Arts Policy Introduction

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Arts Policy - 2017 Introduction At King s Hawford, we are committed to the arts to ensure a full and rounded education for all pupils, believing that the arts are a means of communication which can

1 Arts Policy Introduction At King s Hawford, we are committed to the arts to ensure a full and rounded education for all pupils, believing that the arts are a means of communication which can help children to explore, understand, share and represent their physical and human environment. It is an important means, by which they can express their feelings and ideas. We recognise the importance of creative and cultural education in our school curriculum, and this is explicitly stated within this policy and in school policies for the curriculum. Aims Engaging with a variety of art forms, to explore values, attitudes, feelings and meanings Developing the ability to create, appreciate and make critical judgements about artworks Encouraging pupils to work independently and in teams, to share arts experiences and present artworks to others Increase active and independent involvement in cultural opportunities provide an arts curriculum of quality, range and depth To provide a balanced and progressive arts curriculum, which builds upon their previous experience provide opportunities for cross-curricular work provide opportunities for pupils to learn about the arts of diverse cultures provide opportunities to develop self-esteem, confidence and maturity through participation in the arts To provide pupils with the opportunity to develop new forms of expression through the use of ICT ensure that arts teachers have access to regular continuing professional development that refreshes their own creativity and keeps them up to date with developments in the arts give pupils opportunities to design and complete artworks in a range of art forms encourage pupils to make evaluative judgements about the quality of their work and the work of others. incorporate into pupils work a knowledge, appreciation and understanding of the work of other artists, designers and performers. give all pupils an opportunity to exhibit work at least once a year give all pupils an opportunity to take part in a performance at least once a year give all pupils the opportunity to take part in at least one weekly out-of-hours arts activity present arts work to parents and the community at least once a year take pupils to see work exhibited and performed by professional artists encourage pupils to use the CD library in the music room Experience and listen to a wide range of musical genres, cultures and eras in assemblies

2 Provision of Curriculum Subject Teacher(s) Hours KS1 Hours KS2 Music Director of Music: 1 lesson a week (35 2 separate lessons a S. Hughes mins) week (2 x 35 mins) Dance Art and Design Drama Director of Music: S. Hughes 1 whole-class Trumpet lesson a week for 1 term (35 mins) J. Chambers N/A 1 whole-class Violin Skills session (70 mins) a week in Year 3 Dance Teacher: J. O Brien Head of Art: T. McCullough Teacher: K. Turk LAMDA Teacher: Laura Fullelove The KH Dance Showcase. 1 lesson a week in years 3-6. Class dances for musical productions and class assemblies. 2 lessons a week 2 lessons a week for Years 3 & 4 3 lessons a week for Years 5 & 6 In addition to this time, all pupils have timetabled Hymn Practice sessions one lesson a week during curriculum time. Years 1 and 2 have a joint session, as do Years 3 and 4, and then Years 5 and 6. Years 3, 4, 5 and 6 have their hymn practice during the Prep session. The EYFS music provision takes the form of Shake, Rattle & Groove (music & movement classes) across Kindergarten & Reception (30 minutes a week each), delivered by S. Smith. At special times of the Year such as Christmas Nativities, Harvest, Easter and in preparation for the summer end of term events, Reception children also receive 35 mins a week of Music lessons from the Director of Music. Range of experiences offered In music children sing in unison and in parts; perform on percussion, recorders, glockenspiels and keyboards; use their own instruments; improvise using the pentatonic scale; compose to reflect emotions; compose within larger formal structures; perform regularly; listen to, appraise and evaluate the work of others. In art children record from both experience and imagination; collect visual stimuli; investigate and combine a range of tactile materials; create 3D objects through sculpture; evaluate their own and the work of others, including established artists. In dance children perform actions and skills with increasing control and quality; perform dances from different times and places; create dances using a range of movements; respond to a range of stimuli. Children work towards a whole-school Dance Showcase, dances for Arts Week, and individual class-dance performances for the Prep musical productions and class assemblies. The highlight of Arts Week is the Arts Showcase, primarily of dance-based performances from children throughout the whole school. The musical and dramatic productions in school, from the EYFS and Year 1 and 2 nativities, through to the Year 3 and 4, and Year 5 and 6 Musical Productions provide opportunities for all children to be involved in drama. In recent years every child has been on stage for these performances, whether in an acting, singing, or dancing role. Children in Year 4 and Year 6 have all had lines to deliver and a role to perform. Additionally, the class assemblies throughout the year provide another platform on which the children can perform.

3 During productions, children might also operate lighting controls, sound controls, perform in a stage band, help choreograph, be prompters, stage hands, or indeed, the stage manager. Opportunities to create props and costumes also arise. In addition to the curriculum delivered in lessons, children might also experience other curriculum-based activities through: Work with a visiting artist Work with an artist in residence Involvement in activities with King s St. Alban s Involvement in activities at King s Worcester Involvement in and sharing activities with other schools Provision beyond the Formal Curriculum The school is committed to providing a full range of creative and cultural events throughout the school year. We aim to involve all children in these events wherever possible. During the school year, therefore, all pupils will have the opportunity to participate in the following events: Christmas Celebrations: KG1/KG2/R Nativity Year 1&2 Nativity Carol Service (Years 3, 4, 5, & 6) Christingle Service (Year R/1/2) Musical Productions (Years 3&4 Spring term; Years 5&6 Summer term) Half-termly Informal Concerts Formal concerts - Community Concert (or similar); Summer Concert A whole-school Dance Showcase Class assemblies Other Whole-School Events We involve the children in other events which support the formal curriculum. These are wide ranging and often of the following nature: Art exhibitions, at which all the children display their art work including at Informal Music Concerts and Grandparents Day Arts week with visiting Artists including dancers and musicians Book fairs Musical performances in assemblies from children and visiting musicians Dance displays and performances Speech and drama festivals and examinations Poetry recitation and public speaking competitions Musical competitive festivals and events Visits to the theatre Extra-Curricular Provision We offer an extensive range of extra-curricular activities. These supplement the formal curriculum. Activities on offer currently are as follows: Senior Choir (Years 5 & 6) Junior Choir (Years 3 & 4) Orchestra String Group Guitar Group Electric Band Jazz Ensemble KS1 Glee Club Year 1 Ukelele Club Performing & Accompaniment sessions Recorder groups

4 Drama Art activities Gymnastics Ballet Dance Mix Model making Karate Music Tuition Lamda Tuition Improvisation (Year 3 & 4) in Skills Peripatetic Music Tuition 12 peripatetic music teachers deliver a vast array of instrumental and singing lessons to our children, of whom currently 85% study at least one instrument. Lessons take place on a continual rotation system throughout the school day with some teachers teaching on more than one day. LAMDA Tuition Laura Fullelove delivers the LAMDA provision throughout the school a subject well in demand. The current LAMDA syllabus focuses on verse and prose: preparing and equipping students with the skills to perform with confidence, clarity and articulation. Delivery of sessions is carried out in groups to encourage ad prepare for performance in front of peers and the wider community. Using a range of techniques from improvisation, role play and narration, students gain knowledge, understanding and experience enabling them to add characterisation and interpretation to set pieces. Examinations for each year group take place annually. LAMDA offers not only performance as part of the theatre, but also key skills that prepare children for the wider environment. Arts in the Community We are committed to offering a comprehensive range of experiences by taking the arts into the community. This is achieved through the following: Annual Arts Evenings Open Days Whole school arts days/weeks involving parents and the local community Dancing performances at the Summer Fete Maypole and other dancing at the May Fete Church services and celebrations Local musical events Seasonal productions of music, dance and drama An annual talent show Carol singing at Bilford Court Retirement Home Lights of Love cathedral service for St Richard s Hospice, Worcester Participation in Worcester Competitive Arts Festival Participation in the Cheltenham Arts Festival Partnership Music Days with Sytchampton and Holy Redeemer Primary Schools Arrangements for providing access to a creative and cultural curriculum Arts Week is a week long celebration of the arts, particularly those of other cultures. In the past, there has been, for example, Latin American Carnivals, a Venetian Carnival, an African Festival, and a festival of Great Britain. Activities have included mask-making, t-shirt printing, dance workshops, visiting artists and musicians and dancers. Workshops are held on the themes for all children to gain a taste of the culture and the kitchens join in with themed meals. The 2016 Arts Week celebrated the arts of South America, while the 2017 Arts Week celebrated and discovered the arts of China. Parents and grandparents are encouraged to become involved in the work of the school. Parents may assist with multicultural days or visits designed to enhance the children s awareness of other cultures.

5 Assemblies further enhance this awareness of other cultures. Many take themes based on the cultural calendar. Assemblies are used to enrich the pupils awareness of music and always begin with a musical recording and end with a musical performance. Dramatic performances form an important part of our assemblies. Inclusion The school has an ethos of inclusion in all aspects of its arts provision. In orchestra music is written to provide for each individual player and to attend to their specific needs. There are ensemble groups for recorders, strings, guitars, and electric guitars in addition to choirs and orchestra. There is now also a jazz ensemble on offer. Peripatetic music staff are keen to encourage and assist their pupils with ensemble music and often run duos, trios and small ensembles to help children gain experience in performing with others in preparation for the larger ensembles. Equal Opportunities To ensure equal access to the arts, irrespective of race, gender, disability and/or social circumstances, the school meets the requirements of the Sex Discrimination Act, The Race Relations Act and The Disability Act. Teachers are also aware of the school s Equal Opportunity Policy document and the school s Inclusion Policy. Necessary support and help is provided to those pupils with special educational needs (see SEN and Able Pupil Policy). Qualifications & Expertise of Staff Mrs S. Hughes (full time) BA (Hons) PGCE Mrs J. Chambers (part time) BA (Hons) ARCM PGCE PGDip Mrs. L. Fullelove (part time) Mrs T McCullough (part time) BA (Hons) PGCE Mrs K. Turk (part time) BA (Hons), MA, PGCE Mrs J O Brien (part time) AISTD, ARAD, L3 QTS. Staff recognise that creative and cultural education promotes the creative development of pupils and encourages an ethos in which cultural diversity is valued and supported. To this end, creative arts staff continually embrace the benefits of ongoing professional development. A training programme for teachers and teaching assistants is provided to assist all staff to deliver effectively. Development of the Creative Arts staff is monitored and delivered through: Personal targets linked with Performance Management Personal needs/training identified through observation and moderation of the arts within the school Arts Facilities A purpose-built Music room (2006) comprises three practice rooms which are dedicated to peripatetic instrumental music tuition. Each one houses an upright or a digital piano. The department has an acoustic drum kit and an electric drum kit. The main room has ample space for informal performances, as well as everyday-classroom teaching. Specialist equipment includes a class set of electronic Yamaha keyboards, a set of 20 African Drums, a class set of xylophones, a class set glockenspiels, many recorders, various auxiliary hand percussion, a class set of trumpets, and two class sets of violins. In addition there are a number of orchestral and band instruments owned by the music department which are hired out to pupils beginning to learn an instrument. The school has an Art & Design room equipped with student-height work surfaces, technology workbenches with isolation power supply, extensive display area and washing-up area. Specialist equipment includes a kiln, craft tools, hand tools, sculpting tools, glue guns and a high resolution projector with display screen.

6 Dance is taught in the Cobb our school hall. The Barn is also used for Drama and Dance activities and is designed as a space for performance. LAMDA provision is delivered throughout the week in the conservatory and in the Cobb. Plans for Improvement The range of activities on offer, their relevance, accessibility and frequency are monitored on an ongoing basis. A Performance and Accompaniment club is being introduced to cater for the large number of children continually preparing for exams, assembly performances, informal concerts, festivals, scholarships, auditions and more. This will teach technique and finesse as well as give allocated time when needed. A Young Composers club was introduced to stretch the more able musicians and to provide an alternative to practical music clubs. A Jazz Ensemble is being introduced to offer a different genre of music and to bring together some wind, brass, kit and bass players. The success of the Guitar Group has seen purchase of a school electric bass and electric guitar and the introduction of the already popular Electric Band. African drumming, for example, has been included in the curriculum as a response to the need to include drummers in the whole-school approach to music-making. Similarly, composition now represents a greater element of the music curriculum to allow all to express their musical ideas and be musically creative even those who might not necessarily be proficient on an instrument. Whole-class Trumpet tuition is offered to Year 4 and whole-class violin is offered to Year 3 to further broaden the curriculum, to offer variety and contrast to children, and to encourage more to try learning an instrument. Events are reflected in the Headteacher s report and governors are invited to all school productions and performances. All whole-school events are subject to the School Monitoring Procedure, whereby evaluations of displays and performances, in particular, take place. Other opportunities for review include: Annual review of development plans and actions plans; Monitoring of long term and short term planning; Classroom observations; Whole staff discussions; Questionnaires to parents and pupils. Revised August 2017 S S M Hughes

1. What is Performing Arts?

Performing Arts Policy September 2016 1. What is Performing Arts? Performing Arts (P.A.) is not a Curriculum area, but encompasses elements from many subjects and disciplines in particular, Music, Drama