning whether they are making the best possible use of the limited time for learning. seeing ways of designing learning to maximise alignment (to what extent is what I am doing aligned to the learning intentions), engagement (to what extent are the students experiencing success) Collecting information that enables them to take better notice of the extent of the alignment, student engagement and student success. Responding to information about the extent of elignment, student engagement and student success. Achievement data from NCEA assessments can be used as a monitoring tool to inform choice of standards relevant to our students as well as appropriateness of the course material to the chosen standards.  This data will also provide information as to cohort achievement and learning support which needs to be developed. 100 Minute Lesson Planner Into The Deep End - Introdicing informal learning into the classroom Overview This is the first and introductory lesson in a programme spanning one semester.  The objective for the semester is to perform to the community in an authentic setting such as a theatre or community centre. Performance credits 1.1, 1.2, and 1.3 can be obtained through the semester of learnihng. In this initial stag, pupils are 'dropped into the deep end'.  Emulting as nearly as possible, the real life learning practices of young beginner popular musicians.  The informal approach to the lesson allows students to set their own targets and objectives, with the genetic aim of listening to a song and copying it. What will students learn this lesson? Students will learn: The integrated skills of listening, performing, composing and improvising Music that they choose, like and indentify with By listening and copying recordings In collaboration with their peers and mentiors/teacher Learn About Each Other Through: Collaboration, group work, class discussion, world cafe, expression of personal tastes and interests. What Relevant Interests, Strengths and Prior Knowledge Are You Building On In This Lesson? Students are required to contribute their own ideas, interests and strengths to the lesson. Strengths are brought out through personal choice, group work, leading, following, decision making. Students are asked in advance to bring their own sound recordins to the lesson. How Will The Learning Provide Appropriate Challenge For All Students? The learning is differentiated through personal choice. Students will have the opportunity to work in mixed groups, in preparation for future act such as 'Covers band' or 'Sound Junction' All students will develop or begin to develop aural perception. All students will develop or begin to develop personal and interpersonal skills. How Will We Know Learning Has Taken Place? Reflection and evaluation, formative and peer assessment. Ask students what they have learnt. Consider How You Might.... Share learning intentions and success criteria with students. Connect learning to real life situations. Include performativity where students use their knowledge or/and reflect on how they might use it. Monitor progress through feedback and feed forward. Focus on developing a key competency. Explore alternative solutions, strategies, values or/and points of view. Provide