Performing Arts

Head of Department: Mr B Euden   Teacher of Dance/Drama: Mr A Upokokeu-Henry   Teacher of Music: Mr T Vaotu'ua

The Performing Arts are unique subjects for making connections between the self and the world, communities, ideas, practices, and responses. The Department consists of Dance, Drama and Music:

DANCE:

In Dance, learners explore and acquire transferable knowledge, skills and dispositions. This is a holistic process not limited to physicality and movement. These transferable attributes include:

- cognition and critical thinking - working effectively individually and collaborating in teams - creative and problem-solving abilities - self-confidence and resilience - recognising and respecting diverse viewpoints - valuing others' skills, cultures, and contexts

DRAMA:

Learners in Drama enhance their inter-personal and communication skills, which will serve them well in all areas of learning and life. The ability to work with others, understand different points of view, and communicate ideas and information effectively is highly valued in any future pathway.

Beyond school, learners in drama will have gained skills and experience that help them greatly both in tertiary education and the world of work. This includes:

- public speaking and performance skills - idea generation and content creation - self-reflection and analysis - critical thinking - identifying target audiences and promoting work to them - technical production skills such as lighting, sound, and costume and prop design

MUSIC:    

Studying Music at secondary level provides ākonga with a broad range of skills that offer progression for specialisation. Students also develop widely transferable capabilities and knowledge, such as self-management, collaboration, and articulation of creative concepts.

Progression within the music sphere may lead ākonga towards music composition, musicology, and performance. The broad foundation of music and sound theory allows students to engage with this Learning Area in conjunction with many other spheres of knowledge. This overlap may present unique opportunities for ingenuity in cross-disciplinary industries.

Ākonga may be intrigued by original composition and performance due to their favourite musicians, film scores, video game soundtracks, or cultural performance groups. Others may want to understand how music evokes an emotional reaction. Ceremonial practices involving sound, such as battle-drums or wedding themes, may intrigue ākonga studying music. Listening to, composing, and performing music may allow ākonga to build a sense of connection with a community. Original performance allows students to cultivate ways of expressing ideas and gain confidence. Ākonga with performance backgrounds may be well-suited to high-visibility or people-centric occupations.

Ākonga may be intrigued by the overlap of sound design and modern technology, such as virtual reality or Foley artistry. Others may wish to explore how sounds and music have therapeutic applications. Some may wonder how animals create and interpret sounds, such as echolocation or territorial displays. Yet more may wish to learn how sound is used in explorative or medical science, such as sonar techniques and ultrasound.

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Courses in this Learning Area

Dancer, actor, musician, composer, choreographer, arranger, songwriter, lighting technician, stage crew, stage manager, session musician, stage director, tour manager, screenwriter, director, playwright, author, animator, radio jockey, voice narration, sound technician, sound engineer, recording engineer, arts consultant, movement therapist, music therapist, roadie, event organiser, arts planner, make-up artist, costume designer, personal trainer, fitness instructor, instrument repair, mime artist, teacher, arts liaison officer, company director, musical theatre, music publicist, talent scout, model, usher, videographer, photographer, coach, special effects, festival organiser, event manager, booking agent, conductor, music journalist,