Creative and Expressive Arts

Art 

Several community projects each year are offered to a variety of students.

For example;

  • Archaeological Way- Branding project-Junction Arts funded a graphic designer working with Y9/10 students, looking at the heritage of Shirebrook community, and then involved a design process for a logo to identify the local route which starts in Shirebrook area and ends at Creswell Craggs
  • Lift Off Project- Harley Foundation have provided an artist to work with students on transition project with Model Primary- focus is on the nature of our locality, and working creatively and collaboratively to enhance the learning environment of Model school
  • E Book- motorways and greenways Journeys- Year eight talented students worked with a writer/ poet and illustrator to describe their journeys in our local community
  • Young Photographer competition; last year’s theme was people- most students looked at family and friends to portray. This year’s challenge is ‘Light up your Community’
  • ARTicualtion Discovery day- talented students went to Chatsworth house to work with students from 5 other schools to research and deliver a presentation to the duke of Devonshire and history of art lecturer Leeds University

Designated KS3 art  themes cover such aspects of British society and worldwide diversity, for example;

  • Identities- looking at self and portrayal of each other.
  • Shared view (focusing on work from other cultures)-
  • Styles (linking into British/ European and World influences,
  • Landscapes focussing on local and British/ European environments, Viewpoints- analysing different ways of approaching views of life,
  • General art history  covers a wide variety of cultural moral and religious viewpoints from around the world, to name a few aspects of the curriculum

Drama

  • Priority is given in drama to encouraging all students to work effectively with all other students in their group. All groups are randomly selected. Progression in this area is readily discernible between year groups.
  • A range of strategies are employed to reach these groups. Very few students fail to engage with their drama.
  • School shows and showcases welcome in the wider community
  • Drama actively encourages a celebration of our multi-cultural society.
  • Drama strives for excellence in all it does and celebrates this in a number of ways.
  • Topics in drama cover prejudice and different cultures.
  • Different styles of acting from different countries are explored
  • Communication between individuals is enhanced, and explored.  The way we communicate plays a prominent role. 

Music

Opportunities for working with others are numerous both within the classroom and during extra-curricular activities. This enables students from different backgrounds and with varied interests and abilities to work together in a mutually supportive environment. Students learn to respect each other’s strengths and to work together in a positive creative atmosphere.

 

Engendering a positive and supportive atmosphere enables many students who are normally educated outside the classroom, to attend music lessons, and take part in extra-curricular activities. Music is also a popular KS4 choice with these students.

 

The wide ranging curriculum taught at both KS3 and KS4, and the integration of music ICT also helps to appeal to a diverse spectrum of students e.g. world music, jazz and blues, classical music, popular music styles. Providing opportunities for learning and enhancing performance skills on a variety of instruments within the classroom e.g. guitar, drum kit, keyboard, vocals, and offering opportunities for specialised instrumental lessons also helps to engage our students.

 

The following events all contribute towards the school role in the local and wider communities in a positive and cohesive manner:-

  • ethnic music taught within the curriculum e.g. Music from Java and Bali, Samba, Indian Music
  • extra-curricular music events open to the wider community – e.g. Christmas and Summer Concerts in the hall
  • events designed specifically for members of the wider community e.g. students providing sing-along music for the OAP Christmas Party, partner school students visiting Shirebrook to take part in y6 orientation events.
  • music events which take place in the community – e.g. concerts and workshops in partner schools, Community Carol Service in the local market place, BTEC Busking for Cancer performances in Shirebrook town centre and at McArthur Glen shopping Centre
  • Student instrumental ensembles embrace both local musical traditions e.g. brass band, and wider ethnicity e.g. jazz band and samba band.
  • ensemble singing takes place during the curriculum and in extra- curricular events. This helps to develop a sense of shared existence, a concept popular with traditional folk communities. Careful choice of wide-ranging repertoire further enhances and enriches the students’ experiences.