Performing arts
“Actors are agents of change. A film, a piece of theatre, a piece of music or a book can make a difference. It can change the world” - Alan Rickman
Intent:
Our vision for performing arts in Stanley Primary School is to engage, empower and inspire students to develop their creative potential, their practical skill, confidence and overall performance. Confidence in public speaking increases the opportunities available to students not just now, but throughout their lives. Performing arts contributes to the development of students and to the school curriculum by providing powerful and varied forms of communication and expression.
Implementation:
Through multiple subjects within the curriculum from EYFS to upper KS2, children develop skills to listen and respond to a range of texts, plays, rhymes and poems. The space and confidence to share their responses and ideas is embedded from EYFS so that as they progress through school they are able to discuss in greater depth including vocabulary and structure. Pupils are given opportunities to perform works, beginning with shared songs, rhymes, poems and stories in EYFS, progressing to works they have chosen or written themselves as they move through school. This entails a greater number of pieces recited by heart and an expectation of an increasing understanding of audience, purpose and performance devices. Having been encouraged to respond to what they have seen or heard and express their feelings from EYFS, effective rules for discussion are agreed and demonstrated in early KS1 so that pupils are able to give and receive feedback as well as take part in discussions, presentations and debates. Continued exposure to a range of written and spoken works throughout the school, along with opportunities to discuss and evaluate their content as well as the vocabulary and grammatical structures develops a wide and varied vocabulary. Beginning with using props and roleplay in EYFS to invent, adapt and recount narratives, pupils continue to explore and develop stories in each year group through a range of techniques to be able to perform their own compositions appropriately.
Impact:
Pupils are provided with opportunities to experience and take part in different forms of performing arts and public speaking. This is in the hope that they will have gained the confidence to continue to seize new opportunities and not shy away from speaking out and sharing their ideas in any situation. Exposing pupils to a range or texts and performances they might not choose independently, develops their knowledge of their community and diversity. Children will continue to share works which are above the level they would be able to tackle independently, along with discussion of these, providing the challenge necessary to build resilience and motivation to take risks with their choices and to discuss and respond to any piece. By year six pupils are expected to have developed the skills and characteristics to become successful learners. They should be able to follow the rules of discussion to share ideas as well as to both give and receive feedback. The increased vocabulary which comes as a result of exposure to a wide range of written and spoken language benefits pupils in many areas. We anticipate that pupils who are exposed to performing arts from a young age will develop a greater appreciation for the arts and potentially pursue further study in this area as they progress through their education. Ultimately, we hope that this initiative will help to build a more well-rounded, culturally aware, and creative society.