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Performing arts


		11-16 schools

		6th form schools

		Colleges

Examples of enterprise learning in key stage 4

Case study 1

An activity developed for key stage 4 students on a performing arts course contained a brief which required them to take on the role of members of a fictitious Theatre in Education group. The fictional group had been contacted by a local primary school and asked to present a short piece on road safety. Students were required to set up a production company, identify roles and responsibilities, organise a budget and produce a flyer advertising the show. The group were able to discuss their project with ‘experts’ from the school road safety group and a member of a local drama group. The outcomes from the project, which were used in the students’ portfolio of evidence, included production meeting notes, records of personal and group responsibilities, action plans, budget breakdowns, designs for flyers and correspondence with the school. Through the project students demonstrated the enterprise skills of communication, decision making and budgeting, the attributes of pragmatism and a ‘can do’ attitude. They also developed an interest in business.

Case study 2

Towards the end of their course, year 11 performing arts students were asked to plan and produce a display for the year 9 Options Evening. The event was an opportunity for year 9 students and their parents to find out more about career opportunities and routes and the courses available at key stage 4. The students had to gather information that included the qualifications and training required for different types of jobs in the performing arts industry, and the main job characteristics and qualities required. They displayed information in a creative and interesting way with the use of photographs and videos. The display contained a variety of information including some on Equity and other union information. At the event some of the students dressed up in costumes, happy to answer questions on the performing arts course. In accomplishing the task the students demonstrated the enterprise skills of decision making, team working and key skills. They also showed creativity and resourcefulness.

Case study 3

Students in year 11 were asked to arrange an event in which a number of professionals working in the performing arts industry were invited to participate. The performers were asked to perform a small mime depicting what they did and answer questions from the class. Among those invited were a stage manager, actor, community dance worker, choreographer, classical musician and a street musician. The students were responsible for sending out letters and directions, arranging the room and refreshments and acting as hosts throughout the event. Afterwards they wrote thank-you letters and gave the performers feedback on the event. The students gained insight into how some individuals had planned their careers and achieved success while others had been successful without a lot of planning but by sheer force of talent. The class worked as a team to plan and deliver the event and practised other key skills including communication and problem solving. From the professionals they learned more about the different facets of the industry and the people who worked in them.

Case study 4

Year 11 students took on a project to produce a musical at the end of the Christmas term. The remit was to perform rehearsed material accurately to an audience and show acceptable levels of technical skill and interpretation. They had to show clarity, confidence and awareness of the importance of the audience, with a full command of skills needed to support effective communication with the audience. Responsibility for producing the show was given to the students. The teacher acted as facilitator, giving support when problems were encountered and new ideas were not forthcoming. In fact the students exceeded expectations. As well as producing the show they arranged a sponsorship deal with a local business, arranged and completed a publicity interview on the radio and produced a press release for local newspapers. The project developed key enterprise skills and a ‘can do’ approach. It also developed awareness of financial requirements and that producing shows is a business that satisfies a demand.

Case study 5

A year 11 student had the opportunity to spend a week work-shadowing a prestigious national symphony orchestra. She spent the time observing different members of the orchestra and how they worked as a team. She was able to interview members of the orchestra about their work, how they rehearsed and prepared and the importance of team work. When she returned to school she observed the school orchestra, and using information and skills gained from her work-shadowing experience gave feedback to its members on how they performed, as individuals and as a team, compared with the symphony orchestra. She used a video recording of the school orchestra’s last performance to illustrate some of her points. Through her contacts she invited some of the symphony orchestra musicians to the school to conduct ‘Masterclass’ workshops with sections of the school orchestra. Besides learning how to evaluate her own performance and that of the orchestra and how they worked as a team, she developed the enterprise skills of communication, decision making and the attributes of responsibility and commitment.

Case study 6

A small group of year 11 students visited a regional commercial radio station to find out how commercial jingles are produced and to get some tips on how to make them. They were interested in producing their own jingles. They interviewed the commercial audio controller responsible for all the commercials that went on air on 40 different local radio stations and Classic FM. She explained how the commercials and jingles were made, emphasising the importance of making sure that permission had been given for the music to be played. She also explained her career route so far and the qualifications and training she had achieved. Back in school the students used their new-found knowledge to develop their own 30-second commercials with jingles. These were played back to the whole group and a vote taken on the best one. The winner received a goodies bag donated by the radio station. The group were able to develop their research, investigation techniques and communication skills. They also learned about the music and media industries and some aspects of how they operated.

Case study 7

A mixed comprehensive school, working hard to raise aspirations and achievement, set Study Support at the heart of its improvement plan. The school is one of five art sites across the city, which develop activities for adults and young people. One of these activities is an art mentors scheme where students train and work as a team within the school community and art sites. To become an arts mentor students had to show an interest in arts activities, give commitment to training and meeting together, and a commitment to support at least two activities each term. Training options included front-of-house responsibilities, marketing and basic introductions to lighting, stage management, filming, photography and communications skills. The project supported learning in the performing arts as well as the enterprise attributes of self-reliance, commitment, responsibility, ambition and a ‘can do’ attitude. Students’ personal effectiveness was strengthened through their involvement with this work.

Case study 8

A unit on musical theatre developed for key stage 4 students assigned them the task of choosing one style of musical theatre and writing a report explaining what the style was, how it had developed, where it would have been performed, by whom and to what type of audience. For the next assignment they had to give a presentation to the rest of the class demonstrating what they had learned. This included a live or video demonstration of the style. The next stage was for the students to rehearse and perform extracts from one or more musicals, as agreed with the teacher, as part of a showcase evening performance in the school. Afterwards, students evaluated their performance including an assessment of their strengths and weaknesses, an assessment of the production and a statement on the contribution each student thought they had made to the evening performance. The students were able to demonstrate knowledge and understanding and skills relating to team work, organisation, key skills and risk taking. They also demonstrated attributes of pragmatism, commitment and a ‘can do’ attitude.