Creative and Performing Arts
Is to provide an inclusive, supportive and creative atmosphere in which students can explore a wide variety of theatrical approaches and drama techniques, whilst developing teamwork skills and an ability to manage time and creative projects. Students study drama as a form of communication, therapy, entertainment and documentation.
Students not only learn about key practitioners such as Chaplin, Stanislavski and Shakespeare but also look at Drama’s role in inspiring and documenting social change, whilst studying Boal and Berkoff.
Extra Curricular Drama and Theatre
Newland has its own theatre company; ‘Sirens Drama Company’. At Newland, girls have the opportunity to participate in extra-curricular Drama on a Thursday afternoon, a time to prepare for productions. Annually, we participate in the Shakespeare Schools Festival, performing a play by Shakespeare at a local theatre. In addition, students are encouraged to share their drama work in assemblies and at open evenings, arts festivals and seasonal performances.
At Key Stage 3
At key stage 3 students will develop their skills in gesture, voice and teamwork, whilst developing their focus and their understanding of genres and styles throughout history. Key Stage Three drama is taught in a rotation with 3 other arts subjects. Over the course of the year, students will participate in all four art forms: Drama, Dance, Art and Music; 18-20 lessons of each art form. Objectives are aligned where possible to those required at KS4 by the OCR GCSE Drama specification.
Crime Scene at Newland Studios: Our very own detective story with live action role play, set in a TV studio. Each student is given a role to develop and become each lesson. Alternatively, students can work on technical design of costumes, sound and lighting. This learning sequence focuses on developing use of gestures, facial expressions, levels and proxemics.
Suffragette Towers: Our spooky tale set in two worlds -1800s and the modern day. Students learn how to develop tension for an audience through sound and speech, and how to communicate meaning using more stylised techniques such as physical theatre, verbatim theatre and dual narrative.
Charlie Chaplin, Mime and Silent Movies
Looking at the physical theatre approaches of Steven Berkoff, DV8 and Frantic Assembly, students study non-verbal communication and how to communicate a narrative through more stylised means.
In the News
Students use stimuli taken from news sources and develop their ideas in response to this to create original, devised drama. Looking at the ideas of Bertolt Brecht, students explore how to create ‘Epic’ style performances that encourage audiences to consider a range of social issues. Students also look at a wide range of contemporary issues and use the theories to Stanislavsky and Augusto Boal to explore the thoughts, feelings and emotions connected with people in certain situations.
Homework is set weekly, and students have a week to complete their task. There is opportunity for students to complete homework in school by arrangement with their teacher.
At Key Stage 4
Students study OCR GCSE Drama specification (2016). The course supports students to develop skills in making, performing and responding to drama, whilst also exploring performance texts as both actor and director. Students are encouraged to understand the social, cultural and historical contexts of plays they study, including the theatrical conventions of the period in which they were created.
Students are assessed through 60% coursework and 40% written exam.
Devising: ( teacher assessed, externally moderated) 30%
Performing Texts: (visiting examination of live performance) 30%
Performance and Response: (1 hour 30 minute written exam) 40%
Students on this course develop a range of theatrical skills and then apply them to create performances, building on their learning at Key Stage 3. Students are expected to work collaboratively with all members of their group, to generate, develop and communicate ideas using drama. A student log book is used to reflect on and evaluate their own progress and that of others.
Students are expected to commit to some after school, weekend and holiday rehearsals, especially as exam times approach. It is also required for students to visit the theatre to see a live performance at least once during the course; the school will arrange a visit.
In some units of the course, students may choose to be assessed on their technical design skills rather than performance.
Shakespeare Schools Festival:
OCR Drama specification:
Is to provide an inclusive, supportive and creative atmosphere in which students can explore a wide variety of musical contexts. Through the study of performance, singing, composition, listening and improvisation students will develop resilience and confidence helping them to succeed.
Peripatetic music lessons
At Newland, girls have the opportunity to students an array of musical instruments in individual and small group contexts taught by visiting music staff from the Hull Music Hub. http://www.hullmusichub.com. Instruments include Singing, Brass, Strings, Piano, Percussion, Woodwind and Guitar. Students who express an interest in musical instrument lessons will receive a letter with further information.
At Key stage 3
At key stage 3 students will develop their musical skills by following a diverse curriculum units of study will include
Year 7 – Find Your Voice, Samba Rhythms, Atmospheric Music, Piano and Ukulele.
Year 8 – Instrumental skills – Bass, Drums, Guitar, Vocals and Keyboard. Blues improvisation
At Key stage 4
Students study BTEC level 2 First Award in Music allowing an insight into the music industry standards. Units of study could include a music industry exam, managing a music product, music performance, composition and recording skills.
KS3 topics – BBC Bitesize
BTEC specification – http://qualifications.pearson.com/en/qualifications/btec-firsts/music-2013-nqf.html
If you wish to find out more about the curriculum your daughter is studying, please contact Mrs Witts