Art and Design at ISB offers opportunities for pupils to develop their creativity and imagination through visual, tactile, and sensory experiences. This is achieved by developing students: practical and technical skills in creating artworks, where students learn to use and experiment with a wide range of mediums. to become critically aware of their immediate environment, society and culture skills to critically analyse the meaning, functional and aesthetic qualities of art forms from their own and other culture ability to use visual language to communicate their ideas and feelings meaningfully. aesthetic judgments and technical decisions, with the aim of enabling individuals in becoming actively involved in finding appropriate artistic solutions. capacity to express themselves visually in a personal and independent way.
Recent Events
Year 9 painted pygmy elephants in the style of famous artists
To see more up to date images and events visit the Head of Department's Visual Blog: Click here
Lower Secondary
In art, craft and design, pupils explore visual, tactile and other sensory experiences to communicate ideas and meanings. They work with traditional and new media, developing confidence, competence, imagination and creativity. They learn to appreciate and value images and artefacts across times and cultures, and to understand the contexts in which they were made. In art, craft and design, pupils reflect critically on their own and other people's work, judging quality, value and meaning. They learn to think and act as artists, craftspeople and designers, working creatively and intelligently. Key processes of Art and design key stage 3 Key processes These are the essential skills and processes in art, craft and design that pupils need to learn to make progress. Explore and create Pupils should be able to: • develop ideas and intentions by working from first-hand observation, experience, inspiration, imagination and other sources • investigate how to express and realise ideas using formal elements and the qualities of a range of media • make purposeful images and artefacts, selecting from a range of materials, techniques and processes • draw to express perception and invention, to communicate feelings, experiences and ideas, and for pleasure • explore and develop ideas using sketchbooks, journals and other appropriate strategies. Understand and evaluate Pupils should be able to: • use research and investigative skills appropriate to art, craft and design • appreciate how codes and conventions are used to convey ideas and meanings in and between different cultures and contexts • reflect on and evaluate their own and others' work, adapting and refining their own images and artefacts at all stages of the creative process • analyse, select and question critically, making reasoned choices when developing personal work • develop ideas and intentions when creating images and artefacts • organise and present their own material and information in appropriate forms. All students in Year 7,8 and 9 are given Research Workbooks (sketchbooks). The students are encouraged to use these books as a visual diary of their journey in visual art. They will be given homework assignments that should be completed in these books.
IGCSE
Art and Design is offered as an examination option in Years 10 and 11. On the course, students follow the Cambridge IGCSE syllabus, which allows for a significant depth of knowledge in all areas of drawing, painting, tactile response and critical studies. The students are encouraged to independently explore a wide range of media, which allows them to develop a broad skill base, providing an excellent foundation for the IB Visual Arts course.
Course Summary
IGCSE Art and Design aims to encourage, stimulate and develop: An interest in, and enjoyment of, all aspects of Art and Design An ability to accurately represent images, whether they are from imagination or by drawing from direct observation Processes of investigation and research in the preparation of work A wide range of approaches to making artwork An opportunity to explore a range of media The means of viewing and responding to the world in a unique and interesting way
At ISB, students have the opportunity to choose from a range of areas of study, which includes painting and related media, three-dimensional studies, photography and printing.
Assessment Summary IGCSE Art and Design is assessed by a combination of coursework and a final exam: based upon five assessment objectives. The final examination lasts for ten hours which the students have at least two weeks to prepare for.
International Baccalaureate (IB)
IB is an exciting program that endeavours to provide participating students with an opportunity to express themselves visually. IB provides a stimulating environment in which students can respond with confidence to personal, social-cultural and aesthetic experiences and communicate through an informed creative process. It establishes a process of exploring, analysing, researching, making and evaluating appropriate forms of expression in the visual arts. The course actively encourages students to take responsibility for the direction of their learning and artistic production. The key aims of IB are to develop personal growth and commitment through the study of art and to highlight the relationship between research and the production of art. The course is not just about 'making things'; rather it is a journey that allows students to develop a critical and intensely personal view of themselves in relation to the world. Along with technical proficiency, it rewards students who are committed, motivated, persistent, independent and ambitious.

12	Self narrative	People, places and things	Multiculturalism
13	Solo project	Solo project	Exam

              

The aims of the Visual Arts Course at HL and SL are to develop students that are able to react artistically to their cultural experience in a creative, purposeful, personal and technically competent way. This will be achieved by students investigating past, present and emerging forms of visual arts, examining historical and cultural events from a local, national and international perspective; critically analysing the function, meaning and significance of art; making independent hypothesis and observations of the world around them; at the same time as linking their personal investigation to the creative process of their studio work.
The course is divided into two parts; Studio work and Investigation (investigation workbook). The studio work will introduce students to the art concepts and techniques through practical work in the studio, while the investigation workbooks encourage personal investigation into the arts, which will be closely related to the studio work. The aims and objectives of Higher and Standard level programs are generally the same. However due to the differences in the amount of time available for each level (HL: 240hrs, SL: 150hrs), your ability to expand on ideas, technical skills and body of work will be affected accordingly.
Expectations of an IB Visual Artist
To achieve success on the IB visual Arts course you have to be Committed – Having missed a full terms studio work, you will have to have the determination to catch up. Your attendance record will have to be exemplary, because studio time will be precious. Organised – To produce the expected amount of Studio Work and Investigation workbooks of sufficient quality, you will have to manage your time extremely well. Responsible – Your Art teacher can help you achieve success on this course, but the ultimate responsibility lies with you. Much of the IB Visual Arts course content is student directed so you must take considerable responsibility for how you develop on the course. Appreciation - a significant aspect of the Visual Arts course is about exploring the artwork of others. That does not mean you have to like it, but you should be able to appreciate the work in terms of context, form, process and intention. Persistent – Nobody is ‘born’ a great artist. Even people who are innately ‘gifted’ still have to work hard to overcome problems – in terms of ideas and practical difficulties. Insightful and inquisitive – The ability to research (with both breadth and depth), interpret information and form your own conclusions is vitally important. An exploratory and analytical approach to your own artwork and researching artworks of others is crucial. Original – It is important that you aim to approach the production of artwork in a personal and innovative way. IBO Art examiners see a huge amount of artwork and it is worth remembering that the well-trodden path of cliché and pastiche can only lead to disappointment. Skilful – You must be always developing  your technical competence and applying artistic qualities that challenge and extend your intellectual boundaries, technical competence and self direction Ambitious – if you struggle with technical aspects of the subject you must resolve to overcome those difficulties. If the thought of drawing/painting/sculpting/printing brings you out in a rash, then this is not the right course for you.
Student Guide
The IB Visual Arts course provides you with the opportunities to explore Art on a number of levels. Aesthetic Cultural Social Personal You can produce work in drawing, painting, printmaking, sculpture, textile, mixed media, electronic media, and photography and through utilising found objects. The course is not just about ‘making things’, rather it is a journey that will require your intellectual and emotional input. To be able to create art you must first acknowledge both your immediate personal surroundings, as well as appreciating other social and cultural situations. ‘Visual arts continually create new possibilities and can challenge traditional boundaries. This is evident both in the way we make art and in the way we understand artists from around the world The theory and practices in visual arts are dynamic, ever changing and connect many areas of study and human experience through individual and collaborative production and interpretation.’ Studying the IB Visual Arts course allows students to develop a critical and intensely personal view of themselves in relation to the world. The course aims to encourage students to: Investigate past and present and emerging forms of visual arts and engage in producing, appreciating and evaluating these Develop an understanding of the visual arts from a local, national and international perspective. Build confidence in responding visually and creatively to personal and cultural experiences. Develop skills in, and sensitivity to, the creation of works that reflect active and individual involvement. Take responsibilities for the direction of their learning through the acquisition of effective working practices.
Course structure
Studio work You will be expected to: Produce personally relevant works of Art that reveal evidence of exploration of ideas that reflect cultural and historical awareness Develop and demonstrate technical competence and artistic qualities that challenge and extend personal boundaries and technical competence and self direction.	Investigation Workbooks You will be expected to: Respond to and analyse critically and contextually the function, meaning and artistic qualities of past, present and emerging art, using specialist vocabulary of visual arts. Develop and present independent ideas and practices, and explain the connections between these and the works of others. Explore and develop ideas and techniques for studio work through integrated contextual study and first hand observations. Develop and maintain a close relationship between investigation and purposeful, creative process in studio work. Investigative Workbook Details
How the course works Which ever option you choose, there are two compulsary parts… Studio Work – practical exploration and artistic production Investigation – Independent contextual, critical and visual investigation. Higher Level Option A Studio – 144hrs 60% Investigation – 96hrs 40% Higher Level Option B Investigation – 144  hrs 60% Studio – 96 hrs 40% Standard Level Option A Studio – 90 hrs 60% Investigation – 60 hrs 40% Standard Level Option B Investigation- 90 hrs 60% Studio – 60 hrs 40%
Assessment Outline                    Option A Studio 60% External Assessment Investigation 40% Internal  Assessment   HL Selection of 12 – 18 photographs representing the works produced 25 – 30 A4/letter-size copies of workbook pages   SL Selection of 8 – 12 photographs representing the works produced 15-20A4/letter-size copies of workbook pages Option B   Studio 60% External Assessment Investigation 40% Internal  Assessment   HL 30 - 40 A4/letter-size copies of workbook pages Selection of 8 -12 photographs representing the works produced   SL 25-30A4/letter-size copies of workbook pages Selection of 6 - 8 photographs representing the works produced
The following points give you an overview on how you will be assessed… External Assessment HLA & SLA         HLB & SLB Studio work                                        (60%) Investigation 60% Student presents work in the form of an exhibition This is externally assessed by a visiting examiner following an interview with the student about the work Present selected pages of workbook This section is externally assessed by the visiting examiner following an interview with student. Internal Assessment Investigation 40% Studio 40% Student present selected pages of investigation workbook This section is internally examined by the teacher and externally moderated by IBO at the end of course (40%) The student presents a selection of their studio work. This selection is internally assessed by the teacher and externally moderated by the IBO at the end of the course.
Useful Weblinks The Art History Archive: http://www.arthistoryarchive.com/arthistory/ 2D fundamentals: http://www.arts.ucsb.edu/faculty/beckman/2d.html Mosaic artists: http://www.mosaicmasters.com/index.html Aboriginal Art: http://www.aboriginal-art.de/art_deu/kunst.htm Art encyclopaedia: http://www.aboriginal-art.de/art_deu/kunst.htm Artefacts http://www.artfacts.net/index.php/pageType/artists Art Quotes: http://www.artquotes.net/ Art dictionary: http://www.artlex.com/ Arts images: http://www.artnet.com/ Australian National gallery: http://www.nga.gov.au/Home/08-WINTER/ MetroArt Museum: http://www.metmuseum.org/Works_Of_Art/index.asp Chinese Art links: http://www.chinapage.com/paint1.html Youth Artworks: http://browse.deviantart.com/photography/?view=1&order=5&limit=24 Fantasy Art: http://www.fantasyarts.net/ Art demonstrations: http://www.alifetimeofcolor.com/play/caveart/index.html Impressionism: http://www.alifetimeofcolor.com/play/caveart/index.html Mark Hardens Art images: http://artchive.com/ftp_site.htm Photography: http://masters-of-photography.com/C/cunningham/cunningham_agave.html The Artist: http://the-artists.org/index.cfm Susanne Hilberry Gallery: http://www.susannehilberrygallery.com/ptgs_images.htm MOMA: http://www.moma.org/ Contessa Gallery http://www.contessagallery.com/html/Detail.asp?WorkInvNum=1733&whatpage=artist

"Music creates a kind of pleasure that human nature cannot be without."

We are surrounded by music of all sorts from birth, ranging from the rhythm and pitch of the spoken word, through all types of complex instrumental and vocal music. It is our philosophy, at ISB, to provide the opportunity for all our children to experience the pleasure of listening to, and participating in the making of music, in as broad a sense as possible.

1. To stimulate the natural interest in the listening to and making of musical sounds.

2. To foster responses of appreciation and discrimination when listening.

3. To provide opportunities for children to express themselves by the making of controlled musical sounds.

4. To provide an environment in which a child feels confident in his ability to learn to sing and play.

5. To develop a basic understanding of notation so that a child can communicate musical ideas to others.

At ISB we strive to give music making opportunities to all our students. The curriculum is based on the English National Curriculum, where priority is given to practical music making in the form of composing and performing and listening and appraising.

Staff

Mr. Richard Edwards.

Ms. Marietta Del Mar.

Mrs. Julie Smith

Recent Events

ISB musicians have the opportunity to take part in a number of events during the school year. These events range from school productions and shows to events outside of school such as carol services, performing at BGIC or the FOBISSEA music festival. This year, ISB musicians have performed at the following events:

Fobissea Music Festival, BGIC opening ceremony, Birthday celebrations for Princess Sarah, Carol Concert with the Serenai Singers, ISB talent show, Secondary and Primary assemblies.

KS3 Curriculum

At Key Stage 3, students cover a wide-ranging and comprehensive introduction to Music in all its aspects, genres and uses. The curriculum is delivered through the three elements of Composing, Listening and Performing. Assessment is continual and takes the form of key assessments at regular intervals in each half term.

Key Stage 3 Scheme of Work

IGCSE

Students follow the Cambridge International GCSE in years 10 and 11. The Key Stage 3 syllabus is designed to prepare students thoroughly for this course. The curriculum is again delivered through the three key elements of Composing, Listening and Performing and students are given support to develop these skills throughout the course.

IGCSE Overview

 

International Baccalaureate (IB)

Students may opt to study music in Group 6 of the IB course. Although it is not essential for pupils to have studied music at IGCSE, if they are studying higher level music, it is important that they have a high level of ability on at least one instrument due to the performing element within the course. Click the link below for more information.

IB Overview

 

Individual Tuition

All students at ISB have the opportunity to learn a variety of instruments. These lessons will take place during the school day, often at lunchtime but occasionally during timetabled music lessons, so as not to disrupt other subject areas. Music theory lessons are also available. This list of lessons available include:

Voice, Clarinet, Saxophone, Guitar, Piano, Keyboard, Drum Kit and Theory.

 

Extra Curricular Activities

There are several musical extra curricular activities available to pupils at ISB. These include:

Orchestra, Jazz/ Rock Band, Senior Singers, Saxophone Choir. In addition to lunchtime and afterschool clubs, students have the opportunity to be involved in school productions, concerts and assembly performances during the school year. For additional information on some of these events, please see the Recent and Upcoming Events sections.
 

Physical activity provides the opportunity for enjoyment, challenge, self-expression, and social interaction. Physical activity is a microcosm of modern culture and society. At ISB students learn to recognise the role of physical activity has in understanding diversity in modern culture. Students are encouraged to include and support each other and respect the limitations and strengths of group members. This is encouraged by participation in activities such as cooperative games, individual and team sports

Physical Education Department Philosophy

The Physical Education staff of The International School of Brunei strives to teach students active lifetime skills through fun, movement-oriented participation that focuses on physical fitness, physical skill improvement, and the development of healthy and active lifestyles. We are committed to offering a quality co-educational physical education program that follows a well-developed curriculum that encourages creativity, self-improvement and cooperation. We follow a plan of standards and assessments to evaluate the effectiveness of the program.

Recent Events

on progress

Sports

 ISB is a founding member of  the Brunei Junior Sports League. There are the three sports in the league. Boys Basketball, Girls basketball, Boys football, Girls netball. There are two age group Under 19 and Under 15. This years fixtures and results are belowFootball, Basketball and Netball RulesUpdated Fixtures for Football and Basketball (BJSL 2010)U15 Netball ScheduleU19 NETBALL SCHEDULE 

Curriculum

Year Group	August - December			January-March		April - June
	Unit 1	Unit 2	Unit 3	Unit 4	Unit 5	Unit 6	Unit 7
Year 7	Basketball	Swimming	Athletics	Touch rugby	Net sports	Ultimate	Softball
Year 8	Basketball	Swimming	Athletics	Touch rugby	Volleyball	Ultimate	Softball
Year 9	Touch Rugby	Swimming	Ultimate	Volleyball	Basketball	Athletics	Softball
Year 10	Football	Swimming	Aerobics	Volleyball	Basketball	Athletics	Softball
Year 11	Football	Swimming	Aerobics	Volleyball	Basketball	Softball	Softball

Lower Secondary

By the end of lower secondary student are expected to be able to meet the following standards.

1. Students are able to move competently using a variety of fundamental and specialised motor skills.

2. Students can monitor and maintain a health-enhancing level of physical fitness.

3. Students are able to apply movement concepts and basic mechanics of skill performance when learning and refining motor skills.

4. Students comprehend the basic principles of wellness and are able to apply concepts that enable them to make meaningful decisions that
positively impact their health and wellness.

5. Students participate in a wide variety of physical activities that provide opportunities for enjoyment, challenge, self-expression and lead to
maintaining a personalized active lifestyle.

6. Students demonstrate empathy, understanding, and respect for the numerous differences exhibited by people in an activity setting.

7. Students exhibit responsible and self-directed behaviours that lead to positive social interactions in physical activity

IGCSE

Course Summary
The IGCSE Physical Education course involves a combination of practical and theoretical work. One double lesson per week is spent on practical activities and a second double lesson in the classroom covering the theoretical aspects.
Practical activities are drawn from three main areas:

• Games - such as basketball, football, volleyball and rounders
• Athletics - including track and field events
• Swimming - involving timed swims for different strokes, lifesaving skills and personal survival skills
• If students have interests in other areas, such as sailing, horse-riding or dance, it may be possible for them to be assessed in an activity conducted outside of lesson times.
• The theory component of the course is divided into three units:
• Factors affecting performance
• Health, safety and training
• Reasons and opportunities for participation in physical activity

Assessment Summary
IGCSE Physical Education is assessed by a combination of coursework and a final
exam:

• Paper 1 - Written exam with short answer and structured questions; counts for 40% of final grade
• Paper 2 - Coursework - Four practical activities taken from the areas listed above; counts for 60% of final grade

International Baccalaureate (IB)

Assessment Information

Previous Events

ISB SKI TRIP: VERBIER SWITZERLAND

Fifteen students and two staff from ISB enjoyed an action packed week of skiing and snowboarding at the prestigious Swiss resort of Verbier in Switzerland during our March term break. This was the first time a trip of this nature had been attempted by the school and the cultural, environmental, physical and personal experience gained by the students involved was immeasurable. After a "short" seventeen hour flight and a stunning two hour bus ride from Geneva to Verbier we found ourselves transferred from a hot, humid jungle environment to the spectacle of broad green valleys and snow capped peaks as far as the eye could see. The contrast could not have been more dramatic. Many of the students had never seen snow before and proceeded to invent endless activities that required them to get up well before breakfast and spend hours playing in the fluffy soft powder that had fallen overnight. We were based at a beautiful traditional Swiss chalet nestled into the hillside overlooking one of the world's most stunning vistas. There were over a hundred students at the chalet from Hong Kong, Dubai, Tunisia, Mexico and Brunei. Each student was placed in a small ski or snowboard group based on their level of ability. This enabled students to receive individual attention and improve their technique quickly. Most ISB students progressed from the beginners' slopes at the base of the mountain to skiing moderate longer slopes higher up. The days skiing finished around 4:00pm when an army of hungry young people returned to devour an afternoon snack before rushing off into town for some shopping, a quick swim in the indoor pool at the leisure centre or just relaxing before dinner. After dinner the students engaged in many different activities. These included ice skating, a games night, a torch light walk through the snow covered streets of Verbier, a visit to the local museum and a disco. These activities allowed the students from all over the world to interact, understand each other and become friends. It was obvious that learning to ski was only a small part of a much greater and valuable experience. The week culminated in a slalom ski race where ISB picked up many medals in the beginners skiing and snowboarding categories. Then all too soon the week had come to an end and just like the snow; our time in Verbier seemed to just melt away. Thankfully, the memories will linger on; probably for a lifetime.   Click here for more

	"A drama critic is a man who leaves no turn un-stoned". George Bernard Shaw "Drama is like life with the dull bits cut out". Alfred Hitchcock

Introduction

Drama is a practical, artistic subject, which should be an enjoyable experience for all students. Through Drama, students recreate and examine people's actions, see how they might have come about and where they might lead.  By examining human interactions, Drama helps students to face intellectual, physical, social and emotional challenges. 

Drama is taught here to encouraging the students to question stimuli and evidence, to use their imagination, in performance, through directing, designing or writing. The nature of the subject allows them to work as a leader, a participator, an ensemble and as an individual. Drama is not only about performance and play, but culture, tradition and history. Avenues of cross-curricular development in ISB are encouraged, as well as utilising current issues, affairs and various forms of stimuli (aural, visual and spatial texts). Many of the schemes of work have been written to co-inside with other subject areas, such as English, History, ICT, Math's and PSHE. 

Teaching Time

• All students in the British Lower Secondary School take part in one 1 hour 20 minutes Drama lesson per week.

• All GCSE students take part in two 1 hour 20 minutes Drama lessons per week

•All IB students take part in three 1 hour 20 minutes Drama lessons per week. 

Aims

1. The long-term aim of Drama teaching is to help students to understand themselves and the world they live in.

2. To recognise different cultures

3. And the importance of negotiation and teamwork

The following aims are for all year groups. To:

• Explore the imaginative potential of the individual and the group.
• Communicate effectively through the medium of Drama.
• Care for the individual and the group.
• Develop the ability to trust and be trusted.
• Foster co-operation and consideration.
• Foster problem solving and active learning for all students and all abilities.
• Foster awareness of dramatic culture and artifice.
• When appropriate, face up to gender based issues.
• Foster enjoyment and appreciation of Drama and Theatre as a vocation and a leisure activity.
• To recognize what political, social and historical areas can be learnt through the medium of Drama.
• To understand the importance of development, presentation and evaluation.
   

Objectives

The following are the desired objectives that make up the framework for the delivery of Drama in years 7 to 11. These objectives will be visited by the students at the appropriate time during their course and are not timetabled to specific key stages.

To:

1. Experiment with ideas, issues and themes.

2. Work in a range of real and symbolic roles.

3. Work in a range of real and symbolic situations.

4. Understand that drama can be intended to make statements and comments on a range of subjects.

5. Tackle challenges, unfamiliar roles/styles of work.

6. Show ability to develop and extend set work.

7. Show willingness to take on responsibility. Work in flexible group sizes.

8. Show ability to lead, direct or support others as necessary.

9. Show respect for others and thus become trusting and trustworthy.

10. Be supportive of the work of others within the group and thus become trusting and trustworthy.

11. Understand and demonstrate the concept of listening as active participation.

12. Work with any member of the group.

13. Develop a working vocabulary that includes an understanding of the following;

 

Recent Events

Speechless

'Speechless' is very loosely based on Shakespeare's 'Romeo and Juliet': with its controversial love story between Jack and Cat and the rivalry between Lucian Valley High and Fable Heights High: "Two households both alike in dignity". This story is told from the point of view of three students from Fable Heights High, who are part of a self-initiated journalist club. It is through the eyes of Jackie, Lizzie and Tom, that we see the trial and tribulations of being a teenager in a modern society... The difficulty of fitting in, pressures of being a success and of cause, no story is complete without some form of jealousy and competition.

 

Curriculum

At ISB students study Drama at the Key Stage 3, IGCSE Edexel and IB Levels

Lower Secondary

Drama work at Key Stage 3 is designed to give all students the opportunity of developing a series of skills that they can build upon over the three years. In Year 7, group practical and vocal work is the key to developing individual skills.

Learning simple lines, gaining an understanding of theatrical terms and use of space are introduced. These are developed further in years 8 and 9, and provide an excellent basis for GCSE study.

Lower Secondary Year Overview

Year 7 Schemes of Work

Year 8 Schemes of Work

Year 9 Schemes of Work

 

GCSE

Drama is offered at the GCSE Edexcel Level.  This is a two year program, which consists of three main units of dramatic exploration.

• In Unit One of the course, students will use drama to express their feelings and ideas about a range of issues extracted from different times and cultures.
• In Unit Two of the course, students will look at a play to see how a playwright expresses their ideas about a theme or topic and will explore ways of making the play work on stage.
• Students will have the choice of being involved in the performance of a play from an existing script or a devised performance.

GCSE Performance Evening (Open Exam) 

On Thursday 29^th August, 18 Drama students performed their GCSE exam at the DiGadong Theatre. The evening comprised of three very different 25 minutes performances. 

The first group performed Jon Rob's 'Living with Lady Macbeth'. This light hearted story, explores one girls desire to play the part of Lady Macbeth in the school show despite what her friends and family think. 

'Fame', was the second performance and this was devised by the group. The play evolved from a stimulus and used physical theatre and abstract monologues to explore the difficulties of dealing with fame. 

The final performance was a documentary drama called 'Find Me' by Olwen Wymark.This play combined humour with serious issues to explore one family's struggles in dealing with a very difficult child.

Fame		Find Me		Lady McBeth

 Click here for more GCSE Perfomances Photos

GCSE Year Overview

Course Summary

In GCSE Drama, students cover three areas:

• Unit 1 - Using drama to express your feelings and ideas about a range of issues extracted from different times and cultures
• Unit 2 - Looking at a play to see how the playwright expressed his/her ideas about a theme or topic and explore ways of making the play work on stage.
• Examination - Students have the choice of being involved in the performance of a play from an existing script or can devise their own performance. This is marked by external examiners.

Assessment Summary

GCSE Drama is assessed by coursework and the final performance exam.

• Coursework - assessed by the teacher and moderated by the exam board; counts for 60% of final grade
• Written portfolio (20%)

Practical coursework sessions (40%

Examination - Play Performance - a practical exam which evaluates each student's individual performance skills; counts for 40% of final grade.

For more details for Assessment objectives click here

 

International Baccalaureate (IB)

MVT

MVT is a Devised performance created by 7 Year 12 Theatre Arts students. The play will be performed in ISB newly built Drama Studio on Monday 28 th February 2011. Performances will run throughout the day and an intimate audience of 30 will be invited to one of the 5 performances that take place on that day. An open performance will be performed at 430pm on the same day.

The concept behind MVT was to create a piece of theatre that educates the audience about some of the very influential theatre movements of the 20 th and 21 st Century. The episodic structure to this play is linked by the theme of marriage. The intention of the MVT is to excite, entertain and expand the audiences' perception and understanding of theatre. The small audience will be encouraged to move throughout the space and let their senses engage in the energy of this exciting theatrical experiment.





 

IB Theatre Arts Years 12/13

New Course started in 2007 and first examinations took place in 2009

To follow the appropriate examination syllabus and endeavour to help each individual to maximise his or her achievement.

IB Theatre Arts programme first started in 2003 at ISB and the NEW course started in 2008 (first examination 2010).

Syllabus Aims

Although the Theatre Arts programme is divided into parts, there are strong links between each part. The skills a student is expected to have acquired at the end of the course should be gained from all areas of the programme.Having completed the course a student will be expected to demonstrate:

1. Knowledge of the major developments and techniques in the theatrical history of more than one culture.

2. An ability to interpret play scripts and other theatrical texts analytically and imaginatively.

3. An understanding of the art of the stage and of the essential nature of criticism in the theatre, particularly self-criticism.

4. An ability to perform before an audience, and to demonstrate an understanding of, and some skill in acting techniques

5. The acquisition of sufficient technical skill to produce satisfactory work in more that one of the theatrical arts or crafts, technical,    design, performance, directing or writing.

6. An understanding of the basic processes of theatrical production.

7. An ability to research independently and apply that research to both theoretical and practical work.

 

THE COURSE

The course consists of five elements, as outlined and explained below:

Theatre in Performance	A practical introduction to ensemble work, voice, improvisation, acting and characterisation and mime. Creating small performances or full length productions. They must also watch a minimum of 4 professional or armature productions.
Theatre in the World	Students look at historical, cultural and theoretical developments in theatre practice. Two or three contrasting areas of theatre are studied, from an international perspective.
Theatre in the Making	A detailed study of at least three play texts as plans for action, in the original or translation into devised work.  The plays are chosen from more than one theatrical tradition, culture or movement. This is studied from the directors, actors, designers or technician perspective. And students must look at least two disciplines.
Independent Project	A practical study of the basic principles and practices of theatre production. The student can take on the role as writer, director or choreographer and must lead a company of other through an independent project of performance study.

IB Theatre Arts topics you may study click here

IB Theatre Arts Course broken down into assessment units click here

 Theatre Movements and Traditions

 Recommended Reading for IB Theatre Arts students

The Glass Menagerie		Realise, Real Eyes, Real Lies		Waiting for Godot		Who Knows
Theatre Traditions		Theatre Movements		Accidental Death of Anarchist
		Last Words

Assessment Information

The goal of student assessment in Drama at ISB is to enhance learning and foster further student growth in the objectives of the program. Thus, the emphasis is on the developmental process; only one part of which is the external or public form that that the drama experience takes.

Students have multiple opportunities to demonstrate their skills and progress in the dramatic arts; such as; group work, discussion, performance, journal reflections and written assignments.

The individual progress of each Drama student, is assessed using the following strategies:  Teacher Observations, Anecdotal Records, and Teacher, Peer and Self Evaluations.

Useful Links

http://www.ibo.org/
http://www.edexcel.org.uk/quals/gcse/drama/gcse/1699

 

Previous Events

BOOK WEEK and DRAMA WORKSHOPS

In January 2011, Primary students at ISB, celebrated book week with a host of exciting activities. The Drama Department helped play their role, by leading a range of workshops and performances. Year 7 invited Primary to watch their own scripted performances based on traditional fairy tale conventions. Year 8 ran a series of game workshops, which were designed to help improve students' confidence and spoken English. Year 9 worked with Years 3 to 5 helping create costumes of well-known book characters out of recycled materials. It was a fun-filled week for all of Lower Secondary and Primary.