Performing Arts
Foundation
Students explored the difference between locomotor and non-locomotor movements and created simple dance sequences. Collaboratively, they combined selected movements from a set of cards, rehearsed and performed their routine for the class. The focus was on using safe dance practices, as well as understanding how to structure movements creatively while maintaining flow and coordination with their group.
At the end of the term, students thought about their performing arts learning experiences and joined in exciting drama, dance and music activities!
Maria (FB)- “I liked clapping. It was fun!”
Elyas (FB)- “I liked spinning like my card.”
Hiro (FB)- “I liked spinning around.”
Jenan (FB)- “I liked clapping whilst dancing.”
Images: Students learning how to make different movements
Year 1-2
Students engaged in an improvisation activity where they used their voice, facial expression and movement to act out the theme of magical transformations. After brainstorming ideas for different magical powers, such as invisibility, super strength or flying, students worked in groups to creatively portray their chosen scenario through dramatic play. They then performed their improvisations for the class. Students reflected on how they used their voices and bodies to communicate the theme effectively, considering how these drama elements helped tell the story.
The term concluded with students reflecting on their performing arts experiences and engaged in fun drama, dance and music activities!
Hafsa (1A)- “We are acting out our magic potion!”
Sophia (1A)- “We showed our class what we were practising.”
Alana and Celeste (1B)- “We chose instruments to make our train journey as a group.”
Year 3-4
Students worked collaboratively to create a short dance sequence based on a theme drawn from a hat, such as Spies in Action, Spooky Haunted House and Circus Extravaganza. Students applied choreographic devices (repetition, contrast, unison) and dance elements (energy and levels) to structure their sequence to match the theme and allocated music. After performing their sequences, they reflected on how the theme and music influenced their choreography. Several classes also performed their fairytale scene to the class, incorporating both drama and music.
The term concluded with a fun talent show where students had the opportunity to confidently demonstrate skills in performing arts disciplines, showcasing creativity and expressive performance!
Agam (4B)- “It was amazing doing a dance challenge but it was nerve racking performing in front of everybody. But it felt nice.”
Moeen (4B)- “I liked that me and my group did a great job and it was kind of hard to do the movements. Other groups did a great job on their dance movements with their theme.”
Leo (3C)- “We performed our scene which was The Three Little Pigs. I played the keyboard to make scary sounds when the wolf was coming to the house.”
Taveesh (3C)- “We were doing The Ugly Duckling and I was the narrator.”
Deepti (3C)- “It was really fun when we did our scene from Cinderella. I was one of the mean sisters.”
Images: Groups performing their themed dance sequences
Image: Students performing their adapted fairytale scene using drama and music
Year 5-6
Students focused on building their improvisational skills and understanding its importance in drama. They participated in the "Character Bus" activity, where they created distinct characters with specific emotions or traits. As each new character boarded the bus, the rest of the group adopted that character's traits, which helped build an interactive, collaborative and expressive performance. Students reflected on how it felt when others took on their character's emotions or traits and how this affected the performance.
The term concluded with student choice activities, such as a dance challenge, puppet show, talent show or karaoke!
Onel (6D)- “We were learning about improvisation and played a fun group game.”
Balkeerat (6D)- “Today, we learnt how to act and make people think it’s real!”
Carter (6D)- “We played Character Bus where we had to act out different emotions and I was the elderly passenger.”
Lamya (6D)- “We had to come on the bus as a character and then everyone had to copy that character.”
Images: Students developing improvisational skills with the “Character Bus” theatre game
