Welcome to the Creative Arts Faculty curriculum area, where includes the subjects Art, Music, Drama, Theatre Studies and Photography.
Across all 3 Key Stages there are set assessments used across both subjects in all schools in the MAT. There will be end of topic tests at the end of each module. Throughout the lessons, planned retrieval exercises are built in to ensure the retention of knowledge. Frequent mini low-stakes testing will also be a crucial part of lessons.
Art, Music and Drama under the umbrella of the Creative Arts Faculty. A holistic experience of the Arts is not only obtained from within the national Curriculum framework, but is the result of many diverse experiences. Creative teaching and learning strategies add to this experience both within the Arts and in links with other curriculum areas. An important and enhanced dimension is experienced through a coherent and extensive extra-curricular programme. All students should have access to a broad range of high quality Arts provision that enriches their experiences and allows them to explore values, attitudes, feelings and meanings.
The Creative Arts experience plays a part in developing the concepts of inclusion and multi-culturalism. It is a vehicle to celebrate the achievements of the Academy, its students and the community. We strongly believe that the development of the Arts is crucial in embracing our community and enhancing the cultural dimension of the area. The Arts present a unique area of experience that is critical to the development of young people. Without this contribution, we cannot develop the “whole student”.
1. To value the Arts in the curriculum through the generic skills it offers of increasing: motor control, spatial awareness, presentation skills, visual presentation, recording detail, independent research and aesthetic awareness.
2. To develop interest, curiosity and knowledge of other artists, engaging confidently with the Arts in the contemporary world and from different times and cultures.
3. To become independent in using creative language to communicate their own ideas, feelings and emotions.
4. To develop creative and imaginative thinking and communication using creative language through a range of sustained activities to realise their ideas.
5. To develop critical and sensitive understanding in the evaluation of own and others' work and ideas, being able to justify, analyse and develop new directions.
- To provide opportunities for students to experience the Arts of diverse cultures, both past and present.
- To encourage students to understand the work of professional artists and visiting practitioners.
- To provide opportunities, within the Schemes for Learning, to experience creativity and to develop self-esteem and confidence.
- To encourage community involvement through an extensive and comprehensive programme of extra-curricular activities.
Students in Key Stage 3 have one lesson each of Art, Music and Drama in Years 7 and 8 and then choose 2 out of the 3 Arts subjects in Year 9. As part of Pathways, they can choose GCSE Art, BTEC Art & Design, GCSE Drama or GCSE Music in Years 10 and 11. In the Sixth Form, students have a similar range of Arts options to choose from, in addition to A level Photography.
Each lesson will involve the following core elements
- Recap of the cultural/ social / underpinning theme and practice
Each assignment/ model has been designed to have a cultural/ social/ underpinning purpose linking the work to the bigger picture/ the real world/ cultural purpose? This should be constantly revisited and put into practice in each lesson in some form. It maybe done through questioning and recap, maybe sensory or visual prompts, plenary.
A key element of every lesson is questioning. This is used to gauge understanding and prior knowledge. to enhance communication and stretch and challenge. Differentiated questioning, target and with a mixture of open and closed is expected to be planned and delivered.
Modelling is a key element of every Arts lesson. Demonstrations techniques, showing working practice, showing what is beautiful, highlighting differentiation and challenge.
Staff will model and demonstrate to teach techniques and to model appropriate responses. Modelling may also occur to show misconceptions and identify common mistakes. This maybe in the form of : technical demonstration, group interaction, show and tell, copycat,
- Teaching Backwards- what is beautiful
Each lesson will have a visual, verbal, practical, aural of what the objective is like when it is“beautiful” . This is to inspire, develop and inform learning not to give the answer or limit the exploration. Students will be encouraged to go beyond beautiful, to make decisions and develop innovation in their responses.
- AFL - peer, self, verbal feedback
AFL is a strong core elemental any Arts lesson. Identifying progress, successes, weaknesses, next steps, misconceptions. High level of verbal feedback is expected in every lesson with prompts, advise and support. Students will also undertake peer review, this maybe as a group or 1:1, it maybe verbal or written. It can work at the beginning or end of a lesson depending on purpose. Students are given the opportunity to self evaluate throughout their work, reflection and being able to identify key elements for improvement are encouraged.
Arts assessment is not a judgement passed from teacher to pupil, it should be positive guidance for improvement. Art assessment should promote and improve learning and the most important aspect of the assessment process is creativity itself.
This process is usually cyclical as the artist moves through it again and again. Students need to understand that it is perfectly normal to feel frustrated and yet be able to give themselves credit and move on. They should not only learn how to develop technique but also how to analyse their own work fairly and make good choices, Assessment should become a positive, healthy experience where pupils take creative decisions comfortably and learn from their mistakes.
Assessment in the arts is continuous and ongoing, established through questioning , demonstration through skill supported by regular and immediate verbal feedback for action and development. AFL is used in every lesson to identify next steps and pinpoint improvements, developing student independence in assessing own and others work.
Each unit of work will have a formative assessment piece to fall in with data entry points covering a range of areas for assessment eg. Listening, performance and analysis. This piece of work will have next steps and students given the opportunity to develop the work. Each unit of work will also have a summative assessment covering the learning objectives for that topic.
Please Click on Attachments to find Topics of Study for each Key Stage.