Performing Arts

Foundation

In Week 4, Foundation students explored performing as different characters using their voices and bodies. They travelled through imaginary worlds in the “Magic Door” warm-up, moving and sounding like animals or people they imagined. Students practised changing their voice and movement to show different characters, such as sleepy bears or sneaky foxes. In pairs, they performed short character scenes, showing growing confidence and creativity.

In Week 5, students demonstrated how to use movement and facial expressions to show different emotions in dance. They watched a video of dancers expressing feelings through their bodies, then created short dances to represent emotions such as happiness, sadness or surprise. Working together, students used their faces and bodies to help the audience guess how their characters were feeling, showing increasing control and expression in their movements.

Week 4 Quotes:

Minha (FB): “I was a fairy.”

Hiro (FB): “I was a puppy dog.”

Maria (FB): “My character was a princess.”

Aydin (FB): “I was a fire fighter.”

Yakeen (FB): “I was a ballerina.”

Zade (FB): “I was a rabbit.”

Elyas (FB): “I was an Alien.”

Week 5 Quotes:

Lexi (FC): “We did sad and we did sad actions. We went in an oval shape.”

Julia (FC): “We did sad and we danced emotions together.’

Isaac (FC): “We made a dance and we did different steps.”

Elliot (FC): “My group did happy and we went in a circle, clapped and got tangled up.”

Affan (FC): “We did a frustrated dance with stomping.”

Zakariya (FA): “I did dancing.”

Syed (FA): “We learned emotions.”

Week 4 Images: Students portraying different characters using basic drama skills

Week 5 Images: Students performing dance sequences using different emotions

Year 1-2

In Week 4, Year 1–2 students developed their performance skills by using voice, movement and facial expression in short improvised scenes. They warmed up with “Pass the Emotion,” showing different feelings through exaggerated reactions. Using props from a mystery box, students devised creative mini-performances that showed how their characters felt. Afterwards, they reflected on how using a real object helped them express emotions and tell their story clearly.

In Week 5, students explored how to express different emotions through dance. They watched a video showing how dancers use their faces and movements to show feelings, then created their own short dance sequences based on emotions, such as happiness or tiredness. Working in pairs or groups, students rehearsed and performed their dances, using facial expressions, body shapes and the correct energy to help the audience understand how they were feeling.

Week 4 Quotes:

Harbaaz (1B): “I liked acting like a zombie.”

Ayliuo (1B): “I pretended to be a police officer and it was fun.”

Aishleen (1B): “I liked when Aatish said that whoever puts their hand in it turns into chocolate.”

Harrison (1B): “I was doing spells with my hand.”

Samaaya (1B): “I really, really liked singing with the toy microphone.”

Week 5 Quotes:

Raff (2A): “I liked acting with my group.”

Jamari (2A): “I loved performing with the props.”

Zoe (2A): “I liked acting as a policewoman.”

Evan (2B): “I acted as a vampire.”

Hareem (2B): “I had so much fun being an actor!”

Week 4 Images: Students performing their scenes using drama performance skills, inspired by a prop.

Week 5 Images: Students using performance skills to rehearse and perform their emotion scene

Year 3-4

In Week 4, Year 3–4 students learned how to express emotions clearly using expressive techniques, such as voice, movement and facial expression. They began with “Who Am I?”—acting out mystery characters through gestures and voice. In pairs, students created short improvised scenes showing two emotions, such as a pirate who feels curious when spotting something through a telescope and then worried upon realising it’s an enemy ship. They performed their scenes and gave each other feedback on how effectively they used their performance skills to engage the audience.

In Week 5, students demonstrated how to use spatial awareness and focus to perform safely and effectively in group dance formations. Working in teams, they created short dances inspired by either Thunder by Imagine Dragons or The Lion Sleeps Tonight by The Tokens. Each group experimented with different formations, such as lines, circles and diagonals, focusing on teamwork, safe spacing and smooth transitions. Students reflected on how clear formations and awareness of others made their performances more engaging and well-coordinated.

Week 4 Quotes:

Asinat (3A): “I acted with my group and we did two emotions.”

Guntaj (3B): “I liked doing drama with Elora and our emotions were curious and worried.”

Rohaan (3B): “Some people got to face their fears of performing.”

Elora (3B): “We learned to use facial expressions in our drama.”

Amelia (3B): “I liked to show my emotions and act with Nina.”

Noah (3B): “I liked being Aidan’s partner in the fishing scene.”

Nina (3B): “I had lots of fun presenting my act to the audience and performing with Amelia.”

Sia (3B): “I liked acting in a scene with Evelyn.”

Week 5 Quotes:

Nabil (3A): “I liked when we did formations and we did a lot of moving with motivation!”

Avtaj (3A): “I liked doing all the steps.”

Pouniu (3A): “I liked it because our group did five formations.”

Anshmeet (3A): “The dance was clam and nice.”

William (3A): “we did the Thunder song and we got to verse.”

Week 4 Images: Students rehearsing and performing their short scenes representing two emotions

Week 5 Images: Students experimenting with formations in dance

Year 5-6

In Week 4, Year 5–6 students explored how to use performance skills to engage an audience through comedy. They watched a short stand-up clip and discussed how comedians use voice, gesture and timing to make stories funny. Working in pairs, students rehearsed and performed short comedy skits using expressive voices, eye contact and exaggerated facial expressions and actions, with some classes using puppets to further engage their audiences. In reflection, they discussed which performance skills they used most confidently and how these helped make their performances entertaining.

In Week 5, students demonstrated how using dynamics in dance can make a performance more engaging. They choreographed short sequences to A Sky Full of Stars by Coldplay, using Mystery Movement Cards to inspire creative movements for the song’s contrasting sections- the slow, gentle introduction and the fast, energetic chorus. Students reflected on how changes in energy and movement helped capture the audience’s attention and express emotion through dance.

Week 4 Quotes:

Hammad (6D): “It was very exciting and fun to play with puppets and do comedy.”

Bonnie (6D): “I loved making a play with the puppets.”

Carter (6D): “We did comedy, jokes and made silly voices.”

Alyra (6D): “ We were discussing ways to be a good comedian.”

Alisha (6D): “Ways to make an audience laugh is by changing your voice and making actions.”

Week 5 Quotes:

Aleisha (5C): “I enjoyed experimenting with fast and slow movements.”

Mohamed (5C): “I liked dancing fast and slow.”

Zachary (5D): “I liked mixing our two dynamic cards into one dance.”

Ivan (FD): “The song was pretty interesting. I liked the tempo.”

Aarambha (5D): “The actions were fun to do.”