Performing Arts

 Term 1

This year students have started our Performing Arts program, which includes music, dance and drama. In each lesson we aim to explore a little of each area, giving students opportunities to sing, move, act and play instruments.

Throughout the term students have been learning about beat (the steady pulse in music) and simple rhythm patterns. They have practised keeping the beat by clapping, tapping their bodies, singing songs and playing percussion instruments such as drums and maracas. Students have also taken part in a range of games and movement activities that help develop listening skills, confidence and teamwork.

Foundation

Foundation students have had a wonderful introduction to Performing Arts this term as they explore how their bodies, voices and imagination can be used in music, dance and drama.

In music, students began learning about the beat by clapping and tapping along to songs such as Row, Row, Row Your Boat and Tony Chestnut. The action song Tony Chestnut has been a favourite, as students practise singing while moving different parts of their bodies to the beat. Students have also experimented with simple instruments such as maracas, exploring fast and slow sounds while listening to music.

Through dance and movement activities, students explored how their bodies can move in different ways. Games such as Freeze Dance encourage students to dance freely while the music plays and freeze when it stops. Students have also moved like different animals and characters, exploring big, small, fast and slow movements.

In drama activities, students practised showing emotions using their faces and bodies. Activities such as emotion statues, mirror games and character movements helped students explore feelings like happy, sad, tired and surprised.

It has been wonderful to see students becoming more confident moving, acting and performing together in class.

Grade 1/ 2

Grade 1/2 students have been developing their skills across music, dance and drama through songs, rhythm activities and games.

In music, students have been learning about beat and rhythm. They practised keeping a steady beat by clapping, tapping their knees and singing songs together. Students also learned the action song Tony Chestnut, which helps them practise keeping the beat while coordinating body movements.

Students were introduced to simple rhythm sounds such as Ta (one beat), rests (a silent beat) and Ti-ti (two quick sounds in one beat). They practised these rhythms by clapping patterns, speaking the rhythms aloud and playing them on drums and percussion instruments. Later, students worked in small groups to create their own four-beat rhythm patterns and perform them for the class.

In dance, students explored movement by copying simple dance movements and creating their own movements to different types of music. Through guided activities and free dance exploration, students practised moving their bodies in different ways, following the beat and responding to the mood and speed of the music.

Students also enjoyed a range of movement and drama games, including Do This, Do That, Freeze Dance, Musical Chairs and Bob, Star, Soldier. These activities encourage students to listen carefully, respond to music and use their bodies to show actions and emotions.

It has been wonderful to see students building confidence, creativity and teamwork as they explore different ways to perform and express themselves.

Grades 3/4

Students in Grades 3/4 have continued to build their understanding of Performing Arts by exploring how music, movement and drama can communicate ideas and tell stories. In music, students focused on developing their understanding of beat and rhythm, using body percussion, voice and classroom instruments to create and perform simple patterns. They also began experimenting with creating their own short compositions inspired by images, stories and classroom discussions  .

Through dance, students explored how the body can be used to express ideas using different movements, shapes and levels. They created short movement sequences inspired by music and stimuli, and began using simple choreographic devices such as repetition and contrast to structure their dances. Students also practised giving and receiving feedback to refine their work  .

In drama, students developed their ability to create characters, settings and simple narratives. Building on early work with emotions and movement, they explored how to show a problem and solution through acting, voice and gesture. It has been fantastic to see students growing in confidence as they collaborate, share ideas and perform in front of their peers.

Grades 5/6

Students in Grades 5/6 have engaged in more complex Performing Arts experiences, building on their prior knowledge to create, refine and present their work. In music, students explored how the elements of music such as rhythm, pitch and dynamics can be used to communicate ideas and mood. They worked collaboratively to compose and rehearse short pieces, using instruments and voice, and reflected on how their choices impacted the overall performance  .

In dance, students developed longer and more structured movement sequences, using choreographic tools such as contrast, unison and transitions to communicate ideas clearly. They explored how movement can represent themes, stories and environments, and practised refining their dances through rehearsal and feedback  .

In drama, students built on their understanding of character and narrative by developing more detailed performances. They explored tension, status and dialogue, and worked collaboratively to improve their scenes through peer feedback. Students showed increasing confidence in performing and presenting their work, demonstrating creativity, teamwork and thoughtful reflection throughout the process.