Performing Arts
Foundation
In Week 2, Foundation students were introduced to the drama technique of mime! They explored how to express emotions and tell stories using only movement and facial expressions. Through fun activities and performances, they developed their ability to create characters and communicate without words. Using visual prompts, such as image cards, they worked in groups to build short mime scenes.
In Week 3, students explored role-play through the Indigenous Australian Dreamtime story of Tiddalick the Frog. They learned how to use facial expressions, movement and props to act out the story. Character masks and props, such as fabric for water and plastic plants to represent the landscape, helped them create an engaging performance. By working together in guided role-play, students developed their confidence, creativity and storytelling skills!
Gem (FC) and Musa (FB): “We were pretending to build a school.”
Zade (FB): “We were playing baseball but not talking.”
Hiro (FB): “I like mime!”
Julia (FC): “Me and Olivia were playing with a kite.”
Aiza (FB): “We were planting flowers.”
Annabelle (FA): “I was pretending to be a kookaburra.”
Zakariya (FB): “I was a wombat.”
Maria (FB): “I was being an eel and I made the frog laugh. The water came out.”
Musa (FB): “I was Tiddalick the Frog!”
Images: Week 2 mime exploration
Images: Acting out the story of ‘Tiddalick the Frog’ in Week 3
Year 1-2
In Week 2, Year 1–2 students explored a traditional Chinese cultural dance, working as a team to create flowing movements inspired by a dragon performance. Through coordinated actions, they practised using levels and pathways, simulating the motion of a dragon as it weaves through space. Students used props, such as dragon masks, long fabric pieces and dragon tails to enhance the visual effect and deepen their understanding of the dragon’s symbolism in Chinese culture.
In Week 3, students focused on African Dance, exploring the sound of the djembe drum and learning how rhythm and energy are expressed through movement. They practised staying in time with the beat while performing movement sequences that included quick steps, strong stomping, clapping patterns and turns. Students were introduced to key characteristics of African dance, such as grounded movements, rhythmic patterns and expressive group energy, helping them understand how music and movement reflect culture and community.
Darcie (1A): “Today, we had a go at the djembe drum and we listened to African music. We danced to African moves.”
Leo (1A): “Our group did ‘jump-spin-clap’ to drum music.”
Hafsa (1A): “We watched a video of African children that were dancing and we did some dance like them.”
Helena (1A): “We practised movements and performed to the class.”
Images: Students learning movements inspired by the ‘Chinese Dragon Dance’ in Week 2
Images: Students exploring the djembe drum and movements inspired by African dancing in Week 3
Year 3-4
In Week 2, students practised playing the notes B, A and G correctly on the recorder. They focused on finger positions, learned how to avoid squeaking and explored the song Hot Cross Buns. Students also put their knowledge of note values from Term 2 into action by following the correct rhythm of the song — recognising how long to hold each note, such as crotchets and minims. They reflected on which parts of playing the recorder were challenging and discussed strategies for improvement. Students from 3A performed their song for the Foundation students!
In Week 3, students continued rehearsing Hot Cross Buns and also learned a new song, Mary Had a Little Lamb. They focused on smooth transitions between notes, correct finger placement and consistent breathing. As they built on their skills, students reflected on the challenges of switching notes and how regular practise helped them improve. They worked towards performing both songs independently and accurately, preparing for their upcoming recorder assessment.
Jahnavi (4C): “I enjoyed playing Mary Had a Little Lamb and it was challenging.”
Josiah (4C): “Today, we played the recorder and learned a new song, Mary Had a Little Lamb.”
Jackson (4C): “Today, we played two songs on the recorder- Hot Cross Buns and Mary Had a Little Lamb.”
Ela (4C): “I have to improve with closing my holes because I was making squeaking sounds.”
Eliana (4C): “Today, I played Hot Cross Buns and I think I did really well!”
Heidi (4B): “It was fun because seven people were playing Baby Shark. It was hard but it was fun!”
Hafsa (4B): “We learned new notes D, E and F# and it was challenging but fun.”
Agam (4B): “We learned new notes and it was challenging but fun.”
Millie 94B): “Mary Had a Little Lamb is cool.”
Images: Students learning songs on the recorder in Weeks 2
Images: Independent recorder practise in Week 3
Year 5-6
In Week 2, students rehearsed and performed their elemental dance sequences, using music and props to enhance the visual impact of their interpretations. They refined their choreography by improving repetition, contrast and transitions to strengthen meaning, flow and timing with the music. Each group performed for their peers and gave feedback, reflecting on how their movement choices communicated the qualities of air, fire, water or earth.
In Week 3, students began their drama unit by exploring how movie trailers use character, suspense and narration to engage audiences. After watching and analysing professional trailers, students selected an Aboriginal Dreamtime story and worked in groups to plan their own short trailer. Using story summaries, templates and prompts, they brainstormed key characters, dramatic moments and unresolved questions to build tension. Each group began sketching out scenes, deciding where to use narration, acting and staging techniques to prepare for filming in Week 4.
Mara (5A): “We performed the earth element and had leaves that we shook. We also had the water element which watered the plants.”
Melissa (5A): “When we did the cartwheels, it was like the earth spinning around.”
Quinn (6B): “It’s fun to bring Aboriginal culture into Performing Arts.”
Ibrahim (6B): “Ribbit! Our group is doing Tiddalick the Frog.”
Perceus (6B): “We are making inspiring movies.”
Jai-Highness (6B): “We were choosing scenes for How the Kangaroo Got Its Pouch.”
Havana (6B): “Our group is doing The Emu and Jabiru and it’s fun to do an act with our friends!”
Sila (6B): “I feel like a real movie star!”
Images: Week 2 elemental dance performances
Images: Planning Dreamtime movie trailers in Week 3
Special Event
‘Dance N Schools’ Incursion
The whole school participated in a fun and engaging dance incursion during Week 3, delivered by ‘Dance N Schools’ over two days. Foundation to Year 4 students attended on Day 1 while Year 5 and 6 students participated on Day 2. The sessions were differentiated for each year level and included warm-ups, dance games and the opportunity to learn a short modern dance routine which students performed for their peers.
The instructors did an amazing job of teaching fundamental dance skills and making the sessions enjoyable and inclusive for students of all abilities. It was wonderful to see students participating with enthusiasm, showing their school values and giving positive feedback throughout the experience!
Foundation
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
