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Performance Arts

 Performance Arts

Extra Curricular Activities

Timetable for After School Activities

Timetable for Lunch Time Activities

 

Shuttleworth_gymnast

Performance Arts

‘I regard the theatre as the greatest of all art forms, the most immediate way in which a human being can share with another the sense of what it is to be a human being.’ – Oscar Wilde

Introduction

“My name is Emily Clarkson and I am in Year 7. Drama is one of my favourite subjects in college and I have really enjoyed learning about silent movies, musical theatre and Bollywood this year. For me, drama is really fun and interesting because every lesson is different. Drama is great for making new friends and learning new skills, we all get mixed up with different people and have to communicate and work together as a team.  This year, I am playing Annie, one of the main roles in the college production, and I am really looking forward to it.”

KS3 Dance & Drama

What will I study?

In Years 7 and 8 you will be introduced to a range of drama conventions that are used to create interesting performances. You will work in groups to develop your creative skills and produce a number of different types of theatre throughout the two years. This will allow you to develop a number of social, negotiation, communication and leadership skills, as well as self-confidence and specific drama skills.  These include: improvisation, devising, audience awareness, vocal skills, movement memory, facial expressions and gesture.

You will work both individually and in groups and begin to learn how to evaluate your own work and the work of others. You will be assessed at the end of every term.

The topics studied at KS3 include drama conventions, silent movies, musical theatre, Bollywood, comedy and pantomime, street dance, physical theatre, script work and a stimulus arts project.

How will I be assessed?

Each topic is assessed in drama with twelve formal assessments in total at KS3. After every topic you will perform in front of your classmates demonstrating the skills that you have learnt and developed.

How can I stretch my learning?

Stretch your learning by attending the extra-curricular drama club which is held during lunch time and after college. It would also be extremely beneficial for you to take part in the college’s showcase and production.

 

Useful links

Edexcel GCSE (9-1) Drama specification 2016: http://qualifications.pearson.com/en/qualifications/edexcel-gcses/drama-2016.html

Edexcel GCSE Drama specification (legacy specification for the 2017 exam): http://qualifications.pearson.com/en/qualifications/edexcel-gcses/drama-2009.html

What will I study? 

This course is suitable for students who want a firm foundation in drama, learning to analyse script, devise, develop, interpret and communicate practical outcomes. By understanding the process involved in drama you will improve your own performance skills and develop your imagination and ability to create drama. You will learn how to communicate intention, both as an individual and as part of a group. You will develop the skill of working with others – teamwork, which is an essential skill for life. You will develop your critical skills, through evaluation, analysis and reflection.

How will I be assessed? 

Assessment Areas 

  • AO1: Recall, select, use and communicate your knowledge and understanding of drama in an effective manner to generate, explore and develop ideas  (35%)
  • AO2: Apply practical drama skills to communicate in a performance (40%)
  • AO3: Analyse and evaluate your own work and the work of others using appropriate knowledge (25%)

 

Unit 1: Drama Exploration

You will be assessed internally under controlled conditions through a 6 hour practical exploration and a documentary response:

  • Six-hour practical exploration
  • Documentary response (recommended maximum 2000 words)

 

Unit 2: Exploring Play Text

You will be assessed internally under controlled conditions through a 6 hour practical exploration, a documentary response and a live performance review:

  • Six-hour practical exploration of the play text
  • Documentary response to practical exploration (recommended maximum 1000 words)
  • Documentary response to live theatre (recommended maximum 2000 words)

 

This unit introduces students to the content of plays written for theatre. You will learn how to interpret a play in various ways and understand how a play works in performance.  A six-hour practical exploration of a chosen text will take place and you will provide a documentary response to support your understanding of the process.  You will also attend a live theatre production and write up an evaluation of the performance under class supervision.

 

Unit 3: Drama Performance 

Externally assessed under controlled conditions:

  • You will present your work as either performers or performance support students in a single performance to an examiner appointed by Edexcel.

 

Students can be examined in one of the following options:

  • Performance devised by the students from a stimulus chosen by the centre and related to the assignment brief
  • Performance of a complete short published play
  • Performance of an extract from a full length published play
  • Performance of an adaptation of a selection of scenes from a full length published play
  • Performance based on a full length published play using some of the original text with additional devised work based on the situations and roles in the original text
  • Performance of a Theatre in Education piece to a target audience chosen by the centre
  • Performance based on the assignment brief that can include devised work plus existing play texts, poetry, song lyrics and factual material

How can I stretch my learning? 

You can stretch your learning by attending the extra-curricular drama club which is held during lunch time and after college. It would also be extremely beneficial for you to take part in the college’s showcase and production.

Useful links 

BBC Drama Bitesize – http://www.bbc.co.uk/education/subjects/zbckjxs Edexcel GCSE Drama 2009 Specification – http://qualifications.pearson.com/en/qualifications/edexcel-gcses/drama-2009.html

 

GCSE Drama – New specification (2018 exam)

“My name is Emily Shameti and I am currently in Year 10 studying drama at GCSE. One of things I like about drama is that you get know everybody in your class because you are always working with new people. I also enjoy working with scripts and creating characters in lessons. One of my favourite moments in drama is when we went to Manchester to watch Cats the musical. It was such a great experience! I would definitely recommend taking drama as it has really boosted my confidence.”

GCSE Drama is a highly appealing course due to its diverse range of activities, combining both practical and theoretical approaches to learning. This combination of academic and creative challenge with a practical focus makes for a dynamic and engaging course. GCSE Drama enables students to learn to explore real life in a safe environment and prepares them for the wider world.

What will I study?

There are six areas of study. These are:

  • Character, Context & Plot
  • Structure, Audience & Defining Performance Space
  • Improvisation
  • Genre
  • Performance Style & Convention
  • The Semiotics of Drama & Theatre

This course is suitable for students who want a firm foundation in drama, learning to analyse script, devise, develop, interpret and communicate practical outcomes. By understanding the process involved in drama you will improve your own performance skills and develop your imagination and ability to create drama. You will learn how to communicate intention, both as an individual and as part of a group. You will develop the skill of working with others – teamwork, which is an essential skill for life. You will develop your critical skills, through evaluation, analysis and reflection.

How will I be assessed?

There are three areas of assessment:

Component 1: Devising – 40% of the course which is internally assessed by your teacher (60 Marks)

Create and develop a devised piece from a stimulus

* Create and develop ideas to devise a piece of drama

* Perform this work to an audience

* Analyse and evaluate your creative process – this can be documented in a scrap book which will contain pictures and drawings etc.

* Your group can contain 3-6 people and you may have a designer from each technical discipline

* Groups 3-4 10-25 minute performance

* Groups 5-6 20-25 minute performance

* You will be assessed as an individual

Research

* Social, historical and cultural context

* Theatre conventions

* Current themes or trends

* Issues and controversies

Performing

* Voice

* Movement

* Characterisation

* Communication with other performers and audience

Portfolio

* Your personal contribution to the development of the work

* Consideration of genre, structure, character, form, style and language

* Successful communication of intentions

* Health and safety issues

Component 2: Text-based performance – 20% of the course (48 Marks)

Students will either perform in and/or design two key extracts from a performance text

* You will explore a text and then perform extracts from it

* You will perform two extracts from the same text – it can be a mixture of monologues or duologues

* The maximum number of students to a group is 8 people

 During this process you will develop your skills in:

* Communication through voice, physicality and non-verbal techniques

* Use of space and proxemics

* Relationship between performer and audience

* Production elements such as, set, costume, lighting and sound

You will also develop an understanding of how the performance can be created from the text. You will demonstrate the knowledge through:

* Developing your own interpretations independently and as part of a group

* Developing specific artistic intentions

* Learning lines, rehearsing, amending and refining text extracts in progress for a performance

* Performing to an audience

Component 3: Written exam – 40% of the course lasting 1.5 hours (60 Marks)

Section A: 

During the year you will have practically explored one of the set texts in order to be able to answer short and extended response questions. These questions will focus on decisions made as a performer, a director and a designer. An extract from these set texts will be provided in the exam paper.

Section B:

Two questions require you to evaluate a live theatre performance. You will have watched several live performances over the course of the year and the teacher and students will choose a performance which they feel will produce the best students.

How can I stretch my learning?

You can stretch your learning by attending the extra-curricular drama club which is held during lunch time and after college. It would also be extremely beneficial if you took part in the college’s showcase and production.

 

Useful links

Coming soon

 GCSE Dance (2016-18 only)

‘Great dancers are not great because of their technique; they are great because of their passion.’ – Martha Graham

Introduction

“My name is Alicia Chohan and I am the ambassador for GCSE Dance. The reason why I chose GCSE Dance is because when I am older I would like to teach dance to younger children. The reason why I like GCS Dance is because we focus on a variety of dances. Some of the dances I have learnt whilst studying dance are contemporary, street and commercial. Currently in dance we are creating a motif around a dance piece based on a snow globe, which is really challenging yet interesting.”

 What will I study?

GCSE Dance is a practical course designed for students who are enthusiastic about Dance. Dance is an empowering and powerful form of non-verbal communication which enables the development of creative, imaginative, physical, emotional and intellectual capacities. Dance is both physical and expressive. This is what makes it similar to and different from any other art forms and physical activities. GCSE Dance helps students to develop technical and expressive skills, as well as knowledge and understanding of dance through performance, choreography and critical appreciation of it.

 Core content

3.1 Performance

  • Set phrases through a solo performance (approximately one minute in duration)
  • Duet/trio performance (three minutes in a dance which is a maximum of five minutes in duration)

3.2 Choreography

  • Solo or group choreography – a solo (two to two and a half minutes) or a group dance for two to five dancers (three to three and a half minutes)

3.3 Dance appreciation

  • Knowledge and understanding of choreographic processes and performing skills
  • Critical appreciation of own work
  • Critical appreciation of professional works

How will I be assessed?

3.1 Performance – internally marked and externally moderated

  • 30% of GCSE
  • 40 marks

3.2 Choreography – non-exam assessment (NEA) internally marked and externally moderated

  • 30% of GCSE
  • 40 marks

3.3 Dance appreciation – written exam lasting 1.5 hours based on students’ own practice in performance and choreography and the GCSE Dance anthology

  • 40% of GCSE
  • 80 marks

Exam at the end of Year 11:

Three sections:

A – Questions will relate to a given stimulus for students to write a response

B – Questions will relate to students’ own experience of performance/choreography or both from within the course

C – Questions will relate to the GCSE Dance Anthology

Assessment objective:

  • Demonstrate knowledge and understanding of choreographic processes and performing skills
  • Critically appreciate own work and professional works, through making analytical, interpretative and evaluative judgments

How can I stretch my learning?

Students can stretch their learning by attending the extra-curricular dance club which is held during lunch time and after college. It would also be extremely beneficial for learners if they took part in the college’s showcase and production.

 

Useful links

http://www.aqa.org.uk/subjects/dance/gcse/dance-8236

 

KS3 Music

‘Where words fail, music speaks.’ – Hans Christian Andersen

 Introduction

“My name is Alex Shameti and I am a student ambassador for music. Music is something that I love; I put a lot of hard work into it. We Will Rock You was the first musical I’ve been in and now I’m auditioning for the main part in the next musical Annie. In the future, I would like to pursue music and work as a musician.”

 What will I study?

The theme for Year 7 is ‘Becoming a Musician’ where students explore the musical elements and reading staff notation through a composing for/performing on various instruments. There are many performance units where students can explore pitch and rhythm using voice and percussion, reading music whilst performing piano pieces and understanding chords when performing on guitar and pop music.

The theme in Year 8 is ‘Musical Styles and Cultures’ where they build upon prior knowledge and study music from various eras and cultures including samba, reggae and the blues. As well as performing and improvising, these units include listening activities which prepare students for GCSE. Students develop their compositional skills through composing for cartoons in Year 7 and films in Year 8.

How will I be assessed?

Each topic is assessed in music with twelve formal assessments in total at KS3. Students complete a baseline test when they arrive and throughout the two years they are assessed on performance, composing and listening/appraising.

How can I stretch my learning?

There are lots of extra-curricular opportunities available for all students including choir, samba band, woodwind group, string group, brass group and music technology club. Following the success of our production We Will Rock You and other concerts including the ‘Showcase’, we hope to continue to give students as many opportunities to perform as possible.

 

Useful links

http://www.bbc.co.uk/education/subjects/zpf3cdm

http://www.musictheory.net

GCSE Music

‘Where words fail, music speaks.’ – Hans Christian Andersen

Introduction

“My name is Louise Boult and I am a GCSE music student. I am a singer and had a main role in We Will Rock You and I also performed in the ‘Showcase’. We are currently studying serialism and minimalism. I would enjoy carrying on with performing arts in the future as it is something that I am very passionate about.”

What will I study?

Year 9 and 10 will follow the WJEC specification and Year 11 the Edexcel specification. Both exam boards require students to develop performance skills on a solo instrument of choice and within an ensemble. They also require students to compose two pieces of music using Sibelius notation software or Cubase sequencing software. Both exam boards require students to analyse set works of music from four areas of study.

The areas of study for Year 9 and 10 (WJEC) are:

  • AOS1 – Musical Forms and Devices
  • AOS2 – Music for Ensemble
  • AOS3 – Film Music
  • AOS4 – Popular Music

The areas of study for Year 11 (Edexcel) are:

  • AOS1 – Western Classical Music
  • AOS2 – Music in the 20th Century
  • AOS3 – Popular Music
  • AOS4 – World Music

How will I be assessed?

For both exam boards, GCSE Music is divided into three strands: composing, performing and listening.

Performing

Students have two assessed performances (30% of the overall GCSE grade) on their solo instrument and one as an ensemble.

Composing

Students compose two pieces of music (30% of the overall GCSE grade) based on genres of different areas of study. For Years 9 and 10, one is a free composition and one is set to a brief by WJEC.

Listening/Appraising

In Year 11, students undertake a listening exam (40% of the overall GCSE grade) and are given excerpts of different set works from the areas of study which are covered throughout the course.

How can I stretch my learning?

GCSE students are encouraged to take part in as many extra-curricular opportunities as possible.  At KS4, students also receive free instrumental lessons which are delivered by our peripatetic teachers on a range of instruments. There are also opportunities to gain extra qualifications during music theory club and music technology club using the ‘Rock College’ syllabus.

 

Useful links

Year 9/10 specification:

http://www.wjec.co.uk/qualifications/music/music-gcse/

Year 11 specification: http://qualifications.pearson.com/content/dam/pdf/GCSE/Music/2009/Specification%20and%20sample%20assessments/GCSE_Music_Spec_2012.pdf

Useful revision links:

http://www.bbc.co.uk/education/subjects/zpf3cdm

https://www.cgpbooks.co.uk/

 KS3 Physical Education

‘Our subject area can and should be at the core of any curriculum because it’s about critical thinking and collaboration, it’s about personal, mental, physical and social well-being and it’s about our pursuit of excellence both personally and professionally.’ – Andy Vasily

Introduction

“Hello my name is Grace Turner and I am the KS3 sports ambassador at Shuttleworth College. I have currently been at Shuttleworth for two years now and I really enjoy PE. I try my best in every lesson and participate in as many sports teams as possible. PE is really fun as we take part in lots of different sports throughout the year; it’s also very good exercise.  I have just picked my GCSE options and I have chosen Physical Education. I plan to carry on with sports when I leave college as I’d really like to become a PE teacher.”

What will I study?

All students will receive Physical Education lessons and will follow a personalised pathway designed to improve students’ understanding of sport and healthy active lifestyles.  It is important for all students to continue with regular physical activity which places increasing demands on them, improves flexibility and mobility, builds up strength and stamina and develops self-confidence so that they willingly participate in worthwhile activities at college and leisure pursuits in later life.

Students will cover a range of practical activities, covering a broad understanding of skill acquisition, practical application and healthy active lifestyles.  These may include:

  • Games based activities
  • Fitness based activities
  • Aesthetics based activities (dance, trampolining, gymnastics)
  • Athletics based activities

How will I be assessed?

Students will take part in a baseline assessment at the start of every term. This assessment includes a multi stage fitness test, a 20 metre sprint, Illinois agility, a standing broad jump, sit and reach and hand grip. These tests assess students’ cardiovascular fitness, speed, agility, flexibility, power and strength. Students are also assessed throughout the academic year in every sporting activity that they take part in.

How can I stretch my learning?

There is a wide variety of different sporting clubs that students can get involved in both during and after college in order to progress further and stretch their learning.  The fitness suite, dance room and sports hall are available every lunch time to all students alongside an extensive extra-curricular programme which runs after college. All extra-curricular clubs change on a termly basis giving students the opportunity to access a comprehensive curriculum.

 

Useful links

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239086/SECONDARY_national_curriculum_-_Physical_education.pdf

http://www.bbc.co.uk/education/subjects/zxf3cdm

 GCSE Physical Education (2017 only)

‘Our subject area can and should be at the core of any curriculum because it’s about critical thinking and collaboration, it’s about personal, mental, physical and social well-being and it’s about our pursuit of excellence both personally and professionally.’ – Andy Vasily

 Introduction

“Hi, my name is Sophie Edwards, and I am head girl at Shuttleworth College. I am also an ambassador for GCSE Physical Education. In Year 7, PE was my favourite subject – this still applies! All the PE staff are amazing and really encouraging. I always look forward to PE. This is because of the wonderful facilities and the amazing teaching we have available here at Shuttleworth College! I am currently doing a GCSE in Physical Education and I love both theory and practical lessons. After college we have the chance to get involved in extracurricular activities which are a great way to make friends, get involved and work as a team!”

 What will I study?

The course for our current Year 11 students demands commitment. Practical performance plays an extremely significant part in student achievement at the end of the course.  In addition, the sole theory exam is also demanding.  Mastery of practical skills and theoretical topics such as ‘Influences in Sport’ and ‘Performance Enhancing Drugs’ must be combined in order to facilitate good progress.

Throughout the course students will be taking part in a wide variety of different sporting activities such as; boxing, trampolining, netball, athletics, badminton, football and many more.  60% of the course is assessed practically.  Within the 60% of practical assessment students must complete a personal exercise programme, and an analysis of performance. Students can also be assessed carrying out the role of a leader, coach or official.

40% of the course is assessed on a theory basis which is broken down into two units. The first, ‘Healthy, active lifestyles’, requires students to develop an understanding of physical activity in relation to a healthy active lifestyle, looking at influences on involvement, fitness training and diet. The second ‘Your healthy, active body’, focuses on the body systems and structures and how they are developed through exercise.

How will I be assessed?

  • 40% theory (examination at end of Year 11)
  • 50% practical (assessed in practical performance in four sports, analysis of performance and completion of a personal exercise programme)
  • 10% analysis of performance in Physical Education (assessed via a combination of written and oral evidence – internally marked, externally moderated)

It is important to understand that the analysis of performance in a chosen activity is broken down further into five sub-categories. Students must be able to:

  • show their knowledge and understanding of the rules, regulations and terminology of a selected physical activity
  • observe and analyse performance in physical activity
  • evaluate performance in physical activity and recognise strengths and areas for improvement
  • plan strategies, tactics and practices to improve skills and performance
  • Plan a ‘Personal Exercise Programme’ to improve their fitness and performance

How can I stretch my learning?

There is a wide variety of different sporting clubs that students can get involved in both during and after college in order to progress further and stretch their learning.  There are specific clubs aimed at GCSE students which take place after college along with regular intervention and mentoring sessions.

 

Useful links

http://qualifications.pearson.com/en/qualifications/edexcel-gcses/physical-education-2009.html

http://www.bbc.co.uk/education/subjects/znyb4wx

 

GCSE Physical Education (new specification first examination 2018)

‘Sports do not build character, they reveal it.’ – Heywood Broun

 “Hello, my name is Daniel Hanna and I am a GCSE PE student.  I have studied the subject for many months now and not once have I regretted taking this option.  GCSE PE consists of two sides: practical and theory.  Personally, I believe that I am quite strong both practically and theoretically.  My class started the course at the beginning of Year 9 and we have covered a range of interesting theory topics, such as how the heart works.  I have also enjoyed covering practical activities that I would never get to do in core PE lessons, such as boxing.  I have always enjoyed PE and I want a future career in sports, preferably in football.  I would recommend this subject to anyone who enjoys physical activity with hopes similar to mine – a future in PE and sport.”

What will I study?

All students will expand upon experiences in KS3 Physical Education.  Practical activities are wide ranging and those that are formally assessed will be tailored to individual students’ strengths.  Team-based activities such as volleyball, basketball, netball and football, along with individual activities such as boxing, athletics and trampolining will be covered.  Key unopposed skills used within these activities and affecting game situations will be a focus when studying practical aspects of the course.

With regard to theory, students will develop their theoretical knowledge and understanding of applied anatomy and physiology (e.g. the musculo-skeletal system), movement analysis (e.g. levers) and physical training (e.g. principles of training) so that they can use this knowledge to analyse and evaluate performance and devise informed strategies for improving their own practical performance.  In addition, sport psychology and contemporary well-being issues such as nutrition and lifestyles will also be studied.

How will I be assessed?

Two theory examinations make up the majority of what grade will be achieved at the end of this course.  The weighting of the GCSE PE course is as follows:

  • Component 1 – Fitness and Body Systems – written examination worth 36%
  • Component 2 – Health and Performance – written examination worth 24%
  • Component 3 – Practical Performance – three activities, each marked out of 35 and worth 30% – internally marked, externally moderated
  • Component 4 – Personal Exercise Programme (PEP) worth 10% – internally marked, externally moderated

The Personal Exercise Programme (or PEP) is now the sole aspect of performance analysis, making up 10% of the final grade for this course.  Students will develop knowledge and understanding of the principles of training, relevant methods of training and use of data in order to analyse and evaluate their PEP, with a view to improving performance.  The PEP will cover a six-to eight-week period, and can relate to any physical activity of their choice from activities that are allowed to be used for practical performance in Component 3.

Overall achievement will be graded using the new numbered system that ranges from 9 to 1, with 9 being the highest.

How can I stretch my learning?

From a practical perspective, bolt-on courses will be offered to GCSE PE students that will complement the course, thus helping applications for post-16 options related to sport.  Level 1 Sports Leaders and Level 1 Dance Leaders awards run alongside the subject.  Both qualifications develop key skills that colleges and potential employers will see as a must – for example communication, organisation and taking responsibility for the progress of other students.  Staff will also provide opportunities for GCSE PE students to help plan and deliver parts of extra-curricular clubs under supervision.  Expectations are high and representing college on a regular basis in sporting activities is also a way in which GCSE PE students can excel.

In terms of theory, students will benefit from keeping up with contemporary issues in sport via the media.  A well-rounded knowledge of what is happening in the world of sport (ranging from the negatives of performance-enhancing drugs to the positives of hosting global events such as the Olympic Games) will help students provide quality examples in their written responses.

 

Useful links

GCSE PE theory specification: https://qualifications.pearson.com/content/dam/pdf/GCSE/Physical%20Education/2016/Specification%20and%20sample%20assessments/gcse-pe-spec-accredited.pdf

GCSE PE practical performance assessment criteria:

https://qualifications.pearson.com/content/dam/pdf/GCSE/Physical%20Education/2016/Specification%20and%20sample%20assessments/gcse-pe-ppa-accredited.pdf

Key contact name, role & email

Mrs L Pennington

Curriculum Leader – Performance Arts

lpennington@shuttleworth.lancs.sch.uk

01282 682300

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