Performing Arts

The Performing Arts Faculty is a vibrant, engaging and passionate faculty dedicated to ensuring that students get the chance to showcase their talents in Music, Drama and Dance. Our outstanding teaching staff deliver exciting and engaging lessons and offer a wide range of extra-curricular activities for all students.

Our student-centred curriculum is designed to nurture and engage learners and promote a love of learning beyond the curriculum. It aims to lead to positive outcomes for all students, helping them develop as individuals and work towards future aspirations, whilst engaging them in the learning process. Many of our students use the passion they have developed here in the performing arts faculty, to secure places at prestigious drama schools and music colleges. We even have students who have gone on to performing successfully in the West End. 

We aim to inspire a love of learning through a curriculum that enables students to develop an extensive practical skillset as well as deep and broad theoretical understanding of Drama and Theatre.

Every Christmas the faculty produces the highlight of the school calendar, the Christmas production. Recent performances have included Grease the Musical, We Will Rock You, The Wizard of Oz, The Return to the forbidden planet, Little Shop of Horrors, School of Rock, A Musical Spin and Matilda. The opportunity to perform and produce a show for a large audience and in highly professional circumstances enables a huge number of interested students to gain valuable experience and confidence whether acting, singing, dancing, playing instruments, helping backstage or operating the lighting and sound.

At key points within the school year performances and shows are staged for the whole community to engage with and enjoy. Some of these projects have included: The Caludon Castle School Choir performing at various events including singing at University Hospital Coventry and Warwickshire for patients at Christmas, at Birmingham Airport for Children in Need, at the Belgrade Theatre, Coventry and at the Royal Albert Hall with one of our students performing a solo; Coventry City centre for the public in the summertime; A number of key stage 4 and 5 Drama students have benefitted from working with professional actors in professional local venues including Warwick Arts Centre and the Belgrade Theatre.

With the faculty exam classes in A Level, GCSE and BTEC there is an assessment requirement that students perform to a live audience. These showcases, whether in school or at other local venues are becoming more professional and are being attended by more parents – this is something we aim to continue and develop even further.

Alongside, and sometimes supporting, the excellent class work, there is a range of on-going extra-curricular opportunities throughout the year.  Keystage 3 Drama club will work with guidance from staff, but under the direction of student leaders to create their own group performances for the Performing Arts Showcase in July. We offer a technical theatre club and thriving dance club to broaden opportunities even further. A guiding principle for our success with extra curricula work is that we have always provided opportunities for students to lead new directions, and for the staff to guide and mentor them through this process. In this way, we rarely repeat projects and we always innovate.

The end of each academic year sees the ‘Performing Arts Showcase’. This is the time of year to celebrate the fantastic activities that have taken place during the year both in lessons and outside of lessons. The evening consists of students from every year group performing and displaying their artistic skills. Each year sells out quickly and is a must have ticket for all involved at Caludon Castle.


MUSIC

Music is something that everyone can enjoy, and the Caludon Castle Music Department wants to build on that sense of enjoyment to provide skills and exciting experiences for all students, and is committed to practical Music making. We believe in encouraging students to appreciate and participate in a wide range of different types of music. At Key Stage 3, music is taught preparing students for KS4 music through constantly advancing musical skills and theory.

Our schemes for learning help students gain confidence in performing and in composing original pieces. Good listening and critical skills are developed alongside these activities. Music is an option subject at KS4 and KS5. Through these courses students develop a very good awareness of specific styles that span a wide range of cultures and periods in history, including pop music. The coursework tasks demand further sensitive performances and composition of materials of the student’s choice within wide parameters.

All students have the option to learn a musical instrument. Lessons are provided by professional musicians at a superb educational rate. We currently have students learning the following instruments: guitar, bass guitar, drums, keyboard/piano, violin, cello, and singing. Please email sthallamm@caludoncastle.co.uk for further information.

Music at Caludon by Maddison Bromwich

Music has never only been a lesson to me. It is a passion I have had for many years, and Caludon has given me so many opportunities that I would never have been able to achieve before starting here. The music department at Caludon is a home to many thriving musicians with an extremely supportive team of teachers who are always there for their students.

Within the past year, our music class has been the pit band and principal characters in our school production of WWRY, learnt in depth about the history of pop that has given us the music we have today and been able to perform at the HMV Empire twice. This year we are in the process of creating two charity singles to raise money for the Brain Tumour Charity. We are working with many businesses to make this happen, such as HMV, Coventry Music, Coventry University and many more. This is an amazing way to finish our music journey at Caludon and is something that we will never forget and can have pride in for years to come. This experience is only possible because of the dedication of the students and teachers.

PROFESSIONAL PRACTITIONERS

  • Mr S Cliffe – Guitar Teacher
  • Mrs K West – Piano/Woodwind Teacher
  • Mr M Hart – Drum Teacher
  • Mr P Roe – Strings Teacher
  • Georgia Nicholls – Singing teacher

Year 7 –The language of music; how do I understand and be understood?

TermTitle and Big QuestionsTopics and Content
Autumn Term 1 & 2Elements of Music “How are musical ideas communicated?” “How do I read music?” “How do I communicate my own musical ideas?”  1. Rhythm & Beat , the language of music: Rhythmic notation 2. Graphic scores 3. Communicating rhythmic ideas – name compositions/stomp 3. Pitch notation – treble clef, keyboard melodies 4. Ensemble performance – Pachabel’s Canon 5. Solo performance: Melody and Accompaniment, major and minor, sight reading familiar Christmas melodies
Spring Term 1 & 2The Orchestra “How does an Orchestra work?” “ Who was Beethoven?” “How do different instruments work together?” “How do I use orchestral soundscapes using technology?”Beating time and the role of the conductor.Ode to Joy – flashmob and BeethovenOde to Joy ensemble performance 4. Harry Potter/The Planets:Programme Music & soundscapes
Summer Term 1    The Keyboard: Solo performance “How do I play the piano as a soloist?” ”How do I read different types of music on piano?” “How do I make my own music for piano?”Melody and accompaniment the role of the left handFinger technique, hand positioningAdvanced theory, accidentals, chords, keys,Keyboard instruments; voice settings, development of keyboard instrumens through time.
Summer Term 2  Music Technology: Composing and Producing “How do I make my own music sound good?” “How do I create a remix?” “How can I use technology to produce music without performing it myselef?”  The use of the number four in musicChords and triad harmonyDrum machines/beat makers/samples and loopsProduction techniques; autotune, reverb and vocal effectsEditing piano roll, looping.Mixing

Year 8 – A sense of belonging; where does music fit in genres and styles?

Term-Title and Big QuestionsTopic and content
Autumn Term 1 &2    The Ukulele “How do I play the Ukulele?” “How do I read different types of music for Ukulele?” “What is a chord pattern?” “How is Pop music put together?” “How do I make a Pop song?”1. Reading chord charts and Tab 2 . 4 chord pop songs – Conventions of Pop 3. Strumming patterns and picking techniques 4. Performing an accompaniment 5. Composing a 4 chord pattern / pop song 5. Performing in an ensemble: Christmas songs
Spring Term 1 & 2    Musical Patterns (The Guitar) “How do I play the guitar?” “How are patterns used in music?” “How is music made up and put together?” “What are the conventions of pop and rock music genres?” “What is copyrighted and what is shared?”  1. The Guitar: solo, ensemble, electric,acoustic, effects. 2. Ostinato/riff :Reading guitar tab and playing a rock riff – Conventions of Rock Music – Rock Legends 3. Sequence – Clocks/coldplay 4. Structure of music: 4 chord patterns, pre chorus, middle 8 – conventions of pop/Rock 5. Minor Pentatonic/ Integrity in the Music Industry – Composition Ed Sheeran Copyright
Summer Term 1    The Blues “What are The Blues?” “What is the cultural and social significance of the Blues?” “How has the Blues influenced popular music?” “How did the Blues influence Rock ‘n’ Roll?”1. 12 bar blues 2. Walking Bass Line 3. Blues scales & Blues note 4. Improvisation 5. Solo and Ensmeble performance 5. Rock ‘n’ Roll
Summer Term 2    World Music “What does music from other cultures and traditions sound like?” “How has western popular music been influenced by music from other cultures and traditions?”1.Chinese folk/pentatonic 2. Samba 3. African Drumming 4. Bhangra and Indian classical music 5. American Jazz 6. Reggae

Year 9 – The Power of Music to influence; how does music effect change?

Term-Titile and Big QuestionsTopics and content
Autumn Term 1 & 2    Film Music “How does what I hear influence what I see?” “How is music crafted to create a mood?” “How do I compose music for screen/visuals?  1. Music and mood – composing to a brief 2..Diegetic/non-digetic, incidental, programme 4. Minimalism – tubular bells 5. James Bond themes 6. Video games – halo 7. Using digital interface/software for visuals
Spring Term 1 & 2  Reggae, Ska and Two Tone “What are the features of Reggae and Ska ?” “What is Two Tone?” “Why were Reggae and Ska socially and politically significant?” “Who was Bob Marley?” “How is our hometown of Coventry culturally significant in this musical genres?”1. Features of Reggae 2. Rastafarian movement 3.Bob Marley 4. Ska, local history, political context 5. Protest songs 6. Composing own Ska song  
Summer Term 1  Using music technology for Chosen Specialism “How do I compose digital compsitions and remixs to fulfil a chosen brief?” “How do I record my own band?” “How do I record a demo track as a soloist?” “What is the role of a musical producer?”  1. Using conventions of popular music 2.Beat makers/ drums and drummer tracks 3.Multitracking and vocal editing 4. Musical typing, midi and piano roll 5. Mixing, editing, panning
Summer Term 2    Personal Project: The Music Industry “How does the music industry work?” “How do I succeed in the music industry?” “How to musicians get paid/secure funding?” “How do I gain independent music skills to succeed in later life?1. Responding to a Brief: Melody and accompaniment, solo or ensemble: instrumental specialism 2. Advanced notation theory/ production techniques/sight reading. 3. Royalties/PRS/Copyright – money and business 4. Contracts/Agents/Labels and funding – legal frameworks

Year 10 – GCSE Music, professional musicianship

Term-Titile and Big QuestionsTopics and content
Autumn Term 1 & 2    Aos1: Solo performance and Aos5: Conventions of Pop How has popular music developed from 1950? What is Rock & Roll? What is a pop ballad? What is a Rock Anthem? How do I prepare a polished solo performance? How do we prepare an ensemble performance? How do we compose using popular conventions?  Instrument specific techniqueAos 5: Conventions of Pop(Rock’n’ Roll 50’s/60’s)(Rock Anthems 70’s/80’s)(Pop Ballads 70/80/ 90’s) (Solo artists 1990+)  
Spring Term 1 & 2  Aos 4: Film Music and NEA 1: Composition How do I use MADTSHIRT to answer an extended listening question? How does music influence mood? Can can music tell a story/contain narrative? What advanced compositional techniques can craft the music to create specific moods?  NEA: Composition Task 1(Film Music)Zimmer and Williams film music composers including score study works(Music for Video Games)(Music used in Film)Composition – free choice NEA1
Summer Term 1 & 2  AoS 3: Rhythms of the World and Aos1: Solo and Ensmble performance What are the characteristics of Samba? What are the characteristics of Calypso? What is the difference between Indian classical music and bhangra and what are the characteristics of each? What are the characteristics of traditional African drumming? How do I prepare an ensemble performanceBhangra and Indian ClassicalSamba & CalypsoAfrican DrummingExam technique, answering questions on the listening paper.Solo and ensemble performance techniques, advancing repertoire, different genres.

Year 11 – GCSE Music, preparing for the OCR GCSE Music exam.

Term-Titile and Big QuestionsTopics and content
Autumn Term 1 & 2    AoS 2: The Concerto through Time and Aos1: Solo and ensemble performance What is a concerto? What are the characteristics of Baroque concertos? What are the characteristics of classical concertos? What are the characteristics of Romantic concertos? How can I date a piece of classical music aurally? How to I compose to a brief?1. Concerto 2. Classical, Baroque and Romantic features 3. Development of the orchestra and instruments. 4. Texture and compositional techniques in large scale orchestral compositions. 5. Score reading, melodic dictations and answering exam questions on the listeing paper with unfamiliar music. 6. looking forwards to NEA2: Composing to a breif 7. Solo and ensemble repertoire, looking for the final piece and Christmas repertoire.  
Spring Term 1 & 2  Aos3: Rhtyhms of the World and NEA:2 “What are the features of music from the middle east and meditereanean? How can I tell where in the world a piece of music is from aurally? How do I answer questions on the listening exam with unfamiliar music? How do I compose to a brief?1. Traditional Middle Eastern folk 2. Israeli, Palestinian and Greek music 3. Revision of south American music 4. Revision of Indian and Punjabi music 5. Exam technique   Completion of NEA2: Composing to a breif
Summer Term 1 &2  Completing coursework portfolio and revision for all Aos. “How do I produce my final pieces and prepare notation for the portfolio? How do get the perfect final recording for my solo and ensemble pieces? How do I prepare for the listening exam?  1. Preparing notations and annotations for the composition portfolio. 2. Final recordings, studio recordsing and decided on live or studio performance. 3. Revision across all areas of study. 4. Exam questions and strategy. 5. How to revise effectively.

DRAMA

Drama at Caludon is taught to all students in years 7 and 8 and is offered as an option for year 9 students and again, as students opt for their BTEC course in year 10. Drama and Theatre Studies at A level is offered, and the course is very popular, with students achieving exceptionally well. We also offer many opportunities throughout the year for our Drama students to visit the theatre.

The Drama curriculum, across all key stages, has three distinct and equally valuable purposes.

Firstly, students gain subject specific skills in Drama and performance. Although Drama does not exist as a national curriculum subject in its own right, these skills are part of the English curriculum being covered through speaking and listening. Being able to present themselves confidently, with clarity, purpose and a sense of control, particularly in front of an audience, is a requirement of all nationally recognised Drama qualifications and these skills are highly transferable across all further education and employment opportunities.

Secondly, the teaching of Drama at Caludon aims to develop students’ skills as creative individuals, independent learners, and also effective group workers. The Drama curriculum builds distinct opportunities for students to create together and to manage their own time, disagreements, and creative decision making in order to create increasingly subtle, thoughtful and developed practical work. All of these skills are again highly transferable across other subjects and into employment.

Finally, Drama at Caludon has an exploratory focus. The themes of the work explored whether scripted plays or more general creative stimuli, are carefully selected to develop the students understanding of the world they inhabit and their own place within it. There are many links to other subject areas including English (through novels, poetry and plays), History and PHSE. In key stage 3 topics currently explored include Pantomime, Mime, War and the local history of Coventry.

All of these strands combine seamlessly in A Level Drama and Theatre Studies, where a large emphasis is placed on performance and the creation of Theatre. Although we have had many success stories of students entering the acting profession, A Level Drama is also an exceptional subject to develop general understanding of the world, complex texts, symbolism and imagery, creativity, team working, resilience and perseverance.

Year 10 in Drama follows the BTEC Performing Arts curriculum and, under the brand-new specification being taught to the current year 10, consists of three components.

 Component 1:

In this component students will develop a practical understanding of how performing arts work is created. They will look at elements such as roles, responsibilities and the application of relevant skills and techniques. They have the chance to explore practically the work of different professionals to develop an appreciation of the methods they use to explore a theme and communicate to audiences through their work. They will broaden their knowledge through observing existing repertoire and by learning about professionals’ approaches and how they create and influence performance material.

Component 2:

Working as a performer or designer requires the application of skills, techniques and practices that enable students to produce and interpret performance work. They will communicate intentions to an audience through a chosen discipline, such as performing or designing in any performance style from acting, dance or musical theatre. In this component, students will develop performing or design skills and techniques. They will have the opportunity to specialise as a performer or designer in one or more of the following disciplines: acting, dance, musical theatre. Students will take part in workshops and classes where they will develop technical, practical and interpretative skills through the rehearsal and performance process.

Component 3: 

Students will be given the opportunity to work as part of a group to contribute to a workshop performance as either a performer or a designer in response to a brief and stimulus. Introduction to live performance can happen in a number of places and for a range of reasons. For example, students may perform in a traditional performance space to an audience to communicate ideas about a particular theme or issue, or they maybe part of a touring group that takes a performance to a community setting, such as a local school, to teach a young audience a safety message. In this component, students will have the opportunity to respond to a brief. They will be given a brief that outlines the performance and design requirements and asks students to consider the target audience and to start the creative process by using the stimulus Included in the brief.


Year groupAutumnSpringSummer
Year 7BeowulfLocal historyAnne Frank
 PantomimeRoald DahlDevising
Students will learn all the basic skills and conventions of drama through a variety of topics and resources. In the Autumn Term work will centre around storytelling, movement, mime and physicality. In Spring Term characterisation skills and performance confidence will be developed through exploration of historical events. By the Summer Term students will be able to combine these key skills and utilise them when working on improvisations, devised work and script based around real life events. Current schemes are varied in order to provide variety and engagement, as well as addressing each area of the GCSE/Btec assessment criteria on a basic level.
Year 8:MimePhysical theatre Carl white/homelessness
 WarRefugee boy Devising
Now that students have the basic toolkit of drama, they will move on to develop these skills to a more detailed level and explore more advanced themes and issues. In Autumn Term work focusses on exploring the theme of War. In Spring Term students will spend time working from the play text Refugee boy and physical theatre, understanding new performance strategies. In Summer Term students will then focus on their devising and creative skills through exploration of the topic of ‘belonging’, gaining insight into historical and social issues. The aim is that by the end of Year 8 students can not only apply the skills but understand why they have selected certain strategies and what their purpose is. Students should also have developed confidence in order to create work themselves and offer personal ideas and opinions.
Year 9:911Blood BrothersLet him have it
 Horror/Jack the ripperNoughts and CrossesDevising
The emphasis in Year 9 is on starting to practise and develop GCS/Btec  skills. In Autumn Term students learn and understand how to create ‘immersive theatre’, taking influence from the theatre practitioner Frantic Assembly. They will be asked to devise their own developed piece of immersive theatre, which links directly to KS4 Drama. During Spring Term students will explore the play text ‘Blood Brothers’ by Willy Russell through practical drama. This also transitions nicely into the scripted component at KS4. In the final term they will have the opportunity to showcase all the skills learnt through Key Stage 3 with either a devised or scripted performance.
Year 10:Introduction to the Btec Course                                                                Component 1 Exploring the Performing Arts                                        Component 2 Developing Skills and Techniques in the Performing ArtsComponent 2 Developing Skills and Techniques in the Performing Arts Component 3 –  Responding to a Brief
Year 11:Release of Brief – Component 2 Developing Skills and Techniques in the Performing ArtsRelease of Brief Component 3 – Responding to a Brief  
Component 1Learners will develop their understanding of the performing arts by examining practitioners’ work and the processes used to create performance.
Component 2Learners will develop their performing arts skills and techniques through the reproduction of acting, dance and/or musical theatre repertoire as performers or designers.
Component 3Learners will be given the opportunity to work as part of a group to contribute to a workshop performance as either a performer or designer in response to a given brief and stimulus.

A Level Drama and Theatre Studies

This course gives students the opportunity to explore plays in both performance and a theoretical context. In the first year they will study practitioners in depth, and they will prepare a devised piece in the style of a practitioner for internal examination, as well as documenting their process through a portfolio. Students will also study extracts from key texts and perform monologues and a group performance. Students will participate in workshops exploring techniques in order to develop their skills and theory. They will also sit a written exam based on the study of two texts and their interpretation of them. Students will attend a live theatre performances and as part of the written exam evaluate using the theory they have learned throughout the course.

Component 1:

Devising is a coursework unit in which students devise and create their own performance, in a small group, and write or record a written account of their contribution and understanding of the process.

Component 2:

Text in performance, is a practical examination performance in which students act, or design, in a group production. They will also perform a monologue both will be watched and assessed by a visiting examiner.

Component 3:

Theatre makers in Practice component prepares them for the written examination. At end of the course, though most of the classwork is undertaken practically. Students study two separate published play-texts in light of recognised theatre practitioners, explore design elements in the modern theatre and also hone the art of responding in writing to live theatre performances that they will have experienced throughout the course.


DANCE

In year 9, students develop  skills and knowledge needed should they opt to gain a KS4 qualification in the subject. Over the year, students develop their skills in performance, working on technique and fitness to be able to perform to an audience. They also develop skills in choreography and are assessed on creating dances for themselves but also leading another group. The final part of the curriculum is dance appreciation, where students study professional works, both practically and theoretically. The year 9 course is a great introduction to dance for students who are new to the subject, whilst giving more accomplished dancers opportunity to hone their skills and worth with others in a creative way. 

Year 10 in Dance follows the BTEC Performing Arts curriculum and, under the brand new specification being taught to the current year 10, consists of three components:

Component 1:

In this component students will develop a practical understanding of how performing arts work is created. They will look at elements such as roles, responsibilities and the application of relevant skills and techniques. They have the chance to explore practically the work of different professionals to develop an appreciation of the methods they use to explore a theme and communicate to audiences through their work. They will broaden their knowledge through observing existing repertoire and by learning about professionals’ approaches and how they create and influence performance material.

Component 2:

Working as a performer or designer requires the application of skills, techniques and practices that enable students to produce and interpret performance work. They will communicate intentions to an audience through a chosen discipline, such as performing or designing in any performance style from acting, dance or musical theatre. In this component, students will develop performing or design skills and techniques. They will have the opportunity to specialise as a performer or designer in one or more of the following disciplines: acting, dance, musical theatre. Students will take part in workshops and classes where they will develop technical, practical and interpretative skills through the rehearsal and performance process.

Component 3: 

Students will be given the opportunity to work as part of a group to contribute to a workshop performance as either a performer or a designer in response to a brief and stimulus. Introduction to live performance can happen in a number of places and for a range of reasons. For example, students may perform in a traditional performance space to an audience to communicate ideas about a particular theme or issue, or they maybe part of a touring group that takes a performance to a community setting, such as a local school, to teach a young audience a safety message. In this component, students will have the opportunity to respond to a brief. They will be given a brief that outlines the performance and design requirements and asks students to consider the target audience and to start the creative process by using the stimulus included in the brief.


STAFF

  • Mr H Stokes – Assistant Headteacher
  • Ms A Gallagher – Leader of Performing Arts and Subject Leader of Drama.
  • Ms K DeGroot – Assistant Principal Leader of Learning and Drama Teacher
  • Miss H Lester – Drama and Dance Teacher