Performing Arts

Performing Arts Club

We are excited to announce the launch of the Performing Arts Club, held every week at lunchtime! This is a space where students can explore drama, music, and dance activities, and express their talents and creativity.

This week, students enjoyed a 'Puppet Play' session, where they had the opportunity to role-play with puppets and explore techniques to bring them to life.

Foundation

In weeks 3 and 4, students explored body percussion techniques—stomping, clapping and tapping—to create structured rhythm patterns, working in pairs with body percussion cards and rhythm frames. They composed original sequences, rehearsed and performed them for their peers—experimenting with different body parts, varying their tempo and maintaining tight ensemble sync. Reflecting on their work, students considered how closely following their rhythm frames influenced timing and coordination of their body percussion performance.

“We enjoyed marching to the song.” Amber FB

“I enjoyed clapping.” Zade FB

“We got faster each time.” Hiro FB

Year 1-2

In weeks 3 and 4, students learned familiar songs on the glockenspiel, focusing on proper mallet handling and note-playing techniques to produce clear, resonant tones. They practised songs, such as ‘Mary Had a Little Lamb’ and ‘Row Your Boat,’ clapping each song’s rhythm first to internalize the correct melody and pulse before playing. Next, they followed the coloured notation on their sheet

music—each hue corresponding to a specific pitch—to ensure accuracy in both melody and rhythm. During reflection, students evaluated how well they matched the colours to the sounds and how their technique influenced the clarity and quality of each note.

Evie (1B): “We were playing a song on the glockenspiel.”

Alana (1B): “We had to play the notes and the colours.”

Hafsa (1A): “We have been learning about how to play the tune of Mary Had a Little Lamb on the glockenspiel.”

Helena (1A): “I like to play on the xylophone because it is my favourite instrument and I like the sound it makes.”

Year 3-4

In weeks 3 and 4, students explored and performed scenes from ‘Charlie and the Chocolate Factory,’ beginning with an analysis of each main character’s personality traits, behaviors, motivations and backstory. In small groups, they rehearsed selected script excerpts—practising reading in character with appropriate voice, accent, expression and movement to embody each role and situation. After every performance, they reflected on how their use of dramatic techniques enhanced the portrayal of the characters’ emotions and motivations and engaged their audience more effectively.

Heidi (4B): “In performing arts, we were doing a short scene of Charlie and the Chocolate Factory. My group was doing scene 7 and I was Mr. Wonka. It was so fun!”

Moeen (4B): “We were recreating Augustus falling in the chocolate river and I was Augustus Gloop!”Xavier (4C): “I was Grandpa Joe and I learned my lines!”

Rayan (4C): “I was Wonka in scene 9 where Charlie gets the entire chocolate factory.”

Lal (4C): “I was the narrator and I helped direct the other characters!”

Armaan (4C): “I was Charlie and I enjoyed learning the lines!”

Year 5-6

In weeks 3 and 4, students were introduced to a Shakespearean scene and began rehearsing through script reading and character development, exploring excerpts from ‘The Tempest,’ ‘A Midsummer Night’s Dream,’ ‘Much Ado About Nothing’ and ‘Julius Caesar.’ They focused on voice modulation, movement, physicality and learning to follow script directions—staging, blocking and character notes—to express their characters’ emotions and motivations. In small groups, they refined their vocal tones, pacing, gestures and stage positioning to bring each role to life. Reflecting on both their initial read-throughs and later rehearsals, students considered how adjustments in delivery and adherence to the script’s directions enhanced the clarity, depth and engagement of their character portrayals.