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?

2. How will our assessment promote effective learning?

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

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!'''

{| width="90%" class="prettytable" 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?

Quality assurance
How will we ensure that standards are transparent, clear, reliable, valid and fair?

= 100 Minute Lesson Planner =

Into The Deep End - Introdicing informal learning into the classroom

Overview