CPS Curwen Primary School Together Everyone Achieves More Performing Arts Policy Summer 2016 Rationale This document is a statement of the aims, principles and strategies for the teaching and learning of Performing Arts at Curwen Primary School. This policy runs alongside policies such as: Music, Physical Education, Collective Worship, Literacy (including Speaking and Listening), SMSC, Health and Safety and Equality Duty. Further information about Performing Arts in the Curriculum can be found in Drama in Schools, Arts Council of England (2003). See Appendix 1. An annotated version can be found in the Peforming Arts Folder. Performing Arts is a non-statutory subject that can be applied across all subjects in the National Curriculum. It is taught throughout the school as both a discrete subject and as an integrated part of a creative curriculum developing cross-curricular learning. This subject is a new venture that will develop the skills of potential for young aspiring actors, dancers, singers and presenters; as well as embedding the ability to develop Speaking and Listening skills for all children. The Performing Arts allow children to face different challenges by immersing themselves creatively and to look at things in a different perspective. Vision Curwen Primary School’s Performing Arts Vision is as follows: To allow children to face challenges by immersing themselves creatively and to encourage their social development and understanding: “Life is a stage –Embrace it” Aims       

To develop knowledge, understanding and enjoyment of the Performing Arts. To develop the children’s ability to observe, learn and interpret the world around them To provide opportunities for children to use Performing Arts to express their creative imagination and feelings. To use the Performing Arts as a platform to showcase talent and work to the community. To use the Performing Arts to work with the community. To develop the ability to discuss and evaluate their work and that of others in a constructive, but critical manner, developing their critical vocabulary. To develop the ability to recognise different kinds of Performing Arts (genres in Drama, Dance, Singing, Speaking) and to discuss and to explore why they are different. 1

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To develop the children’s ability to improve their own unique and personal ideas - working within a group and also increasing their independence. To ensure all children have a voice. Thus coinciding with the inclusive education the government have set for schools.

Outcomes As well as the performance disciplines mentioned (Dance, Drama, Music, and Singing); the skills in this subject are a platform for developing proficiency in all basic skills and in speaking and listening for their future. Performing Arts will encourage a child’s social development and understanding and will develop the following skills: 

Speaking clearly and confidently - voice projection

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Showing empathy

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Listening Skills

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Working in a group

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Leading

“I make 50 cents for showing up... and the other 50 cents is based on my performance”. - Steve Jobs “Dancing is silent poetry”. - Simonides “The stage is not merely the meeting place of all the arts, but is also the return of art to life.” - Oscar Wilde “Don't play what's there, play what's not there.” - Miles Davis Benefits in Performing Arts Acting, music and dance all command high levels of self-discipline. Whilst the performance may be fun, it isn’t always easy. When the going gets tough, children are challenged to learn ways of coping. By being in the company of so many positive people, such as teachers, coaches and peers, youngsters often learn the priceless ability to pick themselves up and keep going - Yet another invaluable life skill. Benefits of Drama Children can really flourish in Drama. The extrovert child will have the chance to show off his or her exuberance, whilst a more introverted child will have the opportunity to open up and become a different character. Drama allows the child to think in a creative way, to solve problems, and to use the type of effective communication skills that get the point across. These skills are transferable across the curriculum. Also, as most acting performances involve working in a group, pupils are taught the value of teamwork and empathy. They can now see life from another character’s viewpoint. By doing this, children will enjoy trying out different roles and pretending to be someone else.

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Benefits of Dance Dance is so diverse and with so many disciplines to choose from. Through dance, children learn about movement, expression and self-control. And their levels of concentration and memory skills will build as they progress. Asking the children why they have chosen to perform this in this manner will develop their sense of understanding what they are doing and the children are required to respond in accordance with higher order thinking (not saying “because I made it up” but “this symbolises…” “the reason for this is because…”) Practices and Procedures a. Teaching and Learning Whilst subjects like Music, PE and Literacy offer a specific programme of study, the Performing Arts is not included as a single subject in the National Curriculum for primary schools. We at Curwen, creatively consider ways to include the elements of this into all subjects where possible. Children benefit in a huge number of ways. One of the main benefits to the creative arts is selfbelief: For a child to grow any talent, success can be achieved through self-belief. An invaluable lesson for a child to learn is to recognise any natural ability they may have. Likewise, to acknowledge – without sinking into a negative thought process– weaknesses that they need to work extra hard at to eradicate. Yes, this may seem a very grown up trait. But it’s one that, identified early in life, will help so much later. And just by the nature of the Performing Arts, children are faced with this emotional challenge in a cushioned sort of way. As children grow, they will learn the best way to overcome fear is to face it. Curwen Primary School integrates the Performing Arts in the following ways: Reception and Nursery have role play areas (outdoor play areas are set accordingly to topics such as “The Curwen Supermarket”). The ‘Home Corner’ and ‘Small World’ are designed for children to recreate what they see at home. There is a designated stage in the Reception playground, designed for children to explore and engage in their communicative skills. These provide opportunities to explore imagination and language, developing confidence and speaking and listening. Reception also uses Drama to teach Maths Makes Sense. Lower Key Stages should use drama to enhance the learning of RML/phonics, especially during days 1 and 2. In Key Stages 1 and 2, the skills relating to Performing Arts will be intergrated alongside subjects. This use of kinaesthetic learning will immerse children into the topics in a new and interesting way. Performing Arts (more notably Drama) should be used as a foundation for written outcomes if the planning suggests so through formative assessment tools. It is a very valuable tool for those that find accessing the curriculum challenging. If the lesson is solely Drama, where no written outcomes are required, evidence of work should be noted in books – photographs, blurbs, or children’s views in speech bubbles. Books should show clear evidence that Drama has a purpose, showing clear progression and impact on their writing. If a video is created, then a critical post-evaluation should be written by the children. Termly Big Outcomes provide opportunities for the children to practise and apply their Performance skills through cross-curricular activities. This should allow children to showcase their 3

knowledge of the Term’s Topic in a more personable way other than writing, e.g. Roman Museum. ICT links can be used through PowerPoint Slide Shows where the presenting of the slide show is a form of Performance / Speaking and Listening for their own class, year group or another year group. Opportunities for Performing Arts in all subjects (for all year groups) are highlighted in the yearly overviews. This can be found in Perfoming Arts folder in RMShared and will be updated yearly. See Appendix 2. Performing Arts is also built into the Curwen Curriculum through visits to professional performances and workshops in and outside the school. Every child will have the opportunity to experience this annually, both internally and externally. Every Child a Theatre Goer has been piloted in Curwen this year with links created with Stratford Circus to make this possible. Performing Arts will also be used to embrace cultural aspects of school with performances such as: Concerts, Assemblies, Mini World, Carnival, Easter Bonnet Parade, Fashion Show, Christmas Fair...etc. These can be documented and evidenced as an application of Performing Arts. b. Supporting children’s creativity It is important that all staff support children’s development in Speaking and Listening and provide opportunities for Drama in core and afternoon lessons. A child’s creativity should be guided not dictated – it is essential that their ideas are encouraged and practised, giving the children a sense of ownership along with the security that their divising is respected by the teacher. Parental involvement is encouraged to continue to support their child’s creativity. Curwen provides opportunities for parents to watch showcases, museums and concerts where their children have used Performing Arts. c. Provisions outside of the classroom Educational visits to Theatres, Performance Venues and musical recitals provide opportunities for real life experiences of the Performing Arts. These are built into the Curwen curriculum annually. Discussions and tasks prior to the trip should be implemented as well as an evaluation of the performance post trip. Opportunites in considering the Performing Arts as a career are also discussed. Lunch time and after school clubs provided at Curwen are: Dance, Drama, Musical Theatre, and Choir. These are available for all year groups, are taught by specialist/experienced teachers in the industry (both internally and externally) either through targeted or general admission. Biannual concerts to parents allows every child, from Nursery to Year 6, an opportunity to perform and showcase their talents (from ECAM, dancing, solo and ensemble singing) Anually, children in years 5 and 6 have the opportunity to perform Shakespeare in a professional theatre for Shakespeare Schools Festival. This develops the child’s social skills (as mentioned in outcomes) and provides real experiences and challenges in which they must overcome. The process of choosing those involved is comparable to real life casting - through auditions and read throughs before the final choice is made. Curwen’s annual Poetry Competition provides opportunity for creative imagination in writing whilst linking Performance with Literacy and to the curriculum. Outdoor opportunities for application and self-exploration in the Performing Arts can be seen in the designated stage areas in all the Key Stage’s playground. 4

d. Resources A prop cupboard can be found in the hall. A vast array of props is avalibale for stimuli and should be encouraged to use. A prop catalogue has been made and will be udated termly to ensure knowledge of resources available. Any props to be recorded out in the Log Book provided. Upmost care must be taken with these resources as they are shared and for the whole school. Please ensure things are placed back where they are found and in the same condition. Any questions, contact Miss Cranstoun. e. Assessment Assessment is carried out through using AfL strategies such as self and peer assessment, criqiting, and teacher judgement based on confidence in their speaking and listening throughout the progressive year. Children and staff assess work through discussion, and display of work. A photographic record of work stored in the Nasbox should be completed to assist assessment and monitoring. Parents are informed of their child’s progress at parent’s evening and through end of year reports – Performing Arts can be noted in the Teacher’s Comments box to share achievements. Meeting the needs of all children Ways of identifying MASt – *Passion for the creative arts and is able to transfer this skill *To confidently perform in context without support *To adapt and improvise ideas *To lead/direct others, to have opinions and ro be reflective *In KS1, Children to confidently portray their acting through days 1 and 2 *To have technical vision on how things should/could look like on stage – lighting, sound, stage. *To have the ability to organise and mentor others *“Triple Threat” (Competent in both singing, dancing and acting) SEN/EAL opportunities *Makes topics more accessible to pupils as they can physically act out the topic *Using drama to explore their senses/emotions *Opportunities to provide self-expression *Drama provides a way to let off energies within the boundaries of the lesson objective *Develop oral and physical skills, including using language and movement appropriate to role, through drama activities and responding to drama within the scheme of work. Health & Safety There are always risks when working in a kinestetic way in the classrooms. Vigilence at all times by the teacher when children are divising in the classroom to ensure safe practice. SAFE WORKING AREAS AND PRACTICES MUST BE MAINTAINED AT ALL TIMES Monitoring of this policy Unless there are any legal changes, this policy will be reviewed in three years.

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