The Arts feature highly in the life of Lime Tree and the pupil’s individual development in these subjects are taken as seriously as Maths, English and Science.
Our intention is to unearth talent and fire passions, to create dancers, actors, artists and designers.
Each subject structure has been developed to offer our pupils the opportunity to truly immerse in each discipline; to understand the skills required, the creativity involved and the commitment and resilience demanded to succeed.
All children at Lime Tree are involved in high quality music-making with an emphasis on innovation and challenge. The elements of music are delivered through a rich and varied programme including many live performance events, instrumental projects, collaborations with local artists and community groups and through a well-resourced music department.
Music provision is highly kinaesthetic, accessible to all abilities and gives opportunities to develop the skills of a young musician whilst accommodating children’s self-expression in a range of media. Music teaching is highly participatory, with the teacher being an active member of the ensemble group whilst maintaining the role of facilitator.
Music skills and experiences are expanded through a wide range of creative platforms and extended learning, broad enough to extend and encourage the highest ability learners to travel at an accelerated pace whilst remaining accessible to all.
Children are immersed in an eclectic and exciting music programme to develop awareness of music from various cultures, times and places. Musicianship and ensemble skills will be at the heart of music lessons in developing the ‘whole musician’.
Music is taught both as a discrete subject and through embedment in the creative curriculum. Key stage 2 children are invited to learn a musical instrument; our team of specialist music staff offer tuition in violin, cello, flute, clarinet, trumpet, trombone, guitar and drum kit.
There are many performance opportunities throughout the year within and outside of school: in local theatres, festivals and with community organisations. Our school ensemble groups are many and varied including choir, steel pans and violin orchestra.
Through our rich music programme, we are able to develop the whole child; to encourage positive behaviour, self-discipline, self-motivation and teamwork and to enable pupils to develop lively and enquiring minds.
Here at Lime Tree, drama is taught through a variety of conventions. In the early years, action songs, rhymes, call and response games, role-play and circle games are part of daily learning. Through these experiences, children interact in different roles and reveal drama through play in these imagined settings.
In KS1, drama is used extensively to promote oral language skills. Children learn how to select language and movement that matches the role. They also learn how to work constructively, use leadership skills, negotiation and how to blend several ideas.
In Key Stage 2, pupils build upon skills developed in KS1 and start to explore deeper themes and issues that link with their wider curriculum. Children explore how to convey character through voice, movement, gesture and mime. Drama is also used as a stimulus for written work and as a medium to explore contemporary issues.
Improvisation is a powerful empathy tool and enables children to gain a deeper understanding of behaviour, motives and mood.
Vocal projection and expression is a central element in our drama curriculum as the voice is the most immediate instrument. Children are given regular opportunities to showcase their vocal skills through public speaking, presentations, reading and acting.
Through the performance opportunities offered at different times of the year, all children have the chance to experience drama and performance with an audience. Children are also encouraged to take up wider roles to assist with production and management of projects as a whole.
Here at Lime Tree, we believe very strongly that children deserve a safe and stimulating platform to feel empowered to express themselves. This is at the heart of our drama curriculum and is mirrored also through the entire life and ethos of our school.
Providing the children with a stimulus e.g. a William Morris print is a good starting point for the deep study. This should be discussed in detail and used as inspiration for gather/research and initial ideas.
Children are to gather and research images, fabric etc. to present in their own way, like a mood board. An artistic study should also be carried out at this stage looking closely at the artist’s background, life and work.
- Skills development (Media)
Taken from the checklist of art skills key stage 1/2 and skills required for intended study outcome. Skills development will allow the children to become familiar with the mediums they are going to be using to create their final piece. Experiment and exploration is necessary and very essential.
- Skills development (DLT)
Following the relevant year groups DLT book. The aim of this session is to allow children to use their drawing skills in a drawing context. It is essential that teachers demonstrate or model the basic technique. This skills-based approach helps children to know how to create certain effects. If they have increased control and understanding of different media use they will be able to experiment with more confidence and be empowered to express themselves.
Lines – Children exploration of different lines in different media will enable them to use a range of lines in their own work. These activities will open their eyes to a huge variety of lines that they can use and suggests direction, divides space and has length, width, tone and texture. Line can enclose or define shape, and can suggest contour.
Tone – Children can use tone to create illusion of form and solidity, to create mood or to direct the viewer’s attention. Tone creates interest and drama and is an essential tool for drawing. It will help children understand that colours have tone and shading techniques. Some of the most subtle tonal effects are made by blending or smudging.
Pattern – Pattern is a repeat of lines, shapes or colours. Pattern falls roughly into three groups: regular, irregular and unintentional pattern. Inspiration for pattern can come from anything, like the spots of a leopard. The simplest pattern can consist of a single shape, line or colour, repeated in a regular way. An un-intentional pattern that consists of families of shapes. Collecting, analysing and creating patterns leads very naturally to print-making which is an essential experience for children to take part in.
- Initial studies
Children to carry out initial studies and ideas in preparation for their final piece. All ideas should be recorded in either a sketchpad or/and portfolio.
- Final piece
The final piece of work should bring together all skills development sessions and initial ideas. Children should also come up with a title for their piece of work and a statement.
Children are to communicate their ideas to another class or their own. Ensure children explain the process they have been through fully and explain the relevant skills they have used.
- Learning evaluation
Based on the communication feedback and reflection children should evaluate their work in detail.
Design Technology (DT)
Design and Technology at Lime Tree encourages creative thinking and acts as a stand along subject in all ages across both key stages. The subject encourages children to become autonomous and creative problem-solvers, both as individuals and as part of a team. We identify children’s needs within Design and Technology and provide opportunities for them to respond by developing their ideas and making unique products, again through a project based approach.
Through the study of Design and Technology practical skills we offer an understanding of aesthetic, social and environmental issues, as well as functions and industrial practices are put into practice. This therefore allows them to reflect on and evaluate present and past design and technology, its uses and its impacts.
The aims of design and technology are:
- To develop imaginative and creating thinking in children and enable them to talk about what they like and dislike when designing and making;
- To enable children to talk about how things work, and to draw and model
- To encourage children to select appropriate and relevant tools and techniques when making a product.
- To follow health and safety requirements.