Welcome to the Performing Arts department! Performing Arts is a thriving department which encourages students to explore their creative potential through the study of performance, composition/devising and theoretical understanding. Our broad curriculum and extra-curricular programme aims to challenge students of all abilities in order to nurture students’ talents through robust music and drama education and engaging experiences which is reflected in our great results.
The information below is an overview of what we deliver at KS3 to KS5. If you require any further information please contact Miss Eleanor Byrne, Head of Music – ebyrne@ripleyacademy.org
Key Stage 3 – 5 Overview for Music
“Music is a moral law. It gives soul to the universe, wings to the mind, and life to everything… Without music, life would be an error.”
Plato
During Key Stage 3, students focus on the three main skills in music to prepare them for GCSE: listening and appraising, composition and performance.
Throughout each topic, students sing as part of a class and sometimes in small groups. For performance activities, if students are learning an instrument they are encouraged to perform on their instrument of focus. If students are not having lessons on an instrument, they typically sing or perform on the keyboards.
| Term 1 | Term 2 | Term 3 | |
|---|---|---|---|
| Year 7 | Elements of Music
Students will learn about the elements of music and begin to explore these through listening, performance and composition. |
Instruments of the Orchestra
Students will learn about all of the instruments in the orchestra. Students will explore what they sound like and the role the instruments have in the orchestra. |
Rhythm & Pulse
Students learn about the note values. Students explore note values through theory and performance. |
| Year 8 | The Treble & Bass Clef
Students learn about the musical notation for the treble and bass clef. Students will perform pieces with the both the treble and bass clef. |
Rock ‘n’ Roll
Students learn about the Rock ‘n’ Roll era and the key musical features of this style; a topic that is on the GCSE specification. Students listen to and perform Rock ‘n’ Roll songs. |
Film Music
Students learn about various genres of Film music and the film music making process; a topic that is on the GCSE specification. Students listen to and compose a piece for Film. |
| Year 9 | Pop Ballads and Rock Anthems
Students study the key musical features for Pop Ballads and Rock Anthems; a topic that is on the GCSE specification. Students listen to various songs in these two styles and perform both a pop ballad and rock anthem. |
Solo Artists from the 1990s to the present day
Students learn about the famous solo artists who have had a huge impact on music over the last 25 years; a topic that is on the GCSE specification. Students analyse their music and why it has become so popular. Students |
Performance and Listening Skills
This unit prepares students for the first term of GCSE music. Students revisit and learn new key terminology. Students analyse a wide range of styles of music in order to link the terminology to the various styles. Students also prepare a final performance on the instrument of their choice for the end of year 9. |
GCSE Music follows the OCR exam board specification – https://www.ocr.org.uk/Images/219378-specification-accredited-gcse-music-j536.pdf
The GCSE is split into the three skills: listening, composition and performance. It is 60% coursework and a 40% exam at the end of year 11. For the coursework portfolio, students have to compose two pieces of music (record and notate). Also students have to perform a solo and ensemble piece of music that is recorded.
| Term 1 | Term 2 | Term 3 | |
|---|---|---|---|
| Year 10 | Listening & Theory
Area of Study 2: The Concerto Through Time. Composition Students learn about how to compose in various styles of music to prepare them for the composition coursework. Performance Students study two solo pieces. |
Listening & Theory
Area of Study 3: Rhythms of the World. Composition Students begin composition 1 in a style of their choice (15% of the overall grade). Performance Students study two solo pieces in preparation for final performance recording. |
Listening & Theory
Area of Study 4: Film and Video Game Music. Year 10 Listening Mock Paper. Composition Students complete composition 1 in a style of their choice (15% of the overall grade). Students have to submit a recording and a written account/musical score of their composition. Performance Students focus on one solo performance piece in preparation to record on their return in year 11. |
| Year 11 | Listening & Theory
Revisit Area of Study 2, 3 and 4. Composition Students begin composition 2 based on a brief set by OCR (15% of the overall grade). Performance Record solo performances in September of year 11 (15% of the overall grade). Students learn an ensemble performance piece. |
Listening & Theory
Area of Study 5: Conventions of Pop. Revision of all areas of study and many exam mock papers. Composition Students complete composition 2 based on a brief set by OCR (15% of the overall grade). Students have to submit a recording and a written account/musical score of their composition. Performance Record ensemble performances by the March in year 11 (15% of the overall grade).
All coursework completed (60% of the overall grade) by March in Year 11. |
Listening & Theory
Revision of all areas of study and many exam mock papers studied within lessons in preparation for the listening exam in the June of year 11 (40% of the overall grade). |
For A Level Music the AQA specification is followed:
https://filestore.aqa.org.uk/resources/music/specifications/AQA-7272-SP-2016.PDF
A Level Music is a two year course with all coursework and exams to be completed by the Summer of year 13. The A Level is split into three components:
| Component 1: Appraising Music (40% of A Level) | Component 2: Performance (35% of A Level) | Component 3: Composition (25% of A Level) |
|---|---|---|
| The focus is on listening, analysis and contextual understanding. Over the course of the two years, students study the Western Classical Tradition 1600-1910 and within this set works are analysed in preparation for the exam. In addition, the two other styles that are a focus are Pop Music and Jazz.
This is assessed by an exam paper (2 ½ hours) with listening and written questions using excerpts of music. |
A minimum of ten minutes of performance in total is required. This can be a solo/ensemble instrumentalist or vocalist. | A minimum of four and a half minutes of music in total is required. Two compositions have to be completed; the first composition is set to a brief set by AQA and the second composition is in the style of choice. |
Key Stage 3-5 Overview for Drama
“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
During Key Stage 3, students focus on the drama skills, devising and different practitioners. Students begin to look at the written aspect of the subject for GCSE and they will work collaboratively with each other to create successful pieces of drama.
Throughout each topic, students are assessed practically and theoretically to ensure that they understand the topics they are studying. The topics link heavily to other subjects for example PSHE and Religious Education.
| Term 1 | Term 2 | Term 3 | |
|---|---|---|---|
| Year 7 | An Introduction to Drama
The students will understand the rules of the studio and routines will be established.
The students will work imaginatively, alone, in pairs, in groups and as a whole to complete tasks set.
This links to AO2 of the GCSE specification. |
Skills 101
The students will understand each drama skill in depth and will be able to use them throughout the term.
Each lesson will focus on a different skills and the students will show their understanding of the skills through demonstrations and performances.
This links to AO1 and AO2 of the GCSE specification. |
The Seven Deadly Sins
The students will identify the seven deadly sins and create role- plays to depict some of them and the possible consequences.
Each lesson will focus on a different Sin – the students for their final piece of assessment will choose a couple of Sins to create a role-play about.
This links to AO2 and Ao4 of the GCSE specification. |
| Year 8 | Slapstick Comedy
To introduce the study of film history in an interesting way. To take a film genre and translate it into a theatrical form.
To develop physical and mime skills.
This links to AO1 and AO3 of the GCSE specification. |
Theatre Practitioner Exploration = Bertolt Brecht
The aim is to introduce the students to the influential practitioner Brecht who brought his own style of theatre to the surface. This links to AO1, AO2 and AO4 of the GCSE specification |
Theatre Practitioner Exploration = Konstantin Stanislavski
The aim is to introduce the students to the influential practitioner Stanislavski who brought his own style of theatre to the surface.
This links to AO1, AO2 and AO4 of the GCSE specification. |
| Year 9 | Verbatim Theatre
This scheme is made up of 7 lessons and the main topic – Capital Punishment.
The students will explore Verbatim Theatre and use Newspaper articles and secondary source evidence to devise a performance.
This links to AO1, AO3 and AO4 of the GCSE specification. |
Devising – GCSE
This scheme will help the students lead into the GCSE as Devising is a component in the specification weighing at 40% of the students overall GCSE grade.
The students will look at every theatrical element needed to create a successful piece of theatre. For example = costume, lighting, set, script work, props and stage furniture.
This links to AO1, AO2 and AO4 of the GCSE specification. |
Theatre Practitioner Exploration = Antonin Artaud.
The aim is to introduce the students to the influential practitioner Antonin Artaud who brought his own style of theatre to the surface.
This links to AO1, AO2 and AO4 of the GCSE specification. |
GCSE Drama follows the Edexcel exam board specification – https://qualifications.pearson.com/content/dam/pdf/GCSE/Drama/2016/Specification%20and%20sample%20assessments/gcse_drama_spec_L1_L2.pdf
GCSE Drama allows students to explore the process of responding, developing and evaluating their ideas for a group devised dramatic performance.
There are 3 Components:
Component 1 – Devising (40%)
The students are given a selection of teacher selected stimuli (objects, images, music to ‘stimulate’ their creative thinking). Through their response to these chosen stimuli they are then asked to create a dramatic performance, in small groups, that implements the use of Drama skills and has a clear plot (story) sub plots, characters and themes.
The written element for this component is a detailed document that charts their performance process from their initial response ideas, as a group and individually, through to their evaluation of the final performance.
Component 2 – Performance from Text (20%)
Students perform as part of a group two extracts from a published script. They are to take on the role of one or more characters and they will be assessed by a visiting examiner for their part in the performance.
Component 3 – Theatre Makers in practice 1 hour and 30 minutes (40%)
This is a written exam. The students respond to questions in relation to a set text that will have been studied from the start of KS4. They will also have to see a live Theatre performance and answer questions relating to it in the exam.
For A Level Drama the Edexcel specification is followed:
A Level Drama is a two year course with all coursework and exams to be completed by the summer of year 13.
Component 1 – Devising
Devise an original Performance piece using a key extract from a published text and a centre selected practitioner as a stimulus.
Component 2 – Text in Performance
A group performance of one key extract from a performance text.
A monologue or duologue performance from one key extract from a different performance text.
Centre choice of texts.
Component 3 – Theatre makers in practice – written exam 2 hours and 30 minutes
Live Theatre evaluation
Practical exploration and study of a complete performance text – focusing on how this can be realised for performance.
Practical exploration and interpretation of another complete performance text, in light of a chosen theatre practitioner – focusing on how this text could be reimagined for a contemporary audience.
Assessment
In music students are regularly assessed in all three skills: listening, composition and performance throughout KS3 to KS5.
In drama, students are regularly assessed through both practical and written throughout KS3 to KS5.
In both subjects, students are assessed during and at the end of each unit of work. Our schemes of work are based on the GCSE specification to enable students to explore the skills required for GCSE.
Enrichment opportunities
We have peripatetic tutors for one-to-one music lessons on the following instruments: piano, singing, violin, cello, double bass, guitar, drums, clarinet, saxophone. In addition, we have a peripatetic that delivers one-to-one LAMDA (London Academy of Music and Dramatic Art) lessons which focuses on acting or musical theatre.
Monday – drum lessons
Tuesday – guitar, violin, saxophone, clarinet
Wednesday – piano
Thursday – cello, double bass
Friday – singing, LAMDA
| Lunch | After School | |
|---|---|---|
| Tuesday | School Choir 1.20-1.45pm (The Suite) | Y10 Music Intervention |
| Wednesday | Drama Club 3-4pm (The Suite)
Year 11 Music catch up (D21) |
|
| Thursday | Urban Chior 3-4pm (The Suite)
LARP 3-4:30pm (School site) Y11 Drama catch-up 3-4pm (PAS) Y11 Music catch up (D21) |
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| Friday | School choir 1.20-1.45pm (The Suite) |
Useful links for revision
Music
https://www.bbc.com/bitesize/subjects/zpf3cdm
https://www.gcse-music2016.co.uk/
