Performing Arts

Foundation

In Week 1 of Performing Arts, Foundation students began their drama unit and learned how to characterise using puppets. They watched short clips and discussed how puppeteers use voice, movement and expression to create lifelike characters. Students then explored hand puppets, developing a name, voice and personality for their chosen character. Each student introduced their puppet to the class and practised short conversations with a partner. The lesson encouraged creativity, confident speaking and playful performance. Next week, students will be focusing on the technique of mime!

Annabelle (FA): “My puppet’s name is Zoe. I like swimming with my friends.”

Brooklyn (FA): “My puppet likes swimming with his friends.”

Alan (FA): “My puppet likes to swim.”

Syed (FA): “My puppet can swim.”

Archie (FA): “My puppet is allergic to tigers.”Images: Students learning how to animate their puppets 

Year 1 & 2

In Week 1 of Performing Arts, Year 1 and 2 students began their dance unit by exploring how Indigenous Australian dance communicates stories through movement. They watched a traditional performance and discussed how dancers use their bodies and energy to represent animals and connect with Country. In small groups, students created their own movement sequences inspired by animals, such as snakes, kangaroos, emus and birds of prey. They explored different levels and energies to show each animal’s characteristics and performed story sequences for the class. The lesson encouraged creativity, cultural understanding and storytelling through dance.

Mya (2A): “We learnt how to do Aboriginal animal dancing.”

Indiana (2A): “I did a snake wiggling and we watched Aboriginal dancing.”

Zoe (2A): “We did a kangaroo dance with hopping and jumping.”

Ahri (2B): “We were hopping around like kangaroos and we were jumping to find food.”

Celeste (1B): “We practised kangaroo movements with our group.”

Leo (1A): “We were doing Aboriginal dancing and I was an emu.”

Hafsa (1A): “My animal was a kangaroo. I love how we were hopping and had a drink of water.”

Helena (1A): “I liked how we dived down. I was a bird of prey.”

Images: Students practising animal-inspired movements and connecting with Indigenous storytelling.

Year 3 & 4

In Week 1 of Performing Arts, Year 3 and 4 students began learning how to play the recorder! They were introduced to the basics of playing, focusing on correct finger placement, breath control to avoid squeaking and playing the notes B, A and G. Students were excited to receive their own individual recorder which they will use for the entire unit. Each recorder is kept in a labelled bag with the student’s name to ensure it is for their personal use only. During the lesson, students practised producing a clear sound, transitioning between notes and had the opportunity to individually perform these notes for the class. They identified challenges, successes and areas for improvement as they prepare to expand their skills in future lessons.It was great to see students demonstrating responsibility and discipline while playing the recorder!

Isaac (3C): ‘I liked how we learned to play the recorder.”

Eleen (3C): “I liked how we learned the notes B, A, G!”

Grace (3C): “The recorders are fun and I love recorders.”

Heidi (4B): “I think the recorders are fun and challenging because you have to cover all the holes. If you don’t cover them correctly, it makes a squeaking sound.”

Aida (4B): “I liked how I tried my best to play the recorder and all the steps that you taught us.”

Millie (4B): “I played B, A, G!”

Yohan (4C): “Recorder is good if you can focus and have a lot of dedication.”

Josiah (4C): Today, we learned the notes B, A, G on the recorder for the first time!”

Images: Students learning to play the recorder

Images: Students sanitising their own recorders with swabs

Year 5 & 6

In Week 1 of Performing Arts, Year 5 and 6 students began exploring the four elements- air, fire, water and earth through dance. While they were given visual and movement-based examples, students focused on developing their own interpretation of the elements and how to communicate meaning through movement. They learned about choreographic devices, such as repetition, contrast and transitions, using these tools to begin planning a short group dance. To enhance their choreography, students incorporated props which included flowing fabric for air and water, plastic plants for earth and flame-coloured paper for fire. Each group worked collaboratively to brainstorm and choreograph expressive sequences that captured the energy and qualities of their chosen element.

Jake (6B): “My group did ‘air’ and it was fun using the props to help us with our act”

Levi (6B): “We did ‘earth’ and used hand drums to make a loud beating sound”

Quinn (6B): “In Performing Arts, we danced to represent the four elements- water, fire, air and earth”

Zachary (5D): “I was trying to figure out what movements I was going to do”

Riley (5D): “I liked using the props to make more flowing water movements”

Naya (5D): “Our group was doing ‘air’ and we were doing swirling, twirling and jumping slowly”

Oscar and Osanda (5D): “Our group decided to do all four elements and it was a beautiful scene. It was good to work together!”

Images: Students choreographing their elemental dance sequences