Further details are available below on the subjects available in the Performing Arts Faculty for Knutsford School.
Different stimuli to create and perform dances in different styles. Within dance you will develop skills as a performer and choreographer whilst learning how to appreciate your own work and that of others. Topics which are investigated include Super Mario, Space and the study of musical theatre through High School Musical.
Did you know that…
The “Dancing Plague” of 1518 was a mania that lasted a month and killed dozens of people in Strasbourg, France through exhaustion or heart attack. People just danced uncontrollably until they collapsed!
Drama in Year 7 covers lots of exciting plays and performances. We work on the play Charlie and the Chocolate Factory, which is an all time classic We plan an assembly performance about life in school. We also do loads of fun activities both in class and in extra-curricular clubs. It’s a real chance for you to get involved.
Did you know…
Shakespeare died on his birthday! Ouch!
Did you know that the Oompah-loompahs were originally called the whipple-scrumpets!
In year 7 music, students will be introduced to different instruments, performance techniques and elements of music. Students will be encouraged to showcase their creativity as they perform and compose throughout the academic year. Students will listen to and analyse a wide range of music from popular music to traditional music. The three topics that year 7 cover are:
Term 1: Rhythm and Pulse/ Rap
Students will be introduced to the elements of music through rhythm, pulse, and percussion. Students will learn about call and response and create their own body percussion rhythms. In the second half of the term students will use their prior knowledge of the elements of music to study Rap. Students will have the chance to compose their own Raps and perform them to the class.
Term 2: Keyboard Skills/ Blues
During Term 2 students will be introduced to the keyboard and learn skills and techniques to help them master it. Students will learn how to read basic notation and play simple melodies and chord progressions with fluency and confidence. Students will use their piano skills to study the Blues. They will learn about the history of the genre and compose their own blues songs on the keyboard.
Term 3: Ukulele Skills
In term 3 students will consolidate their knowledge of instrumental skills through the Ukulele. Students will learn how to play this wonderful instrument by reading tablature and chord chart notation. Students will work in ensembles and perform some of their favourite songs on the Ukulele.
|Module 1: Rock N Roll
Introduction to the style through teacher introduction and Grease ‘Hand jive’ scene. In pairs students learn a set phrase incorporating key elements of Rock n Roll (twist, turns, and basic holds) to provide the opening and closing section of the routine. Students create their own section using additional stimuli and guided developments of the set movements using a range of spatial relationships; the safety and performance of basic lifts will be introduced. Their own choreography will extend the compositional devices covered in Year 7
The final dance will result in a duet in Ternary Form (ABA).
|Module 1: Return to Drama: Students revisit some of the skills covered in Year 7, they also create and devise a series of tasks that are improvisations. Students are given a range of stimuli material to base their work on.
Module 2: Media Project: Students work on the dramatic style of ‘Naturalism’ in order to focus on characters they portray in detail. Students work on a range of performances that include TV Advertising and Soap Opera scenes. Students then rehearse their work based on examples given by the teacher.
|Module 3: Issue Based Improvisation: Students are given a series of current news stories in order to focus on a piece of drama that has a more serious tone. Having used dramatic techniques within this framework, students are then asked to create their own work based on a specific issue they have covered (or something that interests them.) Students then construct a performance using still image/split stage/monologues etc. in order to perform this for a mock school assembly.
Term 1: World Music
Students will study the different traditional styles of music from Africa and the Caribbean. They will analyse genres such as Reggae, Calypso, and Salsa focusing on the authentic instruments used in each style. Students will have the opportunity to perform in Reggae bands and create their own West African drum ensembles with traditional instruments such as steel pans, djembes, and many other percussion instruments from around the world.
Term 2: Film Music
Students will study the purpose of music in film and the greatest film scores and composers. Throughout this unit, students will learn how to compose for a film scene using specific techniques and music technology.
Fun fact: Did you know that John Williams has written many themes you may know (from such films as: “Jaws”, “E.T.”, the Star Wars films, “Jurassic Park”, etc.)
Term 3: Pop Song-writing
Students will study the song structures and popular chord progressions of their favourite songs. They will have a go at performing their favourite pop songs and eventually compose a pop song of their own. Students will be encouraged to show off their personality and creativity in their songs.
|Module 1: Investigating Key Skills
Students investigate and consolidate what makes a good performer, using this as a focus to develop their physical and expressive skills. Students learn a contemporary driven set study context of set dance. Choreographic exploration in duets then extends and develops the set dance using GCSE equivalent compositional tasks to learn the importance of motif development as an essential structuring device. The set dance and choreographic development will result in a final duet in Binary form (AB).
Students watch extract from the professional work Swansong by Christopher Bruce and will though dance learn values of citizenship. Students establish the structure of a trio through the introduction of Rondo form. Section A introduces and when recurs develops the central theme of interrogation using various choreographic techniques; this will focus on Question and Answer, rhythm, use of space, dynamics, characterisation (use of authority/status).
Students will extend their knowledge of cultural dance styles through learning Bollywood and Bhangra techniques. Throughout the project the students will learn and stage teacher-led sequences and well as creatively responding to tasks ranging from solo work to quartet groupings. Classical Indian language such as Kathak hand gestures, foot movements, and Bhangra body isolations will be blended with western commercial dance styles. The resulting piece will be a whole class routine which will be directed by both the teachers and by the students.
|Module 1: Skill development: Students begin Year 9 with work based on song lyrics. They use the lyrics as stimulus for various different pieces of drama. They then branch plan a story about characters within the song and begin to rehearse short improvisations based on this.
Module 2: Our Dramatic History: During this scheme of work students investigate an event from History and experiment with physical approaches to the work. They will also use monologues and character development. Students use the stimulus in a range of teacher led lessons and then apply this understanding in the creation of pieces of their own. This performance can be performed for the class or for a public audience at the Lower School Performance Evening.
Term 1: Music Industry
Students will study the beating heart of music, the music industry. They will learn about the professional organisations and companies that help their favourite musicians release and perform music. Students also will have the opportunity to perform songs by their favourite artists.
Term 2: Band Project
Students will study the great bands of the 1960s and 1970s. They will analyse Rock and Roll music including all the sub-genres of Rock. Students will form bands and perform Hey Jude by The Beatles or Won’t Get Fooled Again by The Who. Students will learn the importance of bands in context and learn how to work as an effective ensemble.
Term 3: Solo Performance
Students will study popular performance techniques such as stage presence, expression, and musicality through their favourite artists. Students will analyse different styles of performing and apply these to their performances.