

	Case studies home
	GCSE in expressive arts home

	Broad Oak High School
	George Mitchell School
	An independent school for girls
	Phillips High School
	Simon Langton Girls' Grammar School

	Print this page

George Mitchell School


		11-16 schools

		6th form schools

		Colleges

Background

George Mitchell School is a culturally diverse 11–16 community school, located in the London Borough of Waltham Forest. There are 610 students. All students have experienced music, drama and art in years 7, 8 and 9. The school’s arts results are 50 per cent higher than its results in other GCSEs, and are also the highest in the borough. Many students progress to further education at Epping College or the Brit School. There are additional twilight hours sessions such as African drumming and other masterclasses.

Organisation of teaching

At present the whole cohort studies GCSE expressive arts, with four groups in each year. Half of each year group (75 out of 150 in year 10 and 60 out of 120 in year 11) has a two-hour lesson once a week. However, the structure of options is due to change in September 2004 to offer discrete courses in expressive arts, music, drama and art.

The specification

The staff agree that the specification offers an expressive arts experience, allowing skill development and teamwork, with both robust and sensitive creativity. Students are encouraged to develop personal strengths. The specification also allows for high differentiation by offering broad pathways, such as patterns and textiles, rap, poetry, and design work.

The course

Students spend the first two terms sampling four different arts experiences in a six-week rotation, to provide a foundation in 2D art, 3D art, music and drama. They learn to identify skills and to keep notes and diaries. They also learn about what the specification covers and evaluation. They then carry out a group project in the third term, an individual project in the fourth term, and a community project and terminal examination in the final two terms.

The course seems very well organised with clear routines for each project, for example an individual canvas 10 x 12” from every student, or a working notebook. Work is archived carefully and available for assessment and moderation.

Two art forms are integrated in both the group and individual projects, and three art forms in the community project. The specification gives suggestions about how this can occur, although there is greater emphasis on it in the controlled test.

Work is instigated by a variety of stimuli, such as a community project on the theme of justice (using the works of Sydney Poitier, Aretha Franklin and Bertolt Brecht) and individual projects starting with a newspaper headline such as ‘Our grief has torn us apart’ (Sarah Payne), or using the works of artistic figures such as Magritte, Münch and Stanislavski. An example of student work would be an extensive file of poetry and paintings/drawings; and a social document, with some very real creative writing and some very interesting artwork. A very comprehensive document is given to students, giving advice on a list of 10 to 12 possible group project themes. The internet is widely used for resource material.

The cohort is very diverse, with 49 per cent entitled to free school meals. English is spoken as an additional language by 67 per cent of students. Students speak 67 different languages. The school is highly multicultural, with a transient population (20 per cent turnover in the last five years). Students therefore draw on a wide range of cultural experiences.

The lessons observed

On the day of QCA’s visit the following two lessons were observed.

The 75 students in year 10 were working in four groups, in four different spaces with four specialist teachers. They were working on the last of their foundation activities. The music group were working on a song and asked the questions – what is the message, for whom, why is it important? They were set homework involving research and diary records. This was a mixed group that was finding it difficult to make decisions. The drama group was working on small projects. The 2D art group was looking at the work of other artists.

The 60 year 11 students were working on their community projects/controlled test. Many were working as individuals, with great emphasis on their preparation books. They had a choice of one out of 10 stimuli. Brainstorming is done in class, for example In Dreams – scene description, Salvador Dali, outfit deigns, Marilyn Monroe, Roy Orbison, Asian bride – pattern making, origami, dress pattern, stage design, fabric designs, Magritte, words. A drama group were working on The Cave, which although a fairly low-level performance, was allowing them to work on projecting words. The students’ books show a lot of research in preparation.

Student feedback

At present GCSE expressive arts is compulsory for all students, which probably contributed to a wider range of perceptions and to a less committed atmosphere in the groups. The students do not see it as obviously useful as other GCSE subjects, but appreciate that it offers more choice, and more freedom and independence than other GCSEs. They like having the chance to get a taste of each of the four subjects. Group work means more ideas, and understanding that different cultures and different abilities contribute. This develops listening and negotiating skills, although some difficulties are encountered. Students learn to work together, to rely on each other and to share ideas. They learn from looking at the work of other artists and the different ways they express themselves. Art is about ‘yourself’ and provides the students with a way of understanding themselves, as well as allowing for their individual interests. Preferences vary between individuals according to background and abilities. Homework is usually individual research. Some students are disappointed by the lack of video and computer art.

Teacher feedback on assessment

All staff involved in teaching carry out marking. Each teacher has an individual mark book, which is kept up to date throughout the course, including the two coursework projects. Very thorough internal moderation then takes place. All staff establish three students as top, middle and bottom benchmarks.

Coursework projects attract 30 per cent of the marks each. There are four elements to be assessed: planning, exploration and development, communication, and evaluation. Evaluation can be written/recorded in the student’s community language, use writing frames, viva or tape. Marking is positive – marks are awarded for thinking and reasoning.

The controlled test attracts 40 per cent of the marks. There are three elements to be assessed: planning, exploration and development, and communication. Integration is seen as important here. Marking is carried out by visiting examiner, who sees all realisations. Teachers provide guidance on a grid. Students have four weeks of preparation (a maximum of six is allowed by the specification) then 12 hours of controlled work. All actual work is done under supervision. At the end of this time, the students’ planning books are taken in. The visiting examiner takes them away at the end of the day.

OCR provides INSET support for teachers and a range of exemplar material. The marking scheme has clear statements for teachers to work with.

Resources

The expressive arts department is well staffed and led by an experienced head of department.

There is a purpose-built arts centre which provides a calm and relaxed environment within which students moved easily. The art spaces are fairly small, which is OK for this course but less so for full classes. The art spaces are very well equipped with high-quality art materials. The music and drama studios are well designed and equipped. The absence of sufficient IT equipment for student use is a weakness. Some students felt this was a disappointment.