DESIGN and BRANDING
During the semester students complete a number of Design and Technical Drawing units. Students will create a business identity which includes all aspects of business branding from logo to digital promotion as well as designing the space for their product.
Students will refine their skills in the design process by building a folio, which is an important component of the course. It records the resources, planning and annotation of each unit and is a significant part of each assessment.
In year 9 Creative Studio students focus on developing and refining skills in drawing, painting and photography. Through the method of grid enlargement students created a large scale portrait using line and tonal rendering. Students explore the development of Pop Art and learn painting application and colour mixing skills through the duplication of a piece of work inspired by this Art period. Students will use photography methods, exploring abstract and creative thinking strategies. Theory elements will complement the art movements studied throughout each project.
Students undertake practical workshops where they develop their technical skills. Students learn about the muscular and skeletal systems. This knowledge is then connected to the dancer’s body and applied to safe dance practice. Students are introduced to compositional elements and given a group task where they create a dance using the compositional elements based on a natural disaster(s). Students also learn a group dance choreographed by the teacher. In this task the students are assessed on their ability to replicate the movements and their performance. All students present a solo that explored these qualities. The written examination assessed the student’s knowledge of safe dance practice, dance analysis and dance evaluation. Dance is divided into two dimensions.
In Year 9 Music the major component of the course is Performance, which is broken down into: A) Group (ensemble) Performance, where – in conjunction with their classroom teacher – students get to work on and present music performances to an audience, and B) Solo Performance, where students – in conjunction with private Instrumental tutors – work on and present a 5-minute Solo recital & technical exercises on their chosen instrument (or voice) to the class. Students continue to refine their Aural & Theory knowledge from Year 7&8, which is assessed with a written examination at the end of the semester and they are taught how to analyse and compare YouTube pieces and compose a short piece of music using available music technology. There are no prerequisites for Year 9 Music, just a willingness to perform and play music. Having and maintaining regular private instrumental and/or voice lessons would be a benefit.
Students form Ensembles and work on a song/piece to present in a performance to an audience of other Year 9 Students and teachers. Students may perform on their chosen instrument, or elect to try a second one. Preparation takes place during 2 x 75 minute Practical periods per 10-day cycle over the first two-thirds of the semester, with the direct assistance of their classroom teacher. It is worth 18% of the total 50% performance mark.
Students work on a song/piece to present in a 5 minute Solo performance on their chosen instrument. Performance is to the Music class and teacher only and includes demonstration of technical work, such as an exercise, warm-ups and/or scales. Preparation generally takes place over the course of the semester in student’s free time and during lessons with their private instrumental/voice teacher, where decisions are made as to what piece and technical work might suit the particular students level and ability (other provision may be made in the absence of a private tutor). Performances take place towards the end of semester, after the Group performances and are worth 32% of the total 50% performance mark.
YouTube Comparison Analysis
students are given examples to demonstrate the process and are then asked to write a short analysis comparing 2 different versions of a song/piece of their choice. They then submit this electronically, supplying links to their examples.
Students build on compositional techniques learnt in Year 8 to create a short Melody and Accompaniment composition. They may use available software such as: Garage Band, or Musescore (all freely available with iPad, or Desktop), or purchased music software such as Notion for iPad. They may also choose to record ‘live’ instruments and/or vocals, if they so wish
Music Theory/Aural exercises
Students build upon Theory and Aural learnt in Year 7&8 and complete regular exercises in a fun way to improve both their musical knowledge and listening skills. This culminates in a Written Examination at the end of the semester.
- Performance (Solo and Group)
- Theory/Aural Exam
- YouTube Comparative analysis
Performance and Stagecraft
This unit focuses on the performance of a group-devised ensemble task and a written script. The group devised ensemble performance involves improvisation, scripting, rehearsals, performance and analysis. This piece of performance can include real or imagined characters and is based on stimulus material that reflects personal, cultural and/or community experiences and stories. The main body of work lies in the “Process and Performance” unit. This unit requires students to work collaboratively together to interpret and present a written script. Students are introduced to the three stages of production process – Planning, Development and Presentation. Students are required to present a folio that provides evidence of the whole process and justifies their creative choices for their chosen area of stagecraft. Stagecraft areas can include; Directing, Acting, Costume Design, Set Design, Properties, Lighting Design, Publicity, Hair & Make-Up.