Performing Arts

Drama

Key Stage 3

  • Use the boxes in lessons. These include vocabulary and thinking questions designed to deepen your understanding
  • Working with KS4 helpers to develop your practical skills.

Key Stage 4

  • Have you considered working with Sixth Form mentors to help strengthen your practical ideas?
  • Using A Level and GCSE exemplar work to support your personal development.
  • Using A Level texts to extend your drama knowledge.

Key Stage 5

  • Become a Sixth Form mentor - use your knowledge and understating to support those in lower school.
  • Independent work - reading researching and rehearsing will support and deepen your understanding.
  • Further reading - this will be a pivotal exercise in order for you to fully understand/participate in the explanation of context for the set texts
  • Theatre Trips - your experience of live theatre can only enrich your understanding and application of skills.

Music

Key Stage 3

  • Use of Solihull Music Service staff in Year 9 lessons to give you ideas on how to develop and improve your compositions
  • Work with the Sixth Form helpers to develop your practical skills
  • Try the extension tasks in KS3 lessons that challenge performance skills on specific instruments

Key Stage 4

  • More complex and interesting chords that could be used to enhance composition work.
  • Try working out how to play some of your favourite songs on your instrument. Work out the melody and chords (or even both).
  • Analyse pieces for music outside of the Set Works and examine structure in detail so that you can use the methods in your own music.

Key Stage 5

  • Independent work: You should be listening to a wide range of music in the styles and genres studied at A Level Music or Music Technology.
  • Further study: There are excellent BBC documentaries available on the internet that provide context for and analysis of a wide variety of genres and composers from Baroque and Classical to Rock and Reggae.
  • Play and sing Bach Chorales in 4-part harmony.
  • Aim to use a wider range of melodic and harmonic dissonances.