GIFTED AND TALENTED ARTS PROGRAMS

Transcription

1 GIFTED AND TALENTED ARTS PROGRAMS John Curtin College of the Arts is committed to fostering learning for life and pursuing excellence, emphasising learning through active engagement in the arts. This vision is embedded in the college values. We commit to: creativity, innovation and imagination respect, care and compassion excellence a fair go responsibility and integrity.

2 Contents Welcome 3 Academic Balance 4 Enrichment 6 Dance 8 Drama 15 Media Arts 19 Music 22 Music Theatre 26 Visual Arts 29 Additional Information 32 2

3 WELCOME John Curtin College of the Arts has successfully delivered quality Arts programs for more than 35 years. Our outstanding reputation makes us the school of choice for talented Arts students and we are Western Australia s only Selective Arts School. The college was the first school in Australia to offer theatre arts and dance as Gifted and Talented courses and has offered Arts programs for selected students in music, ballet and drama since John Curtin is an Independent Public School that identifies the potential talent of students in ballet, contemporary dance, drama, media arts, music, music theatre and visual arts. A unique differentiated curriculum for Gifted and Talented Arts students, and those identified as academically talented, is delivered at the college. John Curtin provides students with opportunities for extension, acceleration and enrichment not only in the Arts but also through all academic studies. The college provides the opportunity for all students in Western Australia to develop their identified creative intelligence in an environment of like-minded peers who share the same passion, motivation and value of education. All students can access unique, high quality learning opportunities that add value to their education and remain a major influence in their lives. Dean of the Arts Travis Vladich 3

4 Academic Balance ACADEMIC BALANCE At John Curtin, your child will partake in an exceptional and balanced academic program. The college has an academic balance policy which identifies how essential it is for all students to achieve to their full potential in all areas of their learning in order to have a variety of choices of pathways at the completion of secondary schooling. John Curtin provides a rigorous curriculum focusing on high academic achievement in all learning areas for students across all year groups. Gifted and Talented courses have a minimum of four hours per week, which is the same amount of contact time as the core academic subject areas of English, mathematics, science and society and environment. The selective arts program becomes one of the student s core subjects and a focus on academic balance ensures students have the opportunities to excel in all areas of the curriculum. Students study their arts course alongside these core subjects and have equal access to all academic programs.they also have access to design and technology, languages (Italian), home economics, business education, computing, health and physical education programs. Academic balance is about creating pathways of choice for whichever direction students choose to take in their future. The focus on a well-rounded education allows students to continue careers in the arts industry or pursue careers in numerous other professions including medicine, law, education, politics and science. WHAT IS ACCELERATION? The Gifted and Talented curriculum follows a model which takes into account all students needs and abilities. The most able students need appropriately paced, rich and challenging instruction and a curriculum that differs significantly from normal classrooms. John Curtin follows a specialised differentiated approach to curriculum delivery which provides your child with opportunities to accelerate, extend and enrich their learning. Acceleration allows your child to move through key concepts at a faster pace while fostering your child s intellectual growth and proficiency levels. Educators conduct pre-tests to find out what each student already understands and/or is able to do. The curriculum is then condensed so students can engage in activities that provide depth, diversity, difficulty and density. Research in Gifted and Talented education shows that students achieve their full potential when they work with likeminded peers in a stimulating learning environment facilitated and taught by expert teachers. Students should be challenged continually to work towards their personal best, enjoy the learning and embrace the challenge. WHAT IS EXTENSION? Extension provides your child with open-ended activities that invite curiosity, exploration and manipulation of ideas and materials at a deeper and broader level. Students focus on creativity, innovation, critical thinking, responsibility and leadership. Gifted and Talented programs involve additional lessons, workshops, rehearsals and performances that are scheduled beyond the normal college day. All scheduled activities are designed to extend the knowledge, skills and development of gifted and talented students and are a compulsory part of their program. ACADEMIC EXCELLENCE PROGRAM For intellectually gifted students we offer specialised academic courses in English and society and environment, mathematics and science as part of our Academic Excellence Program in Years 7 to 10. The college s Academic Excellence Program places like-minded students in a challenging and rigorous environment designed to support students to achieve academic excellence. Arts students can participate in this program alongside their Arts course. The Academic Excellence Program is not an additional course; it is part of the student s core curriculum. Participation is based on results of the selective entrance academic test taken by all students applying for Gifted and Talented Education Programs in WA public schools and/or Nelson testing administered by the college. Further supporting information ensures accurate judgements are made that are supported by more than one source of data. 4

5 In addition to the general college costs, students are required to pay an annual charge for each Academic Excellence Program subject. Extension activities such as university visits, interschool debating, incursions, excursions and competitions enrich the college programs. These are subsidised by the Academic Excellence Program levy however there may be small additional charges at times. To find out more about the Academic Excellence Program contact Deputy Principal, Georgina Wigley at PARTICIPATION AND ACHIEVEMENT Academic balance is a priority and there is a requirement that students aim to achieve high standards in all their learning programs. The college encourages students to seek assistance from their Student Services manager, year coordinator or Gifted and Talented teachers if they are experiencing difficulty achieving a balance across all programs. It is expected that the college s Arts activities take priority over external activities. Students are required to discuss external commitments with the Gifted and Talented heads of learning areas to ensure they do not conflict with college activities. In the performing arts, performance is an integral part of Gifted and Talented performing arts programs and all workshops, rehearsals and performance commitments are regarded as essential extension and/or assessment activities. Activities including performances, rehearsals and workshops are identified and scheduled prior to the commencement of the school year in order for families to plan around these commitments. Information regarding these requirements will be provided to students and parents/carers in advance. Sometimes, however, it is necessary for changes to be made to schedules and it is essential that students communicate all correspondence provided by the college to the parents/ carers. The timing of some activities depends on the availability of community artists, performers and directors and some opportunities arise throughout the year. SELF MANAGEMENT PRACTICES Throughout the program, students are encouraged to be responsible for all aspects of their learning. This includes constructing and keeping to schedules and timelines, organising resources for productions, managing their progress, negotiating and problem solving with peers, teachers and parents and making necessary changes to ensure student success. Students should be focused, motivated and committed to the overall life of the college. Our teachers provide an education that is inspiring, challenging and one that enhances all learning experiences. Academic Balance 5

6 ENRICHMENT A unique feature of the Gifted and Talented Arts Programs is Enrichment. This important college program is designed to reinforce the holistic and evolving nature of the Arts, highlighting students Gifted and Talented disciplines and how they are influenced by other art forms. Enrichment also provides students with the opportunity to work with a range of peers from other Arts programs. There are two Enrichment Programs: Rotational Enrichment and Music Enrichment (Class Music). Gifted and Talented Music Program students are enrolled in Rotational Enrichment. 6

7 Rotational Enrichment In Years 7, 8 and 9 students are arbitrarily allocated into term rotations for enrichment programs and over the duration of the year students will experience four different programs. The following are examples of Enrichment Programs that may be offered in Year 7, 8 and 9. Circus Draws on circus related skills including juggling, diablo and tumbling as well as providing participants with aspects of balance, coordination and team work. Design Involves the development, planning and production of visual and tangible artworks. A focus on the element and design principles assist student creations through forms that may include photography, graphic design or dimensional design. Film making Different genres of film are explored, leading up to the production of film clips using media technologies. The roles in film making and importance of team work enhance student creations. Hip hop This active and popular dance style is aimed at developing a cultural understanding of this modern dance movement. Students focus on developing coordination and rhythm associated with this style. Physical Arts Active participation in activities that lead to fostering self-esteem and confidence. Provides insight into developing interpersonal skills and team work in physical practical activities. Production Explores the roles of the production team and different aspects of theatrical production including stage management, design, construction and publicity. Promotion and publicity Students look at television and the media to produce recorded pieces that promote, publicise and communicate ideas and issues to the public. SFX make-up Involves the theory and practical application of make-up to create SFX for the theatre including cuts, bruises, aging techniques and the enhancement of facial features to create character. Sound recording Innovative use of music forms and technologies to explore mood and atmosphere in the creation of original music pieces and soundscapes. Stagecraft Students experience and develop skills in using different technologies to create props and simple theatrical set construction. Enrichment Year 10 In Year 10 students who participate in Rotational Enrichment select one Arts program for the whole year. This selection is similar to students participating in a minor Arts course alongside their gifted and talented program. Dance Design - Photography Drama Media Arts Music Theatre Production Visual Arts Music Enrichment Students with ability and experience in music may elect to do Music Enrichment (Class Music). This program includes instrumental lessons and ensemble rehearsals. Students who have been learning an instrument in primary school can continue with that instrument. There is an expectation that students remain in Music Enrichment for the four years of lower school. Students can also continue music in upper school. The components of Music Enrichment are Instrumental musicianship aural perception skills, music language and theory music literature genres, eras, composers and compositional styles concert practice techniques of public performance. Students have small group instrumental tuition once per week on the instrument they began in primary school. Ensemble Participation in ensembles is compulsory and music enrichment students are placed in the ensemble appropriate to their instrument and skill level. 7

8 Dance 8

9 BALLET OVERVIEW LOWER SCHOOL PROGRAM YEARS 7, 8 and 9 John Curtin College of the Arts vocational ballet program develops skills, techniques, creative abilities and academic achievements to transition into university or tertiary training courses. Our lower school program provides students with up to 15 hours of training through an integrated program, which will be delivered during school curriculum time, after school and Saturday mornings. The program is designed to provide students with the necessary skills to articulate into the Vocational Ballet Program in Years 10, 11 and 12. Students participating in this program will undertake a Certificate I in Dance and prepare for Royal Academy of Dance examinations. The course reflects the upper school dance course and is divided into the following areas: performance, choreography and contextual knowledge. Students will develop their ideas, responses, skills, technique, knowledge and understanding of dance through practical and theoretical application of ballet, contemporary and other genres. Key areas of study include: Ballet Technique Repertoire Pointe Studies Performance Studies - Ballet and Contemporary Contemporary Technique Composition Theoretical Studies Alternative Genres Spanish Dance (Y9 and 10) EXTENSION Dance intensive/residency Arts residency opportunity to work intensively with artists on creative development. Project and performance program Performance in professional settings. Extended season (multiple performances). Performance seasons large and small ensembles. Student choreography performance. Reflection Process journal and investigation. Ongoing reflective practice and self-evaluation with journals. ACCELERATION Curriculum Compacted curriculum so students are fast tracked through content that has been mastered. Students work on content one year level above a normal curriculum delivery. Students explore a range of broader, deeper and more challenging learning tasks that are delivered in a normal educational setting. Project Company Small and selected groupings. Specific technical acceleration in ballet and contemporary classes. Professional artist mentoring and workshops. Vertical and ability groupings (working with students in the years above current year level). Additional performance opportunities at school and offsite. Professional artists Production and extra classes. Students work with current industry artists choreographers, teachers, directors. Vertical and ability groupings (working with students in the years above current year level of study). Additional performance opportunities at school and offsite. DANCE Please note: This table presents an example of what is offered as part of the program. 9

10 VOCATIONAL BALLET YEARS 10, 11 and 12 Our vocational ballet program provides the necessary hours of intensive training required to pursue dance as a career. Our integrated program is delivered during school curriculum time, in after school workshops and Saturday mornings in an environment that reflects industry standards and expectations. Our students complete Certificate II and III in Dance, WACE/ATAR examinations and are given opportunities to perform as a member of Project Company. Further details on the ballet course can be found in the Year 11 and Year 12 Curriculum Handbooks. Entry into the Western Australian Academy of Performing Arts Advanced Diploma in Performing Arts (Dance) requires a very high level of classical ballet. The college provides assistance to ensure students are competitive at this level. Alternative entry options are listed in more detail at DRESS REQUIREMENTS Ballet students are required to wear the ballet uniform to all ballet classes. For girls this is the navy blue leotard with pink tights for all classical and Spanish classes and for boys this is navy blue tights with a white leotard, plain white t-shirt or singlet. For all other practical classes the students are required to wear their leotard (girls) or white t-shirt/singlet (boys) with navy blue shorts, navy blue leggings or navy blue stretch track pants. Girls require pointe shoes from Year 8 and Spanish shoes from Year 9. Hair needs to be tied back for all classes and worn in a bun for classical ballet. Jewellery is not to be worn to class. PROJECT COMPANY Our performance company for ballet students is designed to provide additional performance opportunities for students to perform in full-length ballets for extended seasons. The company operates on a Saturday and has become an integrated part of the Vocational Ballet Program. PERFORMANCES Performance is an integral part of the ballet course and provides students with opportunities to develop as a dancer and forms part of the assessment schedule for each year. These performances are identified at the beginning of the year and a calendar of dates will be provided to each student. DANCE Students may be invited to participate in additional or extra performance opportunities throughout their time at the college. All rehearsals and performance requirements will be provided to the students so they can plan their schedules. PROFESSIONAL ARTISTS All Gifted and Talented ballet students have the opportunity to work with professional artists, choreographers, teachers and performers. The course involves inviting mentors and professionals to share their expertise, from pure classical ballet to cutting-edge contemporary dance. The skills obtained from workshops, classes and rehearsals are invaluable and instrumental to the development of our students in the ballet program. Our tutors and guest artists are of the highest calibre, have professional and industry experience and are current dance practitioners. These tutors are supported by highly expert college dance staff with national and international performance and teaching backgrounds. Ballet Tutors Caroline Fuhr Danielle Hunt Robert Mills Tanith Muller (RAD) COURSE COSTS The cost is $610 for Years 7 to 9 and $1080 for Year 10. These costs are subject to change. CONTACT Sergey Pevnev Tammy Ziegler For further information on any aspect of the Gifted and Talented Ballet Program contact the Head of Dance and Ballet. E: diedre.atkinson@education.wa.edu.au 10

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12 CONTEMPORARY DANCE OVERVIEW LOWER SCHOOL PROGRAM YEARS 7, 8 and 9 Our contemporary dance program is designed to build on your child s natural ability and focus on developing their dance technique. Students learn to develop and interpret choreography, perform and reflect on dance. The dance course encourages independent learners and creative thinkers and helps them develop skills and understandings of a range of dance styles. This program provides students with up to 6 hours of training throughout an integrated program delivered during school curriculum time and after school. The program is designed to provide extension in contemporary dance. The program reflects the upper school dance course and is divided into the following areas: performance, choreography and contextual knowledge. Students will develop their ideas, responses, skills, technique, knowledge and understanding of dance through practical and theoretical application of contemporary, ballet and other genres. DANCE EXTENSION Professional artists Performances. Extra ballet and contemporary classes. Dance intensive/residency Arts residency opportunity to work with artists intensively on creative development. Project and performance program Performance in professional settings. Extended season (multiple performances). Performance seasons large and small ensembles. Student choreography performance. ACCELERATION Curriculum Compacted curriculum so students are fast paced through content that has been mastered. Students work on content one year level above a normal curriculum delivery. Technical development Contemporary and ballet classes. Spanish classes (Year 9 and 10). Choreography Creative and production classes. Reflection Ongoing reflective practice and self-evaluation with journals. Students explore a range of broader, deeper and more challenging learning tasks that are delivered in a normal educational setting Please note: This table presents an example of what is offered as part of the program. UPPER SCHOOL PROGRAM Students in Year 11 and 12 are offered a course leading to tertiary entrance rank (TER) requirements through the Dance ATAR course. The course has been designed for students who wish to pursue studies in dance at a tertiary level, to continue study in the vocational area or to develop skills for their own enjoyment. The flexibility of the courses allows students to use the units of study towards university entrance. Our Contemporary Dance Extension Program in Year 11 and 12 provides students with 6 to 8 hours of extended practical and academic opportunities to ensure they are well prepared for the WACE dance courses and ATAR examinations. This extension program is delivered during school curriculum time and in after school workshops. Students have the opportunity to apply for additional extension classes and Project Company. Further details on the dance courses can be found in the Year 11 and Year 12 Curriculum Handbooks. 12

13 DRESS REQUIREMENTS Dance students are required to wear the dance uniform to all dance classes. For girls this is the navy blue leotard with navy blue leggings or dance pants, and for boys this is navy blue dance pants with plain white t-shirt or singlet. Girls require ballet shoes from Year 8 and Spanish shoes from Year 9. Hair needs to be tied back for all classes and jewellery removed. PROJECT COMPANY Our performance company for ballet students is designed to provide additional performance opportunities for students to perform in full-length ballets for extended seasons. The company operates on a Saturday and is optional for contemporary dance students. PERFORMANCES Performance is an integral part of the ballet course and provides students with opportunities to develop as a dancer and from part of the assessment schedule for each year. These performances are identified at the beginning of the year and a calendar of dates will be provided to each student. Students may be invited to participate in additional or extra performance opportunities throughout their time at the college. All rehearsals and performance requirements will be provided to the students so they can plan their schedules. These tutors and guest artists are of the highest calibre, have professional industry experience and are current dance practitioners. These tutors are supported by highly expert college dance staff, with national and international performance and teaching backgrounds. Contemporary Tutors Brooke Leeder Tarryn Runkel Matt Treadgold Phillippa Clarke Jake McLarnon PROFESSIONAL ARTISTS All Gifted and Talented dance students have the opportunity to work with professional artists, choreographers, teachers and performers. The course involves mentors and professionals sharing their expertise, from pure classical ballet to cutting-edge contemporary dance. The skills obtained from workshops, classes and rehearsals are invaluable and instrumental to the development of students in the dance program. COURSE COSTS The cost is $450 a year from Years 7 to 10. These costs are subject to change. Optional Project Company membership is $100 per year for Years 7 to 10 Contemporary Dance. DANCE CONTACT For further information on any aspect of the Gifted and Talented Dance Program contact the Head of Dance and Ballet. E: diedre.atkinson@education.wa.edu.au 13

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15 Drama 15

16 Drama OVERVIEW LOWER SCHOOL PROGRAM Our leading drama program provides your child with opportunities to develop high level dramatic skills alongside other gifted arts students. Students are encouraged to develop skills as independent learners, use the dramatic form to make their own statements and develop an appreciation of how the Arts are an integral part of society. The benefits of our drama course are diverse. Students are given the opportunity to develop reading, writing, listening, speaking and performance skills, as well as foundations for interpreting, reflecting and analysing creative modes of expression. The lower school program is a unique course that focuses on students practically exploring drama conventions, developing academic understanding and workshopping practical skills in order to provide learning experiences in drama that other schools in the State cannot offer. Your child will broaden their knowledge and appreciation of drama as an art form, profession and life skill. Students are provided with opportunities to work with industry artists including professional actors and directors to explore scripted drama and develop specialist skills. Performance is a key component of the program and your child will have the opportunity to perform in front of a range of audiences in a variety of theatre spaces. Lower school students are immersed in the conventions of drama and theatre. They are introduced to the drama forms and styles that influence contemporary theatre practice and practically explore the theories of renowned international and national dramatists in the application of scripted performance and devised drama. Writing Skills Students are encouraged to explore written genres as a means of relevant expression. Thought pads or creative journals are used for students to develop the capacity for instant creative reflection and critical analysis on a daily basis. Throughout a unit of work, each student will draw from their thought pad to complete extended responses and short answers and present a drama process folio. The Process Journal is an essential component of the program as it is used to record understandings of the practical and theoretical aspects of the course and for students to reflect on their own work and works of others, skills, processes and understandings that are covered in the workshops, class work and performances. Time is given to practically explore how to be effective communicators in drama, through following frameworks and analysing best practice. Performance Examinations Students will perform scripted monologues, improvisations and interview questions in individual performance examinations. They will have the opportunity to explore scripted monologues from various playwrights with differing styles and thematic influences. Spontaneity and the ability to accept and extend an offer are skills developed for the improvisation section of the examination. For the interview section the power of the spoken word and the ability to succinctly analyse choices made are key attributes that are developed. DRESS REQUIREMENTS The school community supports a policy of compulsory uniform. All drama students are required to wear the John Curtin College of the Arts polo shirt and navy blue shorts or college tracksuit pants. Hair needs to be tied back for all classes and all jewellery removed. This dress code is used to encourage a professional ethos, to allow students flexibility in movement and to develop a sense of neutrality (a blank canvas) which is essential for our drama performers in all class activities. PERFORMANCES Performances are an integral part of the Gifted and Talented drama course at and attendance at all rehearsals and performances is compulsory. In Years 7, 8 and 9 the focus is on performance work that showcases the students class work to family and friends. There are performances for students twice a year. Opportunities are also given to students to extend and accelerate understanding through workshop and performance with industry professionals. A feature of our drama program is the Guest Director Season for students in Year 10 to 12. Students work alongside professional actors/directors to produce a work that showcases all students to the local community in one of our state-ofthe-art performance venues. Throughout the students time at the college they may often be invited to perform for various community events. We promote professional industry standards and responsibilities. Once a student has made a commitment to participate, he/she is obliged to attend all rehearsals and subsequent performances, some of which will be outside school hours. 16

17 EXTENSION Extension classes The Boys Project (includes comedy extension). YEAR 8 - Workshops in Physical Theatre and vocal development. YEAR 9 - Performance Examinations. YEAR 9 and 10 - Workshops with industry professionals YEAR 10 - Guest director workshops/seasons. Master classes. Workshops with industry artists. Technical development Vocal training. Movement training. ACCELERATION Curriculum Performances Festivals and community events. Lower school - Comedy sports. YEAR 8 - Formal and informal performances. YEAR 9 and 10 - Performances in a professional setting. YEAR 10 - Guest Director Season working with industry professionals. YEAR 10 - Opportunity for performance with upper school students in senior drama production. Immersion in the fundamentals of Theatre Production and Conventions. Master classes with industry professionals in design and production. Reflection YEAR 8 - Process journal and investigation. YEAR 9 and 10 - Excursions to professional theatre performances. YEAR 10 upper school course Compacted curriculum so students are fast tracked through content that has been mastered. Students work on content one year level above standard curriculum delivery. Students explore a range of broader, deeper and more challenging practical and written learning tasks than those delivered in a standard educational setting. Year 10 students develop and perform practical performance examinations in line with WACE guidelines. Curriculum scope and sequence for all Gifted and Talented year groups based on WACE drama courses. Please note: This table presents an example of what is offered as part of the program. UPPER SCHOOL PROGRAM It is required that lower school Gifted and Talented drama students continue on to the upper school drama courses. This will prepare them for further studies at University, TAFE or vocational fields, while offering continued and intensified enrichment, extension and acceleration. We offer courses to suit varied pathways. Further details on the drama courses can be found in the Year 11 and Year 12 Curriculum Handbooks. COURSE COSTS The cost is $375 for each year from Years 7 to 10. These costs are subject to change. CONTACT For further information on any aspect of the Gifted and Talented Drama Program contact the Head of Drama, Media Arts and Visual Arts. E: fiona.tholet@education.wa.edu.au Drama 17

18 SAMPLE TIMETABLE Drama 18

19 Media Arts 19

20 Media Arts OVERVIEW LOWER SCHOOL PROGRAM The central focus of the Gifted and Talented Media Arts Program is to provide your child with the skills and knowledge to perform a broad range of functions in media journalism, radio, film and television production. Students work independently and in teams to develop their talents and abilities as required by the media industry. The program also provides experiences in a range of specialisations including visual and audio editing, audio recording and manipulation, filming and digital photography, production roles, crew roles, script writing and directing. Student centred learning is constructed through complex and open-ended rich tasks, offering opportunities to achieve at a variety of levels in a range of contexts. Extension activities focus on TV studio and location shoots and radio production. Media arts students are given opportunities outside the classroom to experience and learn more about the media industry and work with experts in a range of media fields. EXTENSION Technical development Soundscape - import/export files through edit, sound and visual manipulation software. Whole class films. TV studio production and after effects. Camera operation. Audio recording and editing. Film theory. Small group films. Work with other Arts areas to produce film projects. Use industry standard technologies. ACCELERATION Curriculum Creative learning context allows for student engagement in relevant subject matter. Students work on open-ended tasks that are structured and scaffolded to provide opportunities to achieve at levels beyond expected State average targets. Reflection Film analysis. Persuasion in media texts. Writing activities with a focus on analysis, intertexuality, evaluation and reflection. Media texts as art. Professional artists Production opportunities in film, special effects, television, multimedia, radio and journalism. Workshops and masterclasses across a variety of forms. Opportunities to work with representatives from the media industry. Compacted curriculum so students are fast tracked through content that has been mastered. Students work on content one year level above a normal curriculum delivery. Students explore a range of broader, deeper and more challenging learning tasks that are delivered in a normal educational setting. Please note: This table presents an example of what is offered as part of the program. DRESS REQUIREMENTS Students should own a pair of neat black trousers, black shoes and a black t-shirt with no emblems or striping. These are to be worn to theatre filming projects. EXHIBITIONS AND PRODUCTIONS The Media Arts Film Festival and the Cinema Session showcase the works of students to celebrate their achievements across the year. Students have the opportunity to showcase work at least twice per year. Media arts students participate in extension activities that are industry simulations and also link in with community groups. These include training videos, academic presentations, volunteer services and promotions, exhibitions, filming live events and productions and festival launches. Students are given opportunities to create and edit promotional videos for college events and archives. Student productions are entered into local, State and national competitions including the Western Australian Screen Awards. 20

21 UPPER SCHOOL PROGRAM Media arts students participate in the Media Production and Analysis course in upper school. This will prepare them for university entrance, TAFE entry, and/or industry employment, while offering enrichment, extension and acceleration. Students can also achieve specific industry qualifications including the nationally accredited Certificate II in Creative Industries (Media). This is a two year course offered to students in Year 11 and 12, which includes occupational safety and health processes, script writing, camera work, vision and sound editing, filming live events and creating video backdrops for live productions as well as computer software and hardware use. Further details on the Media Production and Analysis course can be found in the Year 11 and Year 12 Curriculum Handbooks. COURSE COSTS The cost is $350 for each year from Years 7 to 10. These costs are subject to change. CONTACT For further information on any aspect of the Gifted and Talented Medi Arts Program contact the Head of Drama, Media Arts and Visual Arts. E: fiona.tholet@education.wa.edu.au SAMPLE TIMETABLE Media Arts 21

22 Music 22

23 OVERVIEW LOWER SCHOOL PROGRAM The music program provides your child with the opportunity to develop their ability, skills and love for music through solo performances, ensemble performances, composition/arrangement techniques, aural perception and music literature analysis and investigation. With dedication to the pursuit of excellence throughout Years 7 to 12, students will be equipped to apply for entrance into tertiary music courses at the University of Western Australia or the Western Australian Academy of Performing Arts (WAAPA). Music program components are: musicianship aural perception skills, music language and theory, keyboard skills music literature genres, eras, composers and compositional styles concert practice techniques of public performance. In Year 7 and 8 students study world, rock, classical and jazz music. Year 9 students examine music and its role in advertising, film, art and theatre. Year 10 students study Western Art Music and Contemporary Music as preparation for Year 11 subject selection. All music students are required to maintain an instrumental practice journal. Instrumental Students have an individual lesson for 30 minutes per week on one of the following: Bassoon Electric guitar Oboe Tuba Cello Euphonium Percussion Viola Clarinet Flute Trombone Violin Classical guitar Horn Trumpet Voice Double bass Music Students in Years 7 to 10 have their lesson timetabled on a rotational basis during the school day and Year 11 and 12 students have their lesson during recess or out of school hours. Ensemble Participation in ensembles is compulsory and music students are placed in the ensemble appropriate to their instrument and skill level. Lower school Gifted and Talented music students are members of a compulsory choir in addition to their designated ensemble. The college offers two string ensembles, a symphony orchestra, three wind orchestras, jazz band, five choirs, two classical guitar ensembles, two contemporary guitar ensembles, a percussion ensemble and a flute choir. In addition there are chamber group opportunities for selected students to provide additional skill development and extension. DRESS REQUIREMENTS The music performance uniform is available from the college uniform shop at a reasonable cost and is a compulsory requirement for performances. Boys are required to wear black socks and black leather shoes. Girls are required to wear black stockings and flat black leather court shoes. It is the responsibility of each student to ensure he or she has the dress requirements for performance work. PERFORMANCES Students are provided with performance opportunities as ensemble members and soloists in a variety of contexts, both inside and outside the college. In addition to classroom solo performances and college concerts there are opportunities for solo and ensemble performances at festivals, assemblies and open days. Students are also chosen to perform with other talented public school music students in the Opus Concert. Attendance at all rehearsals and performances is compulsory for the performance component of the course. 23

24 Music EXTENSION Performances Solo and ensemble performance opportunities. Music intensive Small groups working on different grades in music theory. Individual music investigation tasks within the genre of advertising, film, art and theatre. Reflection Investigations into relationship between music and arts relevant to the genre (eg advertising and film). Visits to performances by professional musicians. ACCELERATION Curriculum Compacted curriculum so students are fast paced through content that has been mastered. Students work on content one year level above a normal curriculum delivery. Theory and composition at year level above current year of study. Individual performance programs set at year level above current year of study. Students explore a range of broader, deeper and more challenging practical and written learning tasks that are delivered in a normal educational setting. Performance program Selection for senior and/or chamber ensembles. Professional artists. Workshops with professional musicians. Technical development Use of music software for aural perception and compositional skill development. YEAR 10 music course Analysis and composition components at Year 11 entry. Performance and written examinations with Year 11 content and framework. Please note: This table presents an example of what is offered as part of the program. PROFESSIONAL ARTISTS All Gifted and Talented music students are taught by practising musicians and experienced music educators from the School of Instrumental Music. The skills obtained from this tuition are invaluable to the development of our students in the Gifted and Talented Music Program. In addition master classes and workshops are provided throughout the year with visiting international and interstate musicians. UPPER SCHOOL PROGRAM Students in Year 11 and 12 are offered a course leading to tertiary entrance rank (TER) requirements through the WACE music courses in Western Art Music or Contemporary Music. Students considering entry into the Bachelor of Music course at WAAPA or the University of Western Australia are advised to complete subjects that will provide the necessary TER. Further details on the music courses can be found in the Year 11 and Year 12 Curriculum Handbooks. COURSE COSTS The cost is $300 for each year from Years 7 to 10. These costs are subject to change. CONTACT For further information on any aspect of the Gifted and Talented Music Program contact the Head of Music. E: jo-anne.sheridan@education.wa.edu.au 24

25 SAMPLE TIMETABLE Music 25

26 Music Theatre 26

27 OVERVIEW LOWER SCHOOL PROGRAM Our music theatre program combines dance, drama and music to provide your child with the skills to create, present and analyse music theatre. Students receive tuition in a range of theoretical and practical areas including music theory and knowledge, history and analysis of the musical genre, dramatic and vocal work. Students are provided with a rich music experience as well as opportunities to develop skills in jazz, tap and character dance. Performance is an important aspect of this program and your child will take part in a variety of productions. Students also have the opportunity to attend a variety of music theatre performances to develop a critical understanding of the genre. Students are required to attend workshop programs with professional performers and directors, which can be approximately four hours a week leading up to a performance. Students also have a small group voice class once a week. They are expected to attend all production classes, rehearsals, choir and voice lessons. Students can also apply for entry into the Gifted and Talented Drama and/or Dance Program for Year 11 through the centralised Gifted and Talented process with the Department of Education. EXTENSION Reflection Excursions to professional music theatre productions. Workshops and open discussion with successful music theatre Western Australian Academy of Performing Arts applicants, tutors and professional artists. Performances Opportunities that encourage the students to demonstrate their work to the wider community. Choral festivals and other performances that encourage expansion. ACCELERATION Curriculum Compacted curriculum so students are fast tracked through content that has been mastered. Students work on content one year level above a normal curriculum delivery. Students explore a range of broader, deeper and more challenging learning tasks than those which are delivered in a normal educational setting. Individual performance programs set at year level above current year of study. Technical development Introduction to music theatre specific technology (eg radio microphones and other sound equipment). Use of music software for aural perception and compositional skill development. Professional artists Professional workshops with guest artists and directors. YEAR 10 music course Performance examinations (at least two per term) with Year 11 context and framework. Aspects of the Year 11 music courses are embedded within the Year 10 course. Analysis and composition components at Year 11 level. Music Theatre Please note: This table presents an example of what is offered as part of the program. DRESS REQUIREMENTS The school community supports a policy of compulsory uniform. Students are expected to wear the appropriate uniform to class by changing into college dance pants, drama shorts, track pants, polo shirt, tap shoes etc. for the relevant class. Students should have their hair tied back and all jewellery removed. PERFORMANCES Performance is an integral part of the music theatre course and students are provided with music theatre performances throughout the year including vocal festivals organised by the School of Instrumental Music. These performances are regarded as essential enrichment events. Throughout their time at the college, students may often be invited to perform for various community events. Music theatre song and dance putting it together extension programs are provided for all years and compliment the music theory acceleration delivery. 27

28 PROFESSIONAL ARTISTS All Gifted and Talented music theatre students have the opportunity to work with professional artists, choreographers, teachers and performers. The skills obtained from guest director workshops, classes and rehearsals are invaluable and instrumental to the development of our students in the music theatre program. UPPER SCHOOL PROGRAM Music theatre students in Year 11 and 12 are offered a course leading to tertiary entrance rank (TER) requirements through the music course in Contemporary Music with music theatre emphasis. Students considering entry into the Western Australian Academy of Performing Arts Certificate II in Music Theatre or Bachelor of Arts (Music Theatre) are advised to complete the music subjects that will provide the necessary TER. Further details on the music courses can be found in the Year 11 and Year 12 Curriculum Handbooks. COURSE COSTS The cost is $375 for each year from Years 7 to 12. CONTACT For further information on any aspect of the Gifted and Talented Music Theatre Program contact the Head of Music. E: jo-anne.sheridan@education.wa.edu.au SAMPLE TIMETABLE Music theatre 28

29 Visual Arts 29

30 OVERVIEW LOWER SCHOOL PROGRAM Our Gifted and Talented Visual Arts Program provides your child with opportunities to develop the skills required to reach their full potential in visual arts through a mix of visual inquiry, studio work, exhibitions and critical and historical reflection. Opportunities exist to encourage accelerated learning through excursions, exhibition viewing and exposure to a wide range of resources and techniques by teachers and professionals who are leaders in their field. The curriculum is designed to enable students to develop foundation skills in their visual arts practice. Students explore and experiment with media including painting, sculpture, textiles, graphics, printmaking and jewellery. There is a requirement for all students to commit to extension opportunities after school hours reliant on the availability of artist tutors and timetables of exhibition events. Students keep records of the practical and theoretical aspects of the course and reflect on their own artwork and works of others, skills, processes and understandings that are covered in the workshops, class work and excursions. Writing Skills Students develop skills in writing for a visual arts context on a regular basis. They are also required to write exhibition reviews, complete extended responses, research reports and notate visual inquiry pages. Frameworks will be taught in class and should place students at an advantage for further upper school studies. EXTENSION Exhibitions Opportunities to exhibit art work in the Curtin Theatre, library and local, national and international external venues. Regular entries in art competitions at a local and national level. Art gallery visits. Excursions to museums, art galleries and offsite drawing locations. All projects placed within an art history or contemporary context. Painting, sculpture or textiles from a range of studio disciplines. Workshops with a variety of professional artists. ACCELERATION Curriculum Compacted curriculum so students are fast tracked through content that has been mastered. Students work on content one year level above a normal curriculum delivery. Written examinations development. Art intensive and curriculum Participation in the development of individual work briefs which contain clearly outlined tasks and workable timelines to encourage independent learning. Challenging and higher order activities such as information technology skill development and written analysis skills. Problem solving activities and research. Use of reflective journals and portfolios to integrate content across curriculum by focusing on issues, themes and ideas. Multimedia experiences. Participate in a diverse range of visual arts experiences including the input of art tutors and artists in residence. Guest speakers. Students explore a range of broader, deeper and more challenging practical and written learning tasks that are delivered in a normal educational setting. A broad skill base which includes drawing, design development, painting, three dimensional work and colour theory. Visual Arts Please note: This table is an example of what is offered as part of the program. EXHIBITIONS AND DISPLAYS Exhibitions and displays of student work are an integral component of the visual arts course. All students will have the opportunity to participate in exhibition processes, both internally and externally. Our students regularly exhibit in the college library, Year 12 Perspectives, Young Originals, the St George s Art Awards, metamorphosis, Shaun Tan, Black Swan portraiture and other specific exhibitions in the local community and internationally, ie Saatchi Young Artist Awards. 30

31 PROFESSIONAL ARTISTS AND TUTORS All Gifted and Talented visual arts students have the opportunity to participate in workshops conducted by industry professionals. Students work with professional artists, designers, illustrators and curators. Professional artists and mentors work with students in after school classes. The skills obtained from these workshops are invaluable and instrumental to the development of our students in the Gifted and Talented Visual Arts Program. UPPER SCHOOL PROGRAM The development of skills in visual arts is designed to prepare students for upper school WACE courses in visual art which prepare students for university or TAFE entry while offering enrichment, extension and acceleration. Further details on the visual arts courses can be found in the Year 11 and Year 12 Curriculum Handbooks. COURSE COSTS The cost is $450 for each year from Years 7 to 10. These costs are subject to change. CONTACT For further information on any aspect of the Gifted and Talented Visual Arts Program contact Katrina Lievense. E: katrina.lievense@education.wa.edu.au SAMPLE TIMETABLE Visual Arts 31