Performing Arts

‘The Arts can help students become tenacious, team oriented, problem solvers who are confident and able to think creatively’ – Arne Duncan

Welcome to the Performing Arts faculty where our vision is to unlock the creative potential of every pupil.

For every student in Performing Arts we aim to

  • Build confidence and self-esteem
  • Inspire and engage all pupils at every stage
  • Create a welcome and safe learning environment where mistakes are encouraged
  • Develop skills for life – team work, problem solving, resilience
  • Give further opportunities to build on these skills outside of the classroom
  • Develop a passion for performing

Article 29: All the children have the right to an education which develops their talent and ability.

‘Music has helped me build my confidence.  I can express myself and feel I have gained invaluable skills that I can take with me when I leave school. The music department has always been a safe space.’

Eva S6

‘The drama department is a positive environment with lots of opportunities to do different things.  I have gained a variety of skills which will support me in future career paths.’ 

Ruby S5

“I am currently studying Audio Technology at Glasgow Caledonian University. Studying music technology equipped me with the fundamental skills required to get a head start in the course and understand the content immediately. I still use everything I learned in my lessons! It’s also helped me be more confident in my tech abilities, and being able to use it in a practical sense is fantastic!”

Ryan (2023 leaver)

Curricular Choice / Course Information

BGE COURSES (S1 and S2)

In S1 and S2 the classes complete four 9 week rotations in drama and music. Click on the links alongside to view our BGE learning journey map:

Curricular Choice / Course Information

Drama

Drama S1 - Block 1

Block 1 – S1
Mime unit – Introduction to Mime skills. 
Pupils will explore movement and create a variety of characters in improvised scenarios.  They will work in small groups to create and present interesting dramas. Pupils will begin to develop self and peer evaluation skills.

Sinister Scotland – A characterisation unit.
Building upon drama skills introduced in the Mime unit, pupils will explore a range of stories from Scotland’s past in order to stimulate imagination and understand historical issues.  They will create, develop and sustain realistic or stylised roles, incorporating both voice and movement skills.

Drama S1 - Block 2

Drama S1 – Block 2
Titanic – A voice unit
Using the historical context of The Titanic disaster, pupils will create a character and use improvisation skills to place this character in a range of scenarios. Pupils will explore voice skills such as the use of accent. Pupils will continue to work in small groups using their transferrable skills in order to achieve success.

The Identification – A conventions unit
Using the stimulus of ‘The Identification’ by Roger McGough, pupils will be introduced to the genre of tragedy as they create scenes showing events leading to the demise of the central character Stephen. Pupils will use drama conventions such as flashback, voice over and slow motion to present their dramas.

Drama S2 - Block 3

Drama S2 – Block 3
Introduction to Production Skills – The Murder of Sir Anthony Cosgrove Jones
Pupils will devise a drama based on the stimulus of a “murder mystery”.  Pupils will create, develop and sustain a realistic or stylised role within a piece of drama.  They will develop a basic knowledge and understanding of production skills (lighting, sound, costume, set design, props, hair and make-up) and will have the opportunity to practically explore these in a final performance.

Introduction to Stage Fighting
Pupils will be introduced to the techniques of stage fighting.  They will learn how to stage fight safely and further develop movement skills in drama.  Pupils will learn how to work co-operatively and safely with others.

Drama S2 - Block 4

Drama S2 – Block 4
Personalisation and Choice
Pupils will further develop skills learned in Blocks 1 to 3 and may be given the opportunity to choose specific areas of learning that are of interest to them. Choices may include; stage fighting, working from a script, devising drama from a variety of stimuli, cross curricular project.

 

S3 BGE

S3 BGE

In S3 our learners engage in skills based learning.  This approach builds on the prior learning that takes place in S1/2.  The main aim is to prepare the learner for a smooth and successful transition into the National 5 qualification.

The S3 course consists of 3 units:  Introductory Unit, Introduction to Productions Skills and Production Skills.

Introductory Unit – pupils will explore key skills in voice, movement, improvisation and devising drama from stimuli.  This unit will conclude exploring the genre of Documentary Drama in ‘The Murder of Ophelia Bellefonte’ in which pupils will devise and perform a documentary drama to an audience of their peers.

Introduction to Production Skills – pupils will learn about the production skills of lighting, sound, props, set, costume and hair and make-up.  They will have the opportunity to practically explore each skill while working on a variety of group based tasks.

Production Skills Unit – pupils will apply the skills and knowledge learned in the previous unit.  They will specialise in a production skill and apply this skill to a short textual performance which will be performed to an audience of their peers.  They will complete a folio throughout the unit which supports their learning and will undertake a final written evaluation reflecting on their work throughout the unit.

S3 Drama Timeline

S4 National 5 Drama

S4 National 5 Drama

The National 5 course consists of 3 units: Drama Skills, Added Value and Written Exam.

Drama Skills – pupils will respond to a variety of stimuli and develop ideas for a drama.  They will work in a group to create a drama based on a chosen stimulus and present this to an audience of their peers.  They will complete a folio throughout the unit which supports their learning and will undertake a final written evaluation reflecting on their work throughout the unit.

Added Value – pupils will either act in or perform a production role for a published play.  This is directed by the teacher and will result in 60% of the pupils’ final grade.  10 marks are allocated to a preparation for performance report completed and marked prior to the exam.  A visiting examiner from the SQA will carry out assessments between February and May.

Written Exam – As part of the main SQA exam diet pupils will answer a question paper which is worth 40% of their final course award.  Pupils have 1hour 30 minutes to complete the exam which in split into 2 sections; Section 1 which is a personal evaluative response to a piece of work they have been involved in during the course and Section 2 in which pupils demonstrate knowledge and understanding of creating drama by responding to stimuli.

S4 Drama timeline

NPA Acting and Performance

NPA Acting and Performance

The NPA: Acting and Performance course is a practical course suitable for those interested in developing their stagecraft, performance skills and investigate a range of theatrical productions. Pupils will get the opportunity to develop a range of voice and movement skills for acting; use their acting skills in a performance; work with scripts and a director; work creatively in rehearsals and performances and develop an understanding of theatre practice.

Pupils will complete two units throughout the course: Theatre Skills in Performance and Professional Theatre in Context. To complete the Theatre Skills in Performance unit pupils will learn about the roles and responsibilities of the actor and director; develop their stagecraft as an actor; prepare for and take part in a 30 minute performance and evaluate their performance. To complete the Professional Theatre in Context unit pupils will select two contrasting genres of theatre and investigate the elements within these; investigate the role of the theatre production team in creating a production and evaluate two pieces of theatre.

NPA Acting and Performance timeline

Higher Drama

Higher Drama

The Higher course consists of 2 components: practical exam and written exam.

Practical exam

Actors will perform 2 roles to a visiting examiner.  They will also write a PfP which is worth 10 marks and will be marked by the examiner of the day.

Designers will undertake the role of set designer for your chosen text and then specialise in 1 other area (costume, props, sound, lighting, hair and make-up). They will also write a PfP which is worth 10 marks and will be marked by the examiner on the day.

Directors will undertake a directing workshop based on a chosen play. They will prepare 8 pages of their text and a sample of 3 pages will be selected by the examiner. They will also write a PfP which is worth 10 marks and will be marked by the examiner on the day.

Written Exam

The written exam has 3 sections, Section 1 and 2 are based on a set text and Section 3 is a Performance Analysis essay of a production they have seen.

H Drama timeline

Advanced Higher Drama

Advanced Higher Drama

The Advanced Higher course consists of 3 components: Written Assignment, Project Dissertation and Practical Exam.

Written Assignment – pupils will analyse a professional theatrical production.  In a timed assessment pupils will answer an SQA prescribed question based on their chosen production.  This will be externally marked by SQA and is worth 20% of the final course award.

Project Dissertation – pupils will identify a performance issue, carry out research and communicate their findings in a dissertation of 2,500 – 3,000 words.  This is externally marked by the SQA and worth 30% of the final course award.

Practical Exam – pupils will specialise in either acting, directing or design for a final practical exam which is assessed by an external SQA Visiting Assessor.  This is worth 50% of the final course award.  Pupils specialising in acting will prepare a monologue and an interacting piece from published plays.  Directors will undertake a directing workshop based on a chosen play.  Designers will demonstrate an overall set design concept for a chosen play by creating a scale model set and planning concepts for two additional production roles from the following: lighting, sound, multimedia, props, costume, make-up and hair.

AH Drama timeline

Music

Block 1 – S1
In the first block, pupils develop skills on a variety of classroom instruments; keyboard, glockenspiel, drum-kit and ukulele.

Pupils learn how to read music and begin to develop their general musicianship skills.

We learn about the Instruments of the Orchestra, the different families and performance techniques.

We introduce Music Technology by using loops to create dance tracks.

Block 2 – S1
In block 2 pupils develop their skills on guitar and drum kit.

Through the analysis of film music, we develop our listening and musical literacy skills by identifying a number of musical concepts.

Pupils develop their composing skills through a Mixcraft Music Technology project by creating a soundtrack and soundscape for a film clip.

Block 3 – S2
In block 3 pupils continue to develop their performing skills on two instruments of choice.

Pupils have the opportunity to perform in groups and as a class through Musical Futures and performing different group arrangements.

We continue to develop our skills in Music Technology through our ‘Gaming Unit’. Pupils learn to manipulate and edit sounds to line up sound effects with the video game.

Block 4 – S2
In block 4 pupils will be given the opportunity to choose an area to focus on in either music or music technology.

In music pupils continue to develop their performing skills on two instruments of choice and learn about the music industry.

In music technology pupils will develop their skills through our ‘Radio play unit’.

S3 BGE

S3 BGE – Music

In S3 our learners engage in skill based learning.  This approach builds on the prior learning that takes place in S1/2.  The main aim is to prepare the learner for a smooth and successful transition into the National 5 qualification.

The S3 course consists of 3 units:  Performing Skills, Composing Skills and Understanding Music.

Performing – to develop skills on two instruments or one instrument and voice.  Throughout the year the students will get to opportunity to perform individually and in group performances.

Composing – to learn about compositional techniques and how to write original music.

Understanding Music – to identify music concepts within different styles of music including Scottish music, Blues and Jazz, Rock and Pop and World music.

S3 Music timeline

S4 National 5 Music

National 5 Music

The National 5 course consists of 3 units: Performing Skills, Understanding Music and Composing skills.

Performing – to develop a 8 minute programme of pieces at minimum Grade 3 standard on two instruments or one instrument and voice.  This programme will be assessed by an external examiner in Feb/March of S4. This element is worth 50% of the final mark.

Understanding Music – to identify music concepts within different styles of music including Baroque, Classical, Romantic and 20th Century music plus the units covered in S3.  This will be assessed as listening paper in May of S4 which is worth 35% of the final mark.

Composing – pupils must create their own original piece of music which must be a minimum of 1 minute in length and a maximum of 2 minutes 30 seconds. Pupils must also submit a short review of the composing process. This is worth 15% of the final mark.

S4 Music timeline

Higher Music

Higher Music

The Higher course consists of 3 units: Performing Skills, Understanding Music and Composing skills.

Performing – to develop a 12 minute programme of pieces at minimum Grade 4 standard on two instruments or one instrument and voice.  This programme will be assessed by an external examiner in Feb/March of S5/S6.   This element is worth 50% of the final mark.

Understanding Music – to develop a deeper understanding of music and music literacy within different styles of music. These styles will include Baroque, Classical, Romantic and 20th Century music.  This will be assessed as listening paper in May of S5/S6 which is worth 35% of the final mark.

Composing– pupils must create their own original piece of music which must be a minimum of 1 minute  and a maximum of 3 minutes 30 seconds. Pupils must also submit a short review of the composing process. This is worth 15% of the final mark.

H Music timeline

Advanced Higher Music

Advanced Higher Music

The Advanced higher course consists of 3 units: Performing Skills, Understanding Music and Composing skills/Analysis

Performing – to develop a 18-20 minute programme of pieces at minimum Grade 5 standard on two instruments or one instrument and voice.  This programme will be assessed by an external examiner in Apr/May of S6.   This element is worth 50% of the final mark.

Understanding Music – to develop a deeper understanding of music and music literacy within different styles of music. These styles will include Renaissance, Baroque, Classical, Romantic and 20th Century music.  This will be assessed as listening paper in May of S6 which is worth 35% of the final mark.

Composing and Analysis – pupils must create their own original piece of music or create an original arrangement which must be a minimum of 1 minute in length to a maximum of 4 minutes 30 seconds. Pupils must also submit a 600-800 word review of the composing process. Candidates must also choose a piece of music by a composer and analyse the key features with reference to compositional methods and music concepts. This is worth 15% of the final mark.

AH Music timeline

S3 BGE - Music Technology

Music Technology courses

BGE

In S1-3 Music Technology pupils are given the opportunity to record and manipulate sound through a plethora of tasks ranging from sound design for video games to podcasts. This subject requires a lot of independent work which allows pupils creative freedom and personalisation.

S3 Music Technology timeline

S4 National 5 - Music Technology

National 5

For National 5, candidates are required to record and mix a radio show and an audiobook, where a number of creative and technical criteria serve as a guide. This element of the course is worth 70%. The remaining 30% is gained through a listening paper. Pupils will be assessed on their knowledge of 20th and 21st century music, technological developments, intellectual property and music technology effects.

N5 Music Technology timeline

Higher - Music Technology

Higher – Music Technology

For Higher Music technology, our young people develop their skills both practically and through greater understanding of music styles, genres and developments of the 20th and 21st century. Similar to National 5, candidates are required to complete two separate assignments, one of which must be a multitrack where pupils will use their technical skills to record a song or piece of instrumental music. This subject does not require pupils to play a musical instrument, but instead, encourages collaboration with others to perform their chosen piece of music. This segment will be merged into the second assignment which can either be sound design for a game, foley for film or a radio show. Pupils are given the freedom to choose the context they will work on throughout the year and submit to the SQA. Again, like National 5, the remaining 30% of the final grade is a listening paper with the possibility for a greater amount of musical and technological concepts.

H Music Technology timeline

Success and Achievement

Department events

Young Singer competition – All year groups are afforded the opportunity to compete in our annual Young Singer of the Year competition. Each year we celebrate the commitment, passion and confidence of the young people that take part.

Partnership with Bonnyton House – Our extra-curricular groups take regular trips to Bonnyton House to share performances and develop their performing skills.

Age Concern Partnership – Our Advanced Higher class perform at for Netherlee Age Concern to not only develop their performance skills but to share their talent with a wonderful audience.

Drama Showcases – Our Junior and Senior Drama clubs showcase a chosen play where they perform to family, friends and teachers. It is always a hit and is a real highlight in the school calendar.

Christmas concert – Each Christmas our wonderful young people get our community into the Christmas spirit by performing for friends and family. A huge amount of dedication and hard work goes into this and each year they get better and better!

Young Musician competition – Similar to our Young Singer competition, we take the opportunity to celebrate the talent and commitment of our young people by running our Young Musician of the Year competition. All levels of musicians are welcome to audition! We are constantly blown away by the skills displayed by such young musicians.

Individual pupil achievements

As a faculty we are extremely proud of the wide variety of achievements our students obtain outside of the classroom. Below are some of the successes this session:

ABRSM examination results

Autumn Clark S3 Grade 6 Oboe with merit
YangYang (Alex) Liu S1 Grade 6 Violin with merit
Joey Mo S5 Distinction in ABRSM Grade 6 on piano
Theodora Gherghe S3 Passed Grade 5 bassoon
Heidi Brand S2 Grade 2 Alto saxophone with merit
Mairi Nicholson S2 Grade 2 bassoon with merit
Rebecca Kennedy S2 Grade 2 flute with merit
Grace MacLachlan S4 Passed Grade 2 flute
Freya Brown S1 Grade 2 flute with merit
Sophie Russell S1 Grade 2 flute with merit
Rowan Shaw S1 Grade 3 clarinet with merit
Sebastain Gherghe S1 Grade 3 clarinet with merit
Asher Coleman-Smith S3 Passed Grade 5 clarinet

 

ERC Senior Strings

Duncan Ainsworth S4 Violin
Joseph Anderson S4 Cello
Michael Brown S1 Cello
Keir Cameron S1 Cello
Caoimhe Douglas S4 Violin
Rohit Joshi S5 Viola
Stephanie Kitchin S2 Violin
Rebecca MacBeth S5 Violin
Kayla MacKinnon S2 Cello
Catriona McArthur S2 Violin
Emma McBride S4 Cello
Sofia Nielsen S6 Viola
Serene Song S5 Violin
Kaimerry Tianfield S2 Violin
Abhi Verma S4 Cello
Eve Wilkinson S2 Cello

ERC Senior Concert Band

Robert Anderson S2 Flute
Irina Morozova S4 Flute
Leo Storey S6 Trumpet
Rhona Langford S5 Horn
Grace Noble S5 Clarinet
Mia Li S3 Flute
Rebecca MacBeth S5 Trumpet
Arran Culley S4 Cornet
Raza Syed S3 Saxophone
Keira McLeish S5 Flute
Luke McFadden S5 Trombone
Heidi Brand S2 Saxophone
Grace Bradshaw S4 Percussion
Jessica Lok S4 Clarinet

WSSSO & WSSCB

WSSSO orchestra WSSCB Concert Band
Max Docherty S5 Bassoon Autumn Clark S3 Oboe
Leo Storey S6 Trumpet Eve Docherty S4 Oboe
Abhi Verma S4 Cello Theodora Gherghe S3 Bassoon
Rhona Langford S5 Horn    
Mia Li S3 Flute    
Reuben Clark S6 Bassoon    

NYOS – Symphony & Development Orchestra

NYOS Symphony NYOS Development
Angli Pavri S5 Oboe Mia Li S3 Flute
    Autumn Clark S3 Oboe
    Eve Docherty S4 Oboe
    Reuben Clark S6 Bassoon
    Raymond Zhang S5 Violin

NYOGB
Max Docherty S5 bassoon

Eastwood Rotary
Max Docherty winner on bassoon

Rotary South of Scotland
Max Docherty third place

Scottish Young Musician finalist (26 May in RCS)
Max Docherty on bassoon

Harlequin shows
Grace Loudon S6
Greta Lawson S5
Ethan Bowie S3
Ross Gordon S3
Noah Shaw S3

Pace pantomime
Emily Johnston S6 & Lauren Selbie S6 team leaders
Josie Evans S4
Mirren Paterson S6

Junior conservatoire – drama, music, musical theatre
Catriona McArthur S2 – drama
Autumn Clark S3 – music
Eva Forsyth S3 – music
Max Docherty S5 – music
Kirsty Kitchin S5 – music
Rhona Langford S5 – music
Reuben Clark S6 – music
Grace Sloan S6 – music
Leo Storey S6 – music
Stella Algie S6 – musical theatre

Skills for Life, Learning and work

Music

Creative skills – Our curriculum fosters the skills needed to create and develop ideas.

Literacy – Pupils utilise communication skills to share strengths and areas for development in both written and spoken contexts.

Numeracy – Learners identify tempo/speed, recognise note values and rhythms.

Discipline – In order to develop skills on an instrument pupils will demonstrate commitment when attending instrumental lessons and/or being self-motivated when rehearsing independently.

Team work – Our young pupil regularly work in groups to develop skills in group performance. Peer-assessment is always encourages and we encourage any pupils that has expertise on a certain instrument to be a leader of learning.

Inter-disciplinary connections – Learners understand that they can apply the skills obtained in music in other subjects such as relevance of social and historical context and presentation skills. We have strong links with Drama, Art, F&TT for theatrical performances.

Partnerships – We have excellent connections with former pupils who have continued on to successful careers in the Music Industry.  Several Alumni have provided workshops, Our pupils have performed with the RSNO Side-By-Side project. We have close links with Greenbank Gardens, Netherlee Age Concern, Whitecraigs Care Home and Buchanan Galleries where pupils perform throughout the year

Skills for work – During individual and ensemble performances, our learners communicate ideas with confidence, work in a team, problem solve solutions creatively, adapt to new situations, take responsibility, demonstrate passion and consistently show commitment.

Skills for Life (Health & Wellbeing) – Through music, pupils develop: Sense of self, confidence, independence of thought, perseverance, creative thinking, expression, resilience, reflective practice, responsibility, how to cope with stress, ability to accept mistakes and try again.

Confidence – We encourage our pupils to perform, present and share ideas regularly in our curriculum in order to build valuable social skills.

Music Technology

Digital Literacy – Our learners are skilled in using digital technologies to demonstrate their creativity by creating different audio contexts. With an emphasis on file management, we encourage organisation and problem solving skills continuously.

Inter-disciplinary connections – We work with a number of faculties that wish to provide study material through audio and visual mediums and have pupils that assist with sound set up for school events.

Literacy – Learners develop all skills via digital platforms and regularly document and valuate on their progress in their logbooks.

Numeracy – Learners analyse sample rates, adjust tempo (bpm) and explore wavelengths.

Creativity – Pupils are encourage to pursue new ideas and are taught the skills to implement them effectively.

Skills for work – Our learners communicate ideas with confidence, work in teams, problem solve solutions creatively, adapt to new situations, take responsibility, adhere to deadlines, demonstrate passion and consistently show commitment.

Skills for life (Health & wellbeing) – Through music technology, pupils develop: Sense of self, confidence, independence of thought, perseverance, creative thinking, expression, resilience, reflective practice, responsibility, how to cope with stress, ability to accept mistakes and try again.

Partnerships – We have strong relationships with several Music Technology Departments across Scotland. As a team, we regularly liaise and collaborate with lecturers and students at the Royal Conservatoire of Scotland and Glasgow Caledonian University.

Self-assessment – Through self-assessment, pupils are given the confidence to put in place next steps and manage their own learning journey.

Skills for work – Our learners communicate ideas with confidence, work in teams, problem solve, adapt to new situations, take responsibility, adhere to deadlines, demonstrate passion and consistently display commitment.

Skills for life – Through music technology pupils develop a sense of accomplishment in their work. Develop independence of thought, resilience, creative expression, stress-management and the ability to try again after making mistakes.

Drama

Digital Literacy – Our learners utilise a range of digital technologies to enhance their learning such as video recording performances in order to evaluate practical work. We use online sound effects, Microphones and Mixcraft for Radio Plays and digital projections in exam performances. Interactive learning: Kahoot, Blooket, Quizlet, Google Classroom

Inter-disciplinary Connections – To promote Health & Wellbeing we discuss social, political and historical Issues and look for opportunities to link with relevant departments. School shows gives pupils’ access to whole school involvement in backstage, design, production & marketing roles 

Partnerships – Esteemed former pupils with thriving careers in the Creative Industries, e.g. Actors, Lighting Designers, Writers for TV, Stage Managers have influenced course choices, delivered workshops and shadowing work experience. We work closely with professional theatres and have conducted transition projects with our primary cluster schools.

Literacy – Learners discuss theatre and write performance analyse essays. Pupils utilise communication skills to creatively develop group performances, by reading, researching and analysing plays pupils document design ideas in a portfolio.

Numeracy – Scale drawing for set design, angles in lighting plots, measuring percentages of volume for sound design, measuring for costume design, model making

Self-assessment skills – We help our learners to recognise skills that they have and can offer to employers, through self and peer assessment events e.g. mock interviews for medical applicants

Skills for Work – Through our skills based approach we nurture learners who can: Communicate ideas effectively, collaborate, work in a team, meet deadlines, problem solve solutions creatively, adapt to new situations, take risks, demonstrate passion and commitment.

Skills for life (Health & Wellbeing) – Theatre is a vessel to look at the world and its inhabitants and try to make sense of it by developing empathy and understanding. self-awareness, confidence, creative thinking, perseverance, responsibility, coping with stress/emotions and resilience.

Creativity – As an Expressive Art, creative expression is central and permeates through our subject. Design ideas, creating characters & storylines, costume, story boarding, script writing.