Arts

There are three technology subjects run as part of our tech/spec rotations:

  • Dance and Drama

  • Music

  • Visual Arts

Year 7 students spend half a term in each technology.

Year 8 students choose 4 subjects for the year. They choose from the technology and specialist areas. In each subject area, they have 15 lessons.

Introduction of Arts Subjects

Visual Arts

  • Year 7 students have a maximum of ten lessons (1 hour 20 minutes each) over a five week period.

  • Year 8 students have a maximum of 15 lessons (1 hour 45 minutes each) over a term.

    Students have the opportunity to experience visual arts within all four strands of the arts curriculum.

  • Participating and contributing (group work), managing self (practical preparation and individual pieces of art), languages/symbols/text and thinking.

    Most classes will work on a different piece of art relating where practical to their ALJ's.

    Year 7's focus is mainly on the art element of COLOUR but including the other elements where possible. Year 8's is usually ceramics looking at the art elements of SHAPE and PATTERN and again the other elements where possible.

    It is not just the art content that is important, but students must be able to learn how to learn, how to think and to learn some important skills that they can carry over to all parts of life. As Kent Sidel said, "Art helps students develop key 'habits of mind' that include: higher order thinking, creativity, critical thinking and the ability to pose and solve problems, self-discipline and self confidence. These skills are necessary for success in art and once learnt can translate to success in areas of school and life."

    My goal is to create a classroom that is a safe haven; where students can feel free to learn, be themselves and to be able to express that through art.

Music

  • Year 7 students have a maximum of ten lessons (1 hour 20 minutes each) over a five week period. The focus is using SOLO Taxonomy to foster critical thinking skills and creativity, while further developing the five key competencies. Students have the opportunity to experience music within all four strands of the music curriculum.

    Year 7 music students will learn to:

    • Investigate the role instrumental music plays in developing and improving cognitive function

    • Play a variety of ukulele music reading chord charts and ukulele tablature

    • Read and write music in the treble/bass clef

    • Create original body percussion and instrumental percussion music

    • Use Garage Band, Avid, iPad apps,computer code, and other available technologies to compose, edit, and record music

    • Work collaboratively with other specialist arts classes on integrated projects and performances

  • Year 8 have a maximum of 15 lessons (1 hour 45 minutes each) over a term. As with year 7, the focus is using SOLO Taxonomy to foster critical thinking skills and creativity, while further developing the five key competencies. In addition, year 8 music classes have the opportunity to work collaboratively with other year 8 specialist classes for several lessons a term on integrated projects. The year 8 program covers all four strands of the music curriculum.

    Year 8 students will learn to:

    • Investigate and present a panel discussion on the specific positive effects music has on individual areas of the brain

    • Explore links between literacy and music by writing and performing SLAM poetry and writing original song lyrics for a specific purpose

    • Read guitar charts and guitar tablature and play guitar music individually and as part of a group

    • Read basic drum notation and play simple drum patterns

    • Use available technologies to record, edit, and store compositions

Dance & Drama

  • Dance and drama at Somerville Intermediate provides a creative environment where students can develop performance techniques and confidence. It enhances coordination and the development of fine and gross motor skills, along with balance and spatial awareness. Students are motivated to think critically about how visual performance is used to tell stories and portray perspectives. Students are encouraged to critique and analyse the purpose and effectiveness of a performance to an audience. It enables them to explore their own cultural values and those of others, past and present.

    Year 7 students develop:

    • Drama conventions to enhance storytelling techniques

    • Capabilities for collaboration

    • Communication skills through drama

    • Dance techniques and conventions: formations, unison, cannon, levels etc

    • Movement through pathways and formations

    • Dance routines

    • Build confidence, contribute ideas and say ‘yes’ to ideas offered.

    Year 8 students develop:

    • Dance styles of the past

    • Persuasive performances

    • A whakatauki challenge

    • Character studies.