PERFORMING ARTS
That technical aspect is starting to involve other areas of the curriculum like coding and AI. With so many pupils in our area developing their expertise in computing, for example, special effects are likely to become more and more magical, breathing life into inanimate props. And that’s just the start. You can involve other pupils as writers, photographers or publicists. Using a school’s theatrical talents can work in different ways, from making Shakespeare more accessible by encouraging classes to act out scenes, to using role play in order to practice interview techniques. In music, too, technological developments have potential to attract pupils who might previously have felt that classical music-making, with its emphasis on traditional compositions and
ensembles, just wasn’t for them. Music technology opens up new avenues, letting pupils explore, create and record music in different ways and for new purposes. They might produce music for video games, experiment with sound design or record work and give it a twist by incorporating a host of effects in post-production. With so much emphasis on core academic subjects and how they’re taught and evaluated, it can be easy to play down the importance of other areas. Given their impact on everything from wellbeing to physical fitness and even literacy and numeracy progress, you’ll find plenty of drama, music and dance specialists ready and able to present a compelling case for ensuring that performing arts continue to be central to our thinking, not to mention centre stage in our schools.
CAMBRIDGE EDUCATION GUIDE 63
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