Kate
Allerston- Lipa 4:19 Director and Drama Teacher Extra- Curricular
Do
children studying performing arts progress more rapidly in an extracurricular
environment or a weekly school class?
In my
experience they progress more rapidly in an extra curricular environment which
also benefits their progress in their school class
Does
studying performing arts really help teenagers with confidence?
100% yes –
proven from my experience over 13 years working with young people in performing
arts – their confidence & self esteem are improved dramatically.
Does
Performing Arts help teenagers to develop Social, Moral, Spiritual and cultural
skills?
Again it
helps with SMSC in many ways – team work, empathy, thinking on your feet,
engaging in other cultures, helping other company members, trust, sense of
achievement – the list goes on.
Is
performing arts important at kS3 in secondary schools or should it only be
taught at ks4 as an option?
Performing arts should be
taught in ALL keys stages – it is integral to development.
Should
children who don’t enjoy performing be made to do it at kS3?
They
shouldn’t be ‘made’ to perform but performing arts covers so many aspects –
both on and off stage, infront or behind camera...many careers in performing
arts, not just performing.
Should
performing arts only be taught as extracurricular? Why?
Performing arts is integral to the curriculum – as stated above in Harriet Harmans speech – No one should be excluded – All must be given the opportunity to have a rich cultural life.
Performing arts is integral to the curriculum – as stated above in Harriet Harmans speech – No one should be excluded – All must be given the opportunity to have a rich cultural life.
Should a
performing arts teacher have already performed themselves and had a career as a
performer before teaching?
I believe
that a good performing arts teacher should have performed at some time as the
benefits and experience as a teacher this brings is invaluable to both teacher
& students.
Does
the discipline of a school environment help or hinder
the learning of a young performer?
It can do
both. If the school has a good culture for the arts then a young performer may
thrive in most aspects of school. If however arts are sidelined or and ‘after
thought’ within school then this environment could have a negative effect on
the young performer feeling isolated or discouraged.
Eileen Taylor Secondary School Dance Teacher KS3 & KS4
Do children studying performing arts progress more rapidly
in an extracurricular environment or a weekly school class?
I think it depends on the
opportunities provided within both contexts. If pupils are stretched and
challenged in both scenarios then progress should naturally take place. However
if extra-curricular clubs take place on a regular basis in comparison to pupil’s
weekly school class then rapid progress would be more evident in this type of
environment. Pupils making progress could also be hindered/heightened by the
cohort of the group. If pupils are working with other gifted pupils in an
extra-curricular environment, more than likely pupils will thrive in that
setting and a lot of independent learning will be evident (due to their passion
and hopefully professionalism). It also depends on the size of the group in
both contexts and whether pupils can receive further one on one
direction/support which again can impact on levels of progress.
Does studying performing arts really help teenagers with
confidence?
Yes, I believe it can,
especially for those kinaesthetic learners and less academic pupils. This is
because pupils can express their ideas creatively in a safe environment. I also
feel confidence can increase due to the fact that team work is a significant
aspect within performing arts, therefore, new relationships are constantly
building and pupilscan use their knowledge of professionalism to support and
encourage fellow performs offering constructive feedback as opposed to
criticism when applicable.
Does Performing Arts help teenagers to develop Social,
Moral, Spiritual and cultural skills?
Yes, this is because of its
practical nature and the opportunities available for social interaction with
numerous members of the cohort at one time. Performing Arts also allows pupils
to share their ideas and through the study of many different plays/professional
works, pupils can enhance their knowledge of underlying principles that a piece
is based on i.e. cultural, political, spiritual themes, thus broadening their
outlook of all of those areas. Pupils can gain a well-rounded education through
engaging in Performing Arts as there is many opportunities for cross-curricular
learning to take place which can play an active part in the development of many
of those key skills listed.
Is performing arts important at kS3 in secondary schools or
should it only be taught at ks4 as an option?
Yes, PA should be taught at
KS3 because some pupils may not have had the opportunity to study Performing
Arts outside of school/had no experience of PA at KS1/KS2. Therefore, this
opportunity may open up future prospects for pupils and could possibly be what
supports their decision to study this subject further at KS4. Hidden talents
may also be discovered and a passion and love of learning could potentially
stem from this first experience.
Should children who don’t enjoy performing be made to do it
at kS3?
With regard to many subject
areas, pupils have no option but to take part as it is a part of their school
curriculum. Therefore, I do believe all pupils should take part in PA and the
beauty with this subject area is that there is numerous roles that pupils can
experience from acting, singing, dancing to experiencing technical aspects
along with management and marketing and this subject alone offers a breadth of
experiences that can impact on pupils life skills essential for the world of
work. Regardless of whether pupils particularly ‘enjoy’ this subject it is
opening up their minds to a new experience and therefore provides pupils with
further direction in life of what they do/do not enjoy and what they are/are
not successful at.
Should performing arts only be taught as extracurricular?
Why?
No I think it should be
embedded within the curriculum due to the reasons listed previously:
· Not all pupils have
the opportunity to experience PA outside of the school environment, therefore,
may have no value for the subject or understand what it actually involves. This
could make pupils reluctant to attend extra-curricular as they are unaware and
have not yet been inspired. Some pupils have not
studied PA at KS1/KS2 therefore, it is essential that ALL pupils have some
experience at KS3. Hidden talents may
not be discovered and pupils may not experience a love of learning for this
subject if the opportunity is not there and embedded within their curriculum.
Some pupils do not always think they will enjoy something/be ‘good’ at
something due to confidence or lack of knowledge, therefore, may think twice
about taking part. However, they could discover this passion/talent within a
mandatory session of their weekly timetable.
Should a performing arts teacher have already performed
themselves and had a career as a performer before teaching?
Even though it is not listed
as an essential aspect within a job application, I think it is desirable and
extremely beneficial to have performing experience even if it has not been to a
professional level. Teachers can gather knowledge of performing through
research, being an audience member themselves and observing numerous works but
I think to truly talk about the passion involved and level of commitment needed
along with real life experiences, information such as this (which stems from
personal encounters) can be a great resource for teaching and learning. I think
having this experience can also make a teacher a great role model for pupils
and somebody who they can aspire to, as they have actually experienced what it
is they are lecturing their pupils on.
Does the discipline of a school environment
help or hinder the learning of a young performer?
I believe it can only help;
this is due to the fact that the Performing Arts industry requires discipline
and professionalism to an extremely high level. This is with regard to
professional conduct, organisation and time management along with ownership of
learning and responsibility. In conjunction to this, many aspects of school
life promote and encourage those skills throughout all subject areas,
therefore, can only raise pupils awareness of the importance of discipline and
the ways in which it can heighten career prospects and opportunities.
In relation to this, in terms
of discipline and behavior management, we must as teachers ensure that disruptive behavior is dealt with strategically so that the learning of other
pupils can still take place and progress can be made. This is to ensure that
their experiences are not hindered and a high quality of teaching is ongoing
and consistent.
