Expressive Arts
Expressive Arts is a unique form of communication that can change the way pupils feel, think and act. It forms part of an individual’s identity and positive interaction with the arts can develop pupils’ competence as learners and increase their self-esteem. It brings together intellect and feeling and enables personal expression, reflection and emotional development. As an integral part of culture, past and present, the Expressive Arts helps pupils understand themselves, relate to others and develop their cultural understanding, forging important links between home, school and the wider world.
The Expressive Arts in education encourages active involvement in different forms of performance-making, both individual and communal, helping to develop a sense of group identity and togetherness. It can influence pupils’ development in and out of school by fostering personal development and maturity, creating a sense of achievement and self-worth, and increasing pupils’ ability to work with others in a group context.
Learning develops pupils’ critical skills: their ability to listen, to appreciate a wide variety of styles and genres, and to make judgements about creative quality. It also increases self-discipline, aesthetic sensitivity and fulfilment.
Here at St Gregory’s Catholic Science College this is achieved through an innovative curriculum complimented by an extensive extra-curricular and enrichment program. Students engage in various learning pursuits from monologues to devised theatre and from solo and ensemble music performance to improvisation and composition.
A firm emphasis is placed on traditional approaches as well as new and emerging technologies.
The department consists of 3 specialist teaching rooms all equipped with interactive whiteboards. The music rooms house a variety of instruments while the Drama room is equipped with stage lighting and auditorium style seating. There are additionally smaller rehearsal rooms for individual vocal coaching and instrumental lessons as well as a dedicated recording booth. Pupils in Key Stage 4 and 5 additionally have access to a dedicated Mac Suite consisting of 14 IMacs.
There are 3 full time teachers who are fully supported by 8 peripatetic staff and an administration assistant.
Year 7
At the centre pupils in year 7 are introduced to the Expressive Arts through a combination of practical and theoretical activities. Drama lessons are taught within the English curriculum at this level. Please see the English department page for details of this. Lessons in Music are timetabled twice per fortnight with homework set once per fortnight.
In addition to curricular music pupils in year 7 are encouraged to take up an instrumental study on one or more instruments through the centre’s instrumental tuition programme. This is organised during the summer term of the previous academic year. Parents will receive all the required information via email. The school offers value for money individual tuition on a variety of instruments including brass, percussion, woodwind and strings as well as guitar, piano and vocal tuition.
For Music all pupils are tested upon entry to determine current academic attainment for the purpose of setting realistic yet aspirational targets. Assessment is carried out using the new National Curriculum for Music where pupils are graded as emerging, developing, securing or mastering. Lessons are taught once per week and homework is set once per fortnight. Pupils undertake three units of work as follows:
Unit 1- Notation (Theory)
In this unit pupils learn about two key areas of staff notation: pitch & rhythm. Pupils will develop a greater understanding, building on KS2, through a combination of practical performance, composition and listening activities.
Unit 2- Composing, Performing & Composer Studies (Classical Music)
In this unit pupils will study dynamics, structure, compositional skills and music from the Baroque period. Pupils will perform in an ensemble context and build on their prior notation skills to compose their own work in a chosen style.
Unit 3- Conducting, Tempo & Graphic Scores (Classical Music)
Here pupils learn about the key principles of conducting through practical tasks & performance. Unconventional score notation will be explored and pupils will have the opportunity to compose in response to studies of modern composers.
Year 8
Pupils in year 8 receive dedicated Drama lessons once a week from a specialist Drama teacher following on from the knowledge and skills learned in the year 7 English curriculum. Lessons in Music are a continuation from the specialist lessons pupils received in year 7 and are again timetabled once per week. In both Drama and Music pupils receive homework once per fortnight. Assessment is carried out using the new National Curriculum for Music where pupils are graded as emerging, developing, securing or mastering.
DRAMA
In Drama lessons pupils cover a range of practical activities throughout the year that include several opportunities for performance in a variety of contexts. Examples of the types of work covered are:
The Works
Covering a range of Drama skills and giving students a firm grounding for their Drama education.
Anti-Smoking
Using Drama to explore issues through Role Play
Physical Theatre
Communication through physicality and body language
“Commedia Dell'Arte”
To explore the use of physicality and exaggerated mime
Medieval Theatre
Exploring Religious Drama and the use of Stock Characters
MUSIC
In Music pupils complete three units of work following on from the knowledge and skills learned in the first year of study.
Unit 4- Keyboard Instruments
Here pupils learn about the origins of keyboard instruments from the Harpsichord and Organ through to the modern day electronic keyboard. Note names and values are reinforced. Key compositional techniques will be introduced such as ‘Leitmotif’. Pupils will engage with full score analysis and analyse music from a range of film composers.
Unit 5- Performance – Film Music & the Classical Period
Here students are exposed to music written for stage and screen as well as classical music composers such as Beethoven. Pupils are expected to perform in a solo and ensemble context.
Unit 6- Theme & Variation
Within this unit pupils gain knowledge as to the conventions associated with the Theme and Variation genre such as tonality, metre, rhythm and structure through a listening analysis of key set works. From this point pupils learn a popular theme tune on a chosen instrument and following rehearsal sessions perform to an audience. The final part of the unit requires learners to compose their own set of variations for a particular instrument.
Year 9
Pupils in year 9 enjoy smaller class sizes and are set according to ability. As in the previous year pupils receive dedicated Drama lessons once a week from a specialist Drama teacher following on from the knowledge and skills learned in year 8 Drama. Lessons in Music are a continuation from the specialist lessons pupils received in year 8 and are again timetabled once per week. In both Drama and Music pupils receive homework once per fortnight. Pupils are assessed using the National Curriculum levels 1-8.
DRAMA
In Drama lessons pupils cover a range of practical activities throughout the year that include several opportunities for performance in a variety of contexts. Examples of the types of work covered are:
Warden X
A Teacher in Role ‘Murder Mystery’ style scheme, consolidating all the techniques learnt so far with some new ones added.
The Disposable Ones
This explores the work of the church charities to help the homeless children of South America
Shakespeare
Bringing some of Shakespeare’s texts into the modern day and making them relevant.
Devising Project
Workshop based devised Drama using a stimulus.
Sister Act 2
A whole class production involving script, song and dance
MUSIC
In Music pupils finish the key stage 3 curriculum through units of work designed to offer appropriate progression into the next stage of secondary school.
Unit 7- Scales, Chords & Popular music
Pupils will study the theoretical side of popular music composition. Identifying & creating chord structures form scales and keys to embed a deeper understanding of music theory in a popular music context.
Unit 8- World Music
Here pupils gain knowledge of the instruments and conventions of the music inspired by Samba & Bossa nova traditions. Pupils are introduced to key aspects such as syncopation, harmonic accompaniment and popular performance techniques such as improvisation. Performance work centres around a popular melody entitled “Samba Em Preludio” which offers challenging tasks designed to stretch even the most accomplished musicians.
Unit 9- Popular Music
Identifying key features of popular song such as the verse/chorus structure, the middle 8, melodic and harmonic development and the use of riffs are explored through the penultimate unit. Following key listening and appraising activities pupils are required to form small groups and rehearse and perform popular songs. Composition then flows naturally from this where pupils are required to compose their own popular songs using a verse, chorus and middle 8 structure.
Year 10
Pupils in year 10 can elect to study: GCSE Music (Edexcel); GCSE Drama (AQA) and NCFE Level 1/2 Technical Award in Performance Skills.
GCSE in Music (Edexcel)
(2 year course – Year 10 & 11)
The school currently offers year 10 pupils GCSE Music where pupils study the Pearson (Edexcel) syllabus, which is comprised of the following:
Unit 1-Performing:
Here pupils are required to submit one solo performance worth 15% and one ensemble performance worth 15% which are internally marked and externally moderated. Each pupil is required to undertake separate peripatetic music lessons, which are in most cases organised through the centre. Pupils are also required to undertake responsibilities in various concerts and events and in some cases showcase their work to the public. It is hoped pupils will develop their performance skills throughout the course.
Unit 2- Composing:
Here pupils are required to submit two compositions from different areas of study worth a total of 30%, which are internally marked and externally moderated. Pupils are supported in this unit through the use of dedicated state of the art computer software and recording equipment and submit their coursework electronically.
Unit 3- Listening and Appraising:
Here pupils study 12 set works, which are tested in June of the examination year. The exam is worth 40% and is broken into 2 parts, a short answer section A and a longer essay style exam section B. Revision materials, textbooks and extensive use of electronic resources are used to facilitate comprehension in this area.
GCSE in Drama (AQA)
(2 year course – Year 10 & 11)
Syllabus: https://filestore.aqa.org.uk/resources/drama/specifications/AQA-8261-SP-2016.PDF
The school currently offers year 10 pupils GCSE Drama where pupils study the AQA syllabus, which is comprised of the following:
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Component 1: Understanding drama |
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What’s assessed
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How it’s assessed
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Questions
|
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Component 2: Devising drama (practical) |
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What’s assessed
|
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How it’s assessed
|
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This component is marked by teachers and moderated by AQA. |
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Component 3: Texts in practice (practical) |
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What’s assessed
Free choice of play but it must contrast with the set play chosen for Component 1 |
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How it’s assessed
|
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This component is marked by AQA. |
NCFE Level 1/2 Technical Award in Performance Skills
(2 year course – Year 10 & 11)
Syllabus:
This qualification is designed for learners who want an introduction to performance that includes a vocational and project-based element. The qualification will appeal to learners who wish to pursue a career in the Performance sector or progress onto further study.
It is distinct from GCSE Drama, GCSE Music and GCSE Dance, as it encourages the learner to use knowledge and practical tools to focus on supporting people across a range of performance disciplines. The study of performance skills involves understanding development as a performer, the performance industry, production and promotional roles, development of events, and the staging of a performance. The qualification focuses on an applied study of the performance industry and learners will gain a broad understanding and knowledge of working in the sector.
This qualification shows learners how to:
- Understand how work is undertaken in the performance industry across a variety of disciplines
- Understand performance, production and promotional roles across disciplines
- Explore skills and qualities required to work in performance and technical roles
- Apply performance and production skills in developing a performance
- Work in performance, pre-production and production roles
- Show creative and technical skills in response to a brief
The performance skills disciplines that a learner will study within the qualification include:
- Actor
- Singer
- Dancer
- Musician
- Musical Theatre Performer
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Unit 01 |
40% Weighting
|
|
|
Unit 02 |
60% Weighting |
|
|
Total |
100% Weighting |
Overall grades:
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Assessment is carried out through written examination and an ongoing project in the final year (year 11).
Unit 01- Working in the Performance Industry – written exam
This unit will allow the learner to understand how work is undertaken in the performance industry across a variety of disciplines. The learner will know about performance, production and promotional roles across disciplines and the national organisations which relate to employment in the performance industry. The learner will understand how skills and qualities required to work both in performance and technical roles are applied to rehearsal, production planning and live performance.
Teaching content:
- Roles (Actor, singer, dancer, musician, musical theatre performer)
- Technical, communicative & creative skills
- National organisations
- Employment
- Promotional materials
- Production roles & planning
- Rehearsal process
Unit 2- Planning & Performing – project based (coursework & performance)
In this unit learners will apply performance and production skills in developing a performance. Learners will be able to work in performance, pre-production and production roles to meet a given performance event brief. Learners will know and understand planning, development, documentation and evaluation of production activities. Showing creative and technical skills in response to a brief.
Teaching content:
- Understand and Respond to a Live Performance Production Brief
- Pre-production Planning and Activities
- Rehearsal of Material
- Performance Role
- Reviewing a performance
Year 11
(Continued study from year 10)
Pupils in year 10 can elect to study: GCSE Music (Edexcel); GCSE Drama (AQA) and NCFE Level 1/2 Technical Award in Performance Skills.
GCSE in Music (Edexcel)
(2 year course – Year 10 & 11)
The school currently offers year 10 pupils GCSE Music where pupils study the Pearson (Edexcel) syllabus, which is comprised of the following:
Unit 1-Performing:
Here pupils are required to submit one solo performance worth 15% and one ensemble performance worth 15% which are internally marked and externally moderated. Each pupil is required to undertake separate peripatetic music lessons, which are in most cases organised through the centre. Pupils are also required to undertake responsibilities in various concerts and events and in some cases showcase their work to the public. It is hoped pupils will develop their performance skills throughout the course.
Unit 2- Composing:
Here pupils are required to submit two compositions from different areas of study worth a total of 30%, which are internally marked and externally moderated. Pupils are supported in this unit through the use of dedicated state of the art computer software and recording equipment and submit their coursework electronically.
Unit 3- Listening and Appraising:
Here pupils study 12 set works, which are tested in June of the examination year. The exam is worth 40% and is broken into 2 parts, a short answer section A and a longer essay style exam section B. Revision materials, textbooks and extensive use of electronic resources are used to facilitate comprehension in this area.
GCSE in Drama (AQA)
(2 year course – Year 10 & 11)
Syllabus: https://filestore.aqa.org.uk/resources/drama/specifications/AQA-8261-SP-2016.PDF
The school currently offers year 10 pupils GCSE Drama where pupils study the AQA syllabus, which is comprised of the following:
|
Component 1: Understanding drama |
|
What’s assessed
|
|
How it’s assessed
|
|
Questions
|
|
Component 2: Devising drama (practical) |
|
What’s assessed
|
|
How it’s assessed
|
|
This component is marked by teachers and moderated by AQA. |
|
Component 3: Texts in practice (practical) |
|
What’s assessed
Free choice of play but it must contrast with the set play chosen for Component 1 |
|
How it’s assessed
|
|
This component is marked by AQA. |
NCFE Level 1/2 Technical Award in Performance Skills
(2 year course – Year 10 & 11)
Syllabus:
This qualification is designed for learners who want an introduction to performance that includes a vocational and project-based element. The qualification will appeal to learners who wish to pursue a career in the Performance sector or progress onto further study.
It is distinct from GCSE Drama, GCSE Music and GCSE Dance, as it encourages the learner to use knowledge and practical tools to focus on supporting people across a range of performance disciplines. The study of performance skills involves understanding development as a performer, the performance industry, production and promotional roles, development of events, and the staging of a performance. The qualification focuses on an applied study of the performance industry and learners will gain a broad understanding and knowledge of working in the sector.
This qualification shows learners how to:
- Understand how work is undertaken in the performance industry across a variety of disciplines
- Understand performance, production and promotional roles across disciplines
- Explore skills and qualities required to work in performance and technical roles
- Apply performance and production skills in developing a performance
- Work in performance, pre-production and production roles
- Show creative and technical skills in response to a brief
The performance skills disciplines that a learner will study within the qualification include:
- Actor
- Singer
- Dancer
- Musician
- Musical Theatre Performer
|
Unit 01 |
40% Weighting
|
|
|
Unit 02 |
60% Weighting |
|
|
Total |
100% Weighting |
Overall grades:
|
Assessment is carried out through written examination and an ongoing project in the final year (year 11).
Unit 01- Working in the Performance Industry – written exam
This unit will allow the learner to understand how work is undertaken in the performance industry across a variety of disciplines. The learner will know about performance, production and promotional roles across disciplines and the national organisations which relate to employment in the performance industry. The learner will understand how skills and qualities required to work both in performance and technical roles are applied to rehearsal, production planning and live performance.
Teaching content:
- Roles (Actor, singer, dancer, musician, musical theatre performer)
- Technical, communicative & creative skills
- National organisations
- Employment
- Promotional materials
- Production roles & planning
- Rehearsal process
Unit 2- Planning & Performing – project based (coursework & performance)
In this unit learners will apply performance and production skills in developing a performance. Learners will be able to work in performance, pre-production and production roles to meet a given performance event brief. Learners will know and understand planning, development, documentation and evaluation of production activities. Showing creative and technical skills in response to a brief.
Teaching content:
- Understand and Respond to a Live Performance Production Brief
- Pre-production Planning and Activities
- Rehearsal of Material
- Performance Role
- Reviewing a performance
Year 12
The centre offers pupils a vocational course at Key Stage 5 that is designed to follow on from the courses offered at Key Stage 4. This course is a level 3 qualification aimed at 16-19 year olds and offers pupils excellent progression routes into further or higher education or work related learning. Pupils are assessed using assessment criteria and grading is awarded as: Pass- equivalent E grade (16 UCAS points); Merit- equivalent C grade (32 UCAS points); Distinction- equivalent A grade (48 UCAS points) and Distinction*- equivalent A* grade (56 UCAS points).
NCFE Level 3 Applied General Certificate in Music Technology
The NCFE Level 3 Applied General Certificate in Music Technology enables learners to develop their skills, knowledge and understanding of working in the music technology sector. It is suitable for learners who are motivated by applied learning and learning through hands-on creative experiences related to the work of a performing musician and music technologist.
This Applied General qualification is equivalent in size to an A-level. It is aimed at post-16-year-olds studying a Key Stage 5 curriculum with an interest in creative music production and performance. The qualification has been designed to sit within the Study Programme, alongside A levels and other qualifications. It is appropriate for learners wishing to continue their education through applied learning, equipping them with transferable knowledge and skills whilst giving them the opportunity to respond to contextualised industry briefs. Learners would typically progress onto Higher Education courses following this qualification.
What pupils study:
This qualification shows learners how to:
- Operate and effectively use a Digital Audio Workstation (DAW)
- Understand and experiment with musical elements in different musical styles
- Undertake recordings and successfully mix and master their audio
- Create sound for a range of multi-media purposes
- Manage sound for a live performance
- Explore revenue and marketing within the digital music business
- Reflect and build on their subject knowledge
What could this qualification lead to?
This qualification fulfils entry requirements for a range of Higher Education courses, either by meeting entry requirements in their own right or by being accepted alongside and adding value to other qualifications at the same level. Degree courses could include: Music Technology; Live Sound Production; Music Production; Creative Music Production; Creative Music Technology; Music Technology and Audio Systems; Music Technology and Popular Music.
Course content:
Unit 1 – Using a Digital Audio Workstation
The Digital Audio Workstation (DAW) has increasingly become the key tool that many muscians and producers use to compose and edit music. In this unit learners will understand underlying technical concepts in context, apply them creatively, and will be able to review their work to gain understanding of the process of music and manipulation using a DAW.
Unit 2 – Creating music
The ability to listen analytically and understand how pieces of music work underpins the techniques used in creating original compositions. In this unit learners will develop the skills to analyse music and use their findings to create their own original compositions. Learners will review their work to gain an understanding of the process of creating a portfolio of music.
Unit 3 – Multi-track audio recording, mixing and mastering
The availability of technology has allowed some areas of the multitrack recording, mixing and mastering process to become more widely accessible, but basic skills in capturing and balancing recorded sound have remained largely unchanged. In this unit the learner will understand technical concepts in context and apply them to a recording project. The learner will review their work to gain understanding of the process of creating a recording from the initial recording session to the final stereo master.
Unit 4 – Sound creation
In this unit learners will study the properties of sound and how sound is theoretically represented, perceived and relates to music. Learners will apply knowledge by creating sampled and synthesized instruments and will be able to review their work.
Unit 5 – Live sound performance technology
In this unit learners will plan and undertake a performance, which makes use of music technology. Leaners will undertake the performance in the role of performer or sound engineer.
Unit 6 – Digital music business
In this unit learners will release an original piece of music digitally. Learners will research ways in which music can be distributed, plan how they will undertake the release, and implement the plan. Learners will review the success of their plan to inform future engagement with the digital music business.
External Assessment
The external assessment consists of two exams, which will take place in year 13.
- Written exam – 2 hours
- Practical exam – 10 hours
Assessment Summary
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Assessment component |
Contribution to final grade |
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Internal assessment (Unit 1-4) |
50% |
|
External assessment (Exam – written test) |
25% |
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External assessment (Exam – practical test) |
25% |
Year 13
In this year pupils develop their skills further and follow on from the work undertaken in the first year of study of NCFE Level 3 Applied General Certificate in Music Technology. Please see the section on Year 12 for more details.
In this final year subject teachers assist pupils with giving advice as to appropriate universities and courses and assist with writing UCAS references for pupils.