Performing Arts

Regular exposure to Performing Arts process raises self-esteem and self confidence. Central to this in the notion that young people with strong feelings of self-worth are more likely to achieve their full potential.

The high aspirations and expectations demanded by the exacting nature of performance opens the door to students achieving very high standards across as range of subject areas. Concurrently, the process of performance of performing arts teaching is very much based in problem solving within a group within a group where ideas are shared, shifted and collated to create a solution.

This method of group work is driven by intent and purpose can be applied to a whole range of learning environments. The performance model also requires students to respect each other’s work, opinions and ideas and in this way contributes to the overall ethos of the school where mutual respect and support is key.

A school’s ethos is a major factor in determining its overall success and is key to its success. A great deal of research has been done in this notion and it is undoubtly the case that promoting a positive ethos where students work is collaborative, mutually supportive and challenging environment makes a significant contribution to their success academically, socially and emotionally.

A good example is our Dance, Drama and Music festival which sees over one hundred and fifty year 11 students performing for 20 nights to parents, peers and the wider community. In all some 4,000+ people watch these performances and the sense of community is palpable.

In this way, the very strong profile the Performing Arts have in school helps to develop a strong and supportive ethos across the school as a whole.

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