- 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
- 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)
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
- 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.
- 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
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:
- 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
- Check tasks against standards and have checked by external moderator eg. Stephen Rowe from Team Solutions
- 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
- Sufficient evidence will establish withconfidence that all criteria have been met and that performance to the required standard could be repeated with consisitency.
- 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?
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
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.