Combining The Best Practices of Educationalists and Practitioners
Combining the Best Practices of Educationalists and Practitioners Stagecoach is one of the few after school performing arts organisations that have drawn up a comprehensive set of Teaching and Learning Guidelines for use in classes. Setting us apart from the rest these cover Stagecoach's expectations of the quality of teaching and learning in dance, drama and singing classes, with suggestions of appropriate repertoire across the age-range and what might be achieved at the end of a year. Practical suggestions are made as to what ingredients make up exciting and well-focused classes.The guidelines also acknowledge what is considered to be 'best practice' both by educationalists and practitioners in the field of performing arts. Guidance is offered in the field of the promotion of students' creativity.
Dance: Concentrating on how to warm up the body, so to avoid injury, young people identify how to move freely and safely. Fun and challenging exercises are used to develop physical skills, coordination and rhythm, while contemporary dance routines are explored alongside the musical theatre favorites, to give young people a broad experience of different dance styles.
Drama: In addition to having the opportunity to take drama exams (participating schools only) young people learn to develop their creativity and confidence through role play, drama games, character work and storytelling. Kids have the opportunity to work on text, sight-reading and improvisation stretching their ability further, to enable them to perform and display their work within a larger group.
Singing: Identifying how sound is made and how to best use the voice correctly, young people get to explore projection, improving articulation and tone. Learning popular show tunes and contemporary songs children will sing as an ensemble, with solo opportunities increasing ability, confidence and skill.
In addition to the Teaching and Learning Guidelines, Classroom Management Guidelines (separate booklet) have been drawn up to help ensure classes are energetic, well-disciplined, well-organized and purposeful. The guidelines also make suggestions regarding the identification and teaching of students who have particular learning needs or difficulties.
