We go the extra mile.
We think you should too.
1. Exceptional lesson plans and resources will be provided by our coordinators
2. Termly teacher assessment and comprehensive reporting
3. Practical and theoretical demonstration of students’ improvement
4. All teachers are Enhanced DBS checked
5. CPD provided for all our specialist teachers
English and Drama
(KS1 & KS2)
Drama strategies can be used as everyday teaching tools for a wide range of subjects, especially literacy, the closest of its allies.
Speaking and listening skills are enhanced through drama strategies, role-play and improvisation and by the exchange of opinions and negotiation that naturally occur in group activities. Drama provides the context to improve writing skills, to develop realistic dialogue and to extend vocabulary. Improvisation and storytelling develop children’s understanding of narrative structure with a consequent impact on speaking and writing skills.
As stated clearly in the National Curriculum, all pupils should be enabled to participate in and gain knowledge, skills and understanding associated with the artistic practice of drama. Pupils should be able to adopt, create and sustain a range of roles, responding appropriately to others in role. They should have opportunities to improvise, devise and script drama for one another and a range of audiences, as well as to rehearse, refine, share and respond thoughtfully to drama and theatre performances.
Maths and Music
(KS1 & KS2)
Connections between music and mathematics have been of interest to scholars as far back as the time of Pythagoras. Mathematics can describe many phenomena and concepts in music, for example how strings vibrate at certain frequencies, and sound waves are used to describe these mathematical frequencies. Fractions are used in music to indicate lengths of notes. In a musical piece, the time signature tells the musician information about the rhythm of the piece, and is generally written as two integers, one above the other.
Mathematics and music are part of children’s daily lives and yet, as they move through the school system, some children are challenged by mathematical concepts that are considered abstract and difficult to visualise.‘Traditional’ methods of teaching and learning mathematics where mathematics is separated from other learning areas, may be ineffective, which, in part, could be attributed to a lack of connections with students’ interests.
This is exactly what ARTeach brings to the table; the potential of a music – maths link to not only engage children, but also to support analogous conceptual development and boost maths learning.
Science and Music
(KS1 & KS2)
It is said that Science is the music of the intellect, and Music is the science of the heart.
The connection between science and music as fairly common. People usually associate creativity with music, but it has a lot of mathematical structure as well. We think of structure and technicality in science, but science also requires a lot of creativity to connect ideas and use research tools effectively to answer questions. No new idea gets off the ground without an initial spark of inspiration. Finding that spark is often the hardest bit. The rest might flow remarkably freely: doing the calculations, collecting the data, like a composer fleshing out the accompaniment for a melody which only came to them, seemingly at random, after days of deadlock.
Music is an offspring of pure science (physics) expressed as art. Music is made up sound, frequency, pitch, resonance, vibration, echo, Doppler effect; these topics are pure science with mathematical derived formulas and not just art. For example, the action of a typical upright piano obeys Newtons third law. Science teaches us that sound is vibration, and the frequency of vibration is what makes different sounds. Music then is the study of the sound created by those vibrations, and puts them into patterns that elicit emotion.
KS3 & A-Level
AS and A level specifications in music technology must require students to use the knowledge and understanding of recording and production techniques for both corrective and creative purposes.
AS and A level specifications in music technology must require students to develop an in-depth knowledge and understanding of:
• recording and production techniques for both corrective and creative purposes
• principles of sound and audio technology
• the development of recording and production technology
AS and A level specifications in music technology must require students to develop knowledge and understanding for corrective and creative purposes of:
• software and hardware
• capture of sound
• sequencing and MIDI
• audio editing
• dynamic processing
• balance and blend
• pitch and rhythm correction and manipulation