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!
Music will focus on the practical aspects of music-making over the course of Year 7. Students will therefore primarily focus on performance and composition examining musical notation and the use of the keyboard. By the end of Year 7 students will have completed solo performance, ensemble performances as well as creating their own pieces of music.
Did you know…
Leo Fender, inventor of the Stratocastor and Telecastor electric guitar could not actually play the guitar at all.
|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.
|Module 1: Chords and Accompaniment Patterns
Students learn about chords and accompaniment patterns including block chords, arpeggio chords, bass lines and chord inversions.
Students listen to and appraise contrasting accompaniment patterns. They analyse and learn to play the accompaniment of either Skyfall by Adele or The Greatest Day by Take That on the keyboard, focusing on accuracy.
|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.
|Module 1: Solo Performance Skills
Students learn about the characteristics of professional solo performances including accuracy, expression and interpretation. Students also learn about their technical skill level on their instrument or voice and how to improve this.
Students listen to and appraise vocal and instrumental performances covering a range of instruments, voices and musical styles. They set five targets for technical improvement on their instrument or voice and look at exercises to achieve these targets. They choose a piece or song to perform as a soloist, focusing on accuracy, expression and interpretation. They research their piece or song and produce a concert programme.