Contact

Head of Department: Ms H. Pilkington

h.pilkington@kingsway.stockport.sch.uk

Performing Arts Department Learning Journey

Powerful Knowledge

Powerful Knowledge in Performing Arts is the exploration of three Art forms; Music; Dance and Drama and the development of artistic skills, which enables learners to become curious and creative individuals, equipped with the necessary life skills to be good citizens.

Curriculum Intent

The Performing Arts is a learning area that comprises of three related but distinct art forms Music, Dance and Drama.  Whilst often used in interrelated ways, each art form involves different approaches to arts practice and critical and creative thinking that reflect distinct bodies of knowledge, understanding and skills. The curriculum at Kingsway examines past, current and emerging arts practices in each art form across a range of cultures and places.

Each subject focuses on its own practices, terminology and unique ways of looking at the world:

  • In Dance, students use the body to communicate and express meaning through purposeful movement. Dance practice integrates choreography, performance, and appreciation of and responses to dance and dance making.
  • In Drama, students explore various situations and plays thinking what it is like when you put yourself in ‘someone else’s shoes’ and represent emotions and stories through the use of physical and vocal skills
  • In Music, students listen to, compose and perform music from a diverse range of styles, traditions and contexts. They create, shape and share sounds in time and space and critically analyse music. Music practice is aurally based and focuses on acquiring and using knowledge, understanding and skills about music and musicians.

Kingsway Instrumental Music Service Information Sheet

 

Key Stage 3 Curriculum

At Key Stage 3 students are taught Music, Dance and Drama as part of a Performing Arts’ curriculum. They have four lessons a fortnight.

Each year has a particular focus:

Year 7: Learning the basic skills & techniques to structure a piece of Dance, Drama or Music

This is an introduction to Arts. One of the foci of the year is to provide a practical platform for students to develop their Personal and Thinking Skills such as creative thinking and working as a team. It is about developing a student’s confidence as well introducing them to the subjects of Dance, Music and Drama. Basic techniques such as Singing, role play, unison and contrast (Dance) are taught.

Year 8: Developing understanding and use of subject specific styles

We aim to recall and rebuild on the skills learnt in Year 7. The processes students go through to make a piece of dance or drama is made more apparent. Students are also introduced to more styles of theatre and music and the professional work of subject practitioners. Opportunities for Student Leadership is available in most lessons. Some students will develop these leadership skills towards an Arts Award. This is a national qualification offered by the Arts' Council.

Year 9: Developing an appreciation of Professional Works

Pupils will be exposed to more professional work and tasks will demand pupils to think about the creative intentions of the pieces. Pupils’ work will replicate and develop from these pieces. This year forms part of the building blocks towards potential study at Key Stage 4.

Year 7 Curriculum
Half Term 1: Communication

Team Work

Building, structuring and participating in a Dance, a piece of Drama and ensemble singing
Half Term 2: Communication

Mime - Including the History of Mime and appreciation of professional artists

Charlie Chaplin - Use of characterisation and gesture in dance

Rhythm - Use of Rhythm grids
Half Term 3: Fantasy, Myths and Legends

‘The Bogey Man’ - Creating a Narrative Dance‘

The Practical Princess’ - Use of narrator.

Physical Theatre
The Orchestra
Half Term 4: Fantasy, Myths and Legends

The Incas - Learning to develop movement material to make a group dance

Greek Theatre - Ensemble work.

Use of voice

Introduction to Music Notation
Half Term 5: Past, Present and Future

Medieval Times - the exploration of Dance and Drama based in this era and creation of a performance piece

Pop Music - identifying music from different eras
Half Term 6: Past, Present and Future

Space - development of a dance based on the theme.

Making a character

Programme Music - developing a piece of music to represent a time or a place
Year 8 Curriculum
Term 1: School Life Music: Minimalism

Music - identifying and creating music motifs

Dance - creating a motif based on school life

Drama - exploring the play ‘Our Day Out’
Term 2: Musical Theatre

Exploring the history of musicals, including the appreciation of professional repertoire

Learning a dance, scene, song from well known musicals

Exploring the cultural and social context of the pieces
Term 3: Physical Theatre

Music: Chords and Harmony
Using repertoire from professional theatre companies, developing skills and techniques of Physical Theatre and applying it to our own pieces

Music - playing chords and harmonising music
Year 9 Curriculum
Term 1:

Appreciation of Styles and Professional Works
Term 2:

Appreciation of Styles and Professional works
Term 3:

Appreciation of Styles and Professional Works

Music

Powerful Knowledge

Powerful Knowledge in Music is the understanding that Music is a universal language that embodies one of the highest forms of creativity and transcends cultural differences. Music has the power to bring people of all backgrounds together and allows us to convey emotions and communicate in a way that the spoken word often can not.
 

Curriculum Intent

The Kingsway School recognises that music is a powerful, unique form of communication that can change the way pupils feel, think and act. It brings together intellect and feeling and enables personal expression, reflection and emotional development.

As an integral part of culture, past and present, it helps pupils understand themselves and relate to others, forging important links between home, school and the wider world. The teaching of music develops pupils' ability to listen and appreciate a wide variety of music and to make judgements about musical quality. It encourages active involvement in different forms of  music making, both individual and communal, developing a sense of group identity and togetherness.

Across Key Stage 3 and throughout Key Stage 4 students perform, listen to, review and evaluate music from a range of historical periods, genres, styles and traditions, including the works of famous composers and musicians. The genres studied reflect the diversity of our school and the department aims to teach in a practical way, with students ‘making music’ at every opportunity.

The arts are a valuable means of developing confidence and communication skills, and facilitating expression, ideas and feelings.  In addition, through purposeful, imaginative and creative activities, pupils learn to take managed risks, trying out new ideas and new ways of working without fear of failure.

We value the contribution the arts make to our quality of life and believe that providing a range of experiences is essential for life beyond school.

Key Stage 3

The Key Stage 3 Music Curriculum aims for all children to:

  • Perform, listen to, review and evaluate music from a range of historical periods, genres, styles and traditions, including the works of famous composers and musicians.
  • Learn to sing, and to use their voices to create and compose music on their own and with others.
  • Have the opportunity to learn a musical instrument, and use music technology appropriately.
  • Understand and explore how music is created, produced and communicated, including a knowledge of pitch, dynamics, tempo, timbre etc (formerly the “elements of Music”)

Students will follow a varied and inspiring syllabus that very much promotes practical musicianship. Students should ‘make music’ during every lesson, and will mainly learn through practical application.  Students will learn a variety skills that will feed into Listening and Appraising, Performing and Composing.

Year 7

In Year 7, students will be able to

  • Demonstrate an understanding of vocal technique and how the voice works
  • Develop performance skills through the Yr 7 Showcase programme
  • Identify the different note symbols and their respective values (duration)
  • Improvise and devise rhythmic patterns as part of a group performance
  • Identify the instruments of the orchestra and their respective families
  • Demonstrate an appropriate audience etiquette at public performances
  • Identify how the position of notes on a stave relates to their pitch
  • Correctly write out a short musical phrase using the correct notation
  • Compose a piece of music to reflect a programmed theme
  • Use music technology appropriately as a compositional tool
  • Know what the building blocks (elements) of music are
  • Identify both major and minor tonalities

Termly Topics:

  1. Singing (Year 7 Showcase)
  2. African Music (Rhythm)
  3. Instruments of the Orchestra
  4. Notation
  5. Programme Music
  6. Popular Music

Year 8

In Year 8, students will be able to

  • Understand the function of Minimalism and how it is used as a compositional device
  • Compose a piece of music in a given style or genre
  • Maintain their own part within an ensemble performance
  • Understand the history and context of Music in the theatre, and how this has developed and grown
  • Perform a piece of music from notation on a keyboard
  • Use Music technology to develop compositions through the use of layers, and soundscapes.
  • Be able to use extended chord to enhance performances
  • Reflect on their own performance and improve through critical feedback

Termly Topics:

  1. Minimalism
  2. Musicals
  3. Chords (harmony)

Year 9

In Year 9, students will be able to

  • Improvise melodic phrases over a given structure
  • Understand the history of the Blues and it’s influence on popular music
  • Understand the role music plays within film and television.
  • Compose a piece of music to create a mood or effect appropriate to a given brief
  • Have an appreciation for different pop genres and be able to identify key features of the most popular styles
  • Combine the elements of music to compose their own remix or mash-up
  • Consolidate aspects of writing music to include dynamics, tempo markings and phrasing

Termly Topics:

  1. The Blues
  2. Film Music
  3. Queen (Pop Music)
  4. Remixes
  5. Songwriting
  6. Group Musicianship

Key Stage 4

GCSE

Exam Board - Edexcel

Assessment

Students must complete all three components of this qualification:

Component 1: Understanding music (40%)

Externally moderated exam paper, 1 hour and 30 minutes, with listening exercises using excerpts of music:

  • Listening
  • Contextual Understanding

Component 2: Performing music (30%)

This component will be internally marked by teachers and externally moderated by the board. Two music performances as an instrumentalist and/or vocalist and/or via technology:

  • Performance 1: Solo performance
  • Performance 2: Ensemble performance

A minimum of four minutes and a maximum of seven minutes of performance in total is required, of which a minimum of one minute must be the ensemble performance.

Component 3: Composing music (30%)

This component will be internally marked by teachers and externally moderated by the board.

  • Composition 1: Free Composition
  • Composition 2: Composition to a brief (set by Edexcel Sept of Year 11)

A minimum of three minutes and a maximum of four and a half minutes of music in total is required.

Course Outline

Year 10

Autumn 1

Introduction to the GCSE course (3 weeks):

  • Build on knowledge and experience at KS3
  • Consolidate basic musical vocabulary and knowledge
  • Study exemplar performances and compositions
  • Look at the assessment criteria for the coursework tasks.

Instrumental Music 1700–1820 set works (4 weeks):

J.S. Bach: 3rd Movement from Brandenburg Concerto no.5 in D major

  1. van Beethoven: 1st Movement from Piano Sonata no.8 in C minor ‘Pathétique’
  • Explore these pieces by using the students’ knowledge and understanding of musical elements, musical contexts and musical language to make critical judgements about the music. Once each piece has been studied, comparative and evaluative skills can be practised between the two.
  • The set works show the link between Baroque instrumental music and dance genres. They also introduce fugue, and also the 19th-century Romantic sensibility in music and its application to sonata form.

Preparation for the performance component is ongoing.

Autumn 2

Instrumental Music 1700–1820 wider listening (5 weeks):

Explore pieces in genres related to the two set works, which may include:

    • concerti by Vivaldi
    • concerto grosso by Handel
    • piano sonata movements by Haydn and Mozart.
  • In each case relating the music to the set works studied through their use of musical elements, musical contexts and musical language.
  • The works studied here give a background to the set works already studied. The concerto movements give a context for the Bach set work and the piano sonata movements should show a progression in the writing for piano and in the development of sonata form.

Vocal Music set work (2 weeks):

  1. Purcell: ‘Music for a While’
  • Explore this piece by using the students’ knowledge and understanding of musical elements, musical contexts and musical language to make critical judgements about the music.
  • This area of study is diverse but coverage at this stage should reflect Baroque approaches to songwriting, including ground bass structures.

Preparation for the performance component is ongoing.

Spring 1

Vocal Music set work (2 weeks):

Queen: ‘Killer Queen’ (from the album Sheer Heart Attack)

  • Explore this piece by using the students’ knowledge and understanding of musical elements, musical contexts and musical language to make critical judgements about the music. Now both pieces have been studied comparative and evaluative skills can be practised between the two.
  • This area of study is diverse but coverage at this stage should reflect 20th-century popular approaches to songwriting, including ground bass and verse and chorus structures.

Vocal Music wider listening (4 weeks):

Explore other settings of words to music for soloist and accompaniment, which may include:

    • arias by G.F. Handel and J.S. Bach
    • songs by Beach Boys and Alicia Keys
    • if time, songs by Schubert, Faure and/or Britten
  • In each case looking at the relationship of the words and music, and the use of musical elements, musical contexts and musical language.
  • There should be coverage of the full chronological period from 1600s to 1900s, including a range of structures (strophic, through-composed, verse and chorus, da capo aria, etc.) and styles.

Preparation for the performance component is ongoing.

Spring 2

Free composition inspirations and task setting

(1 week):

  • Discuss possible routes into free composition, based on KS3 experiences, and providing examples and guidance towards inspirations.

Thereafter free composition is ongoing.

Music for Stage and Screen set work (2 weeks):

  1. Schwartz: ‘Defying Gravity’ (from the album of the cast recording of Wicked)
  • Explore this piece by using the students’ knowledge and understanding of musical elements, musical contexts and musical language to make critical judgements about the music.
  • The study of this set works should examine popular contemporary musical theatre styles.

Preparation for the performance component is ongoing

Summer 1

Music for Stage and Screen set work (2 weeks):

  1. Williams: ‘Main title/rebel blockade runner’ (from the soundtrack to Star Wars Episode IV: A New Hope)
  • Explore this piece by using the students’ knowledge and understanding of musical elements, musical contexts and musical language to make critical judgements about the music. Now that each piece has been studied, comparative and evaluative skills can be practised between the two.
  • The study of this set work should examine composing sound to match pictures.

Music for Stage and Screen wider listening (2 weeks):

  • Explore pieces in genres related to the first set work, which may include:
    • songs from musicals like Matilda and Hairspray.
  • In each case relating the music to the set work studied through their use of musical elements, musical contexts and musical language.
  • The wider listening should enhance the study of contemporary musical theatre.

Free composition is ongoing.

Preparation for the performance component is ongoing.

Summer 2

Music for Stage and Screen wider listening (2 weeks):

  • Explore pieces in genres related to the second set work, which may include:
    • excerpts from other film scores by Deborah Lurie and composers like Howard Shore.
  • In each case relating the music to the set works studied through their use of musical elements, musical contexts and musical language.
  • The wider listening should enhance the study of matching music with images undertaken in the set work.

Work on free composition.

Preparation for the performance component is ongoing.

Year 11

Autumn 1

Revision of Year One areas of study (4 weeks).

Fusions set works (4 weeks):

Afro Celt Sound System: ‘Release’ (from the album Volume 2: Release)

Esperanza Spalding: ‘Samba em Preludio’ (from the album Esperanza)

  • Explore these pieces by using the students’ knowledge and understanding of musical elements, musical contexts and musical language to make critical judgements about the music. Once each piece has been studied comparative and evaluative skills can be practised between the two.
  • The individual cultures that have been ‘fused’ should be isolated and the resulting fusion evaluated as a work of popular culture.

Preparation for the performance component is ongoing.

Autumn 2

Fusions wider listening (4 weeks):

  • Explore pieces in which two or more styles are combined to create a fusion, which should include music from African, Turkish, Afro-Cuban Jazz and Latin traditions.
  • In each case relating the music to the set works studied through their use of musical elements, musical contexts and musical language.
  • The stylistic characteristics of each individual style must be isolated and then the fusion of the styles evaluated for its effectiveness.

Discussion of composition briefs (1 week):

  • Use the guidelines in the specification as a basis for discussion as to how briefs might be tackled.

Thereafter composing to a brief is ongoing.

Preparation for the performance component is ongoing.

Spring 1

Past Papers (2 weeks).

Composing to a brief is ongoing.

Preparation for the performance component is ongoing.

Spring 2

Revision of all set works and consolidation of wider listening (4 weeks).

Complete composition to a brief.

Record FINAL performances.

Summer 1

Revision of all set works and consolidation of wider listening (5 weeks).

Complete free composition

Performing and Composing submitted for moderation by 15 May (1 week).

Summer 2

Written Exam

Extra-Curricular Involvement

Music offers scope for students to take lessons on a variety of orchestral and band instruments according to their own interest, suitability and the availability of instruments to use. Students are strongly encouraged to join an out-of-school group. (Due to the nature of the GCSE course, it is expected that all GCSE Music students attend at least one extra-curricular group per week)

The Music Department also performs a biennial Musical production.

Dance

Powerful Knowledge

Powerful Knowledge in Dance centres on the creative processes of making, performing and appreciation. These processes require students to use critical thinking skills, be able to communicate verbally and nonverbally and work collaboratively with others. Dance develops kinaesthetic and spatial learning as well as the knowledge of self and others.
 

Curriculum Intent

Dance is in the heart of every culture. It has evolved throughout history, immortalised in traditions and rituals. It means something different to everyone and its styles and forms are vast. Indicative of culture, beliefs and society, there is no better medium of human expression than Dance. No one invented Dance: In its various forms it belongs to no one and everyone. It is in us all. We dance in sorrow, we dance in joy, we dance in celebration. Dance is life.

Dance is more than a way of exercising and entertainment; it is a way of communicating. As well as developing sensory and spatial awareness, co-ordination and concentration, we use it to express emotions, increase confidence. Dance can be challenging both physically and academically. At Kingsway, we hope to engage learners in the artistic processes of creating, performing and critical analysis. This requires a number of skills such as the ability to be intuitive, read symbols, implement critical thinking, nonverbal reasoning and expression, create and exchange ideas, work in collaboration with others. Arts research has shown that pupils who study dance are more self-motivated, disciplined and focused “physical activity has a positive influence on memory, concentration and classroom behaviour.”

At Kingsway, we intend to develop pupils’ ability to create – choreograph, perform and appreciate the professional work of dance practitioners. We look at various styles and dance influenced by different cultures. The practical nature of our subject allows pupils to develop their physicality, co-ordination, fitness and wellbeing. As with all the art forms, our tasks enable pupils to enhance their employability skills such as communication, confidence and leadership.

Key Stage 3

Dance Year 7 Year 8 Year 9
Knowledge How to create a piece of dance
How to show a story or narrative
How to structure a dance using basic skills and techniques
Stylistic Features of different styles of theatre: Musical Theatre and Physical Theatre and how to work in those styles Foundation year for KS4
Develop knowledge and application of stylistic features
Creative Processes
Introduction to Practitioners & professional works – Christopher Bruce
Choreographic Devices & Skills learnt Unison
Repetition
Mirroring
Unison;
Contrast;
Canon

4 Principles -
Lifts;
Taking weight;
Counter Tension
Counter Balance
RADS
Motif and Development
Compliment and Contrast
Climax
Styles learnt Narrative Dance Musical Theatre
Physical Theatre
Contemporary Dance
Hip Hop
Bollywood Dance
Skills learnt Where - pathways
What - 5 Body Actions
Who - relationsips
How - Speed & Weight
Interpretation - seeing meaning in your work
Team work - how to accept and give ideas
Intepretative Skills
Physical Skills
Communication
Team work
Contact
Appreciation of Professional Work
Physical
Comm + symbolism
Interpretation + seeing meaning in professional works
Team work + leadership
CC
Cultural Capital
Careers Choice
Historical Significance of Dance

T1: Brief intro/history
T2: Ancient Art of Ritual
T3: Medieval Dance
Diversity examined

T1: Social Inequality
T2: Racial Inequality
T3: Gender Inequality and Mulit culturalism

Professional Repertoire Used:

School Days – Baggy Trousers
West Side Story
Hairspray
Trafford Tanzi
DV8 Can we talk about this?
Social and Political Issues

T1: BLM
T2: ‘Pack’ Mentality
T3: Mental Health

Political Oppression

Key Stage 4

Pupils study towards a L1/2 Performing Arts BTEC in Dance

Year 10 Curriculum: Exploring the Performing Arts (Professional Repertoire may change)
Term 1
Component 1 Professional Repertoire -Chicago - Fosse
Akram Kahn - Dust
Term 2
Component 1 Professional Repertoire - Emancipation of Expressionism - H2O Kendrick
Mock Component 3
Term 3
Component 1 Professional Repertoire -
Review of all three professional works
Year 11 Curriculum
Term 1
Component 2
Performance of chosen professional repertoire
Term 2
Component 3
Working towards Practical Exam
Half Term 3
Component 3
Working towards Practical Exam

Drama

Powerful Knowledge

Powerful Knowledge in drama is developing students’ empathy and understanding of characters and people in different worlds and situations through storytelling. These stories can be from the past, future or present.
 

Curriculum Intent

At Kingsway we believe Drama is a tool which can be used to enhance student’s understanding and empathy of others as they put themselves in various situations.  It can help a child develop a sense of self as they shape their opinions of how they see the world. Drama is not a passive subject and students have to commit to exposing part of who they are to those they work with. Confidence to be yourself is paramount so the subject not only demands the learning of Drama skills but also that of self discovery. Drama can be an extraordinary powerful tool in bringing out the potential of a person. Exam results are critical and extremely hard fought but education is concerned with developing the whole person.  The lifelong skills Drama promotes such as creativity, problem solving, communication and leadership is critical to ensure learners of today become leaders of tomorrow.

Pupils will learn how to devise drama exploring their own opinions and that of those around them.  They will use techniques and styles to explore themes and issues.  Pupils will learn how to bring a play text to life.  They will be exposed to stimuli, texts and the work of practitioners, which will explore a range of social, cultural and historical contexts. Pupils will develop their acting skills by performing to one another and explore how meaning is communicated to an audience through choices of form and style. Pupils will learn how to evaluate their own work and the work of others, including the professional works of theatre practitioners.

Key Stage 3

Drama Year 7 Year 8 Year 9
Knowledge How to create a piece of drama
How to show a character
How to structure a drama using basic skills and techniques
Stylistic Features of different styles of theatre: Naturalism; Non Naturalism; Musical Theatre and Physical Theatre and how to work in those styles Foundation year for KS4
Develop knowledge and application of stylistic features
Processes of ‘from stage to page’
Processes of making a devised piece
Introduction to Practitioners & professional works – Brecht, Stanislavski, Frantic Assembly
Techniques learnt Mime
Improvisation
Ensemble
Marking the Moment
Storytelling
Narration
Roleplay
Hotseating
Still images
Thought Tracking
Sound Scapes
Cross Cutting
Image Theatre (SI)
Flash Backs & Flash Forwards
Styles learnt Physical theatre
Naturalism
Naturalism
Non Naturalism
Musical Theatre
Physical Theatre
Epic Theatre Documentary Style
Physical Theatre
Skills learnt Vocal - Tone, Volume
Physical - Facial, Body Language, Gesture, Eye contact, Use of Space. Use of Levels
Communication - use of language
Interpretation - seeing meaning in your work
Team work - how to accept and give ideas
Use of script
Vocal + Pace
Physical + movement; Gait
Communication + use of non verbal signs
Interpretation + seeing meaning in other people’s work
Team work
Contact - lifts
Appreciation of Professional Work
Use of script
Devised techniques
Vocal
Physical
Comm + symbolism
Interpretation + seeing meaning in professional works
Team work + leadership
CC
Cultural Capital
Careers Choice
Historical Significance of Drama

T1: Mime from Greek times to now
T2: Ancient Art of Storytelling
T3: Shakespeare
Diversity examined

T1: Social Inequality
T2: Racial Inequality
T3: Gender Inequality and Mulit culturalism

Professional Repertoire Used:

Our Day Out
West Side Story
Hairspray
Trafford Tanzi
DV8 Can we talk about this?
Social and Political Issues

T1: BLM
T2: ‘Pack’ Mentality
T3: Mental Health

Rosa Parks + Brecht

DNA Is it right to sacrifice the individual for the many?

Find Me

Key Stage 4

Year 10 Curriculum: Exploring the Performing Arts
(Professional Repertoire may change)
Term 1
Component 1 Professional Repertoire -
Romeo and Juliet
An Inspector Calls
Term 2
Component 1 Professional Repertoire -
Curious Incident of the Dog in the Night Time
Physical Theatre
Term 3
Component 1 Professional Repertoire -
‘Teechers’
Epic Theatre - Brecht
Year 11 Curriculum
Term 1
Component 2
Performance of chosen play
Term 2
Component 3
Working towards Practical Exam
Half Term 3
Component 3
Working towards Practical Exam