Dance
Dance education at Noosa District SHS provides another mode of learning and a means of identifying and developing special interests, needs and talents not emphasised in other educational areas.
The dance program is designed to give students the opportunity to develop their self-expression and increase their imagination and artistic awareness. Students will study various genres and styles of dance and will have the opportunity to choreograph, perform and appreciate their dance works and that of other choreographers.
Creative and problem-solving abilities are fostered to communicate personal expression of ideas and feelings through dance. The study of dance, widens a students' understanding of their own culture as well as other cultures and the world at large.
The enjoyment and self-satisfaction that students gain through the study of dance is unique. Students will achieve fulfilment through the physical expression of a creative idea which builds self-confidence and physical ability. Quality dance classes can improve students' self-esteem as well as their mental and physical well-being to enhance their quality of life.
Outline of topics:
Year 10
| Term 1 | Term 2 | Term 3 | Term 4 |
| The study of Musical Theatre genre. | An exploration of the hip hop genre. | The power of contemporary dance and understanding its style and influence on dance. | Exploring different genres of dance and appreciating other choreographers' dance works. |
- Musical Theatre Performance
- Musical Theatre Choreography and Appreciation
| - Popular Dance Performance
- Popular Dance Choreography
| - Contemporary Performance
- Contemporary Choreography
| - Short Response to dance works
- Own choice choreography
|
| Guest Artist to deliver Hip Hop routine |
Skills and awesomeness including excursions/events/trips:
The skills students acquire in a dance class are numerous. Firstly, students' learn self-motivation, self-confidence and self-fulfilment. The dance class is a safe environment where students can build on their confidence and sense of place. The community atmosphere that is developed in a dance class is one that the students' cherish. Secondly, students learn tolerance, empathy, and the necessary social skills to work effectively to become a valued team member. Students have to problem solve with class members to achieve success in the dance class. Thirdly, students develop their creativity and imagination. Students are encouraged to think 'out of the box' in order to explore personal and social issues through dance. Concentration skills are also established in order to be successful in the dance class. And lastly, dance heightens awareness of, and develops respect for the body and increases the quality of a person's physical well-being through strength and flexibility technique. Not all students will pursue a career in dance, but the skills they acquire throughout the course are life skills that students will find beneficial in all employment avenues.
Opportunities to perform include:
- Musical every second year
- Creative Showcase every second year
- Parade performances
- Fusion Festival
- Harmony Day
- Celebration of Excellence
- Excursion to Kindergarten
Career pathways:
Performer, Choreographer, Director, Actor, Model, Event Management, Teacher (school or studio). Dance Therapist, Sports Trainer, Pilates/ Yoga instructor, Outdoor Education Officer, Occupational Health Therapist, Sport and Exercise Science.
Drama
Students study Drama for a wide range of reasons because the subject appeals to a wide range of interests and includes many transferable skills. Drama builds self-confidence, concentration, imagination, memory, physical fitness, teamwork, and communication skills. It helps students to develop empathy for others as well as providing an outlet for self-expression.
In this study of Drama students will learn to analyse human relationships through physical storytelling. The course comprises of four units that are designed to provide students a natural progression from Junior Secondary Drama study to the complex and multi-faceted offerings in Senior studies.
By the end of the year 10 course, students will be well prepared for studies in Senior Drama, Certificates II and III in Live Production and Events, and Creative Industries. They will understand the fundamentals of story building and telling, and different styles of drama. They will also have experienced lighting, sound and stage design, various roles within the theatre industry as well as acting in, and critiquing, live productions.
Finalising Junior Secondary Studies
| Preparation for Senior Studies
|
Unit 1
Elemental | Unit 2
Shakin' Up Shakespeare | Unit 3
Showcase | Unit 4
Keepin' It Real |
Summary:
A term long unit that provides an in depth study of the building blocks of drama.
| Summary:
A term long unit that looks at the purpose and context of performance. Students will explore a classic play of their choice with a contemporary lens. | Summary:
A long unit that overlaps the term, exploring the various roles and careers involved in theatre production. This unit culminates in a showcase performance with student input into every production aspect. | Summary:
A short unit that develops the depth of critique skills needed in senior studies. |
Assessment Instruments:
1. Performance
(group or individual)
2. Short Response Exam | Assessment Instruments:
3. Director's Folio
4. Critical Analysis
(live performance) | Assessment Instruments:
5. Showcase Performance (group) | Assessment Instruments:
6. Critical Response |
Benefits/Opportunities
- Exploring the evolution of theatre.
- Creating and devising theatre performance.
- Sunshine Coast Drama Festival.
- Shake & Stir Performance
- Excursion
- Costume, set and make up design.
- Working with technical aspects of theatre production, front of house, marketing and promotion.
- Working with senior students.
- Attending live theatre or viewing recorded live theatre.
- Cultural Advocacy.
Careers
Drama can establish a basis for further education and employment in many fields – not just within the performing arts industry. Drama provides students with a good creative and cultural appreciation, and can lead to careers in performance, radio, arts administration and management, communication, education, public relations, research and technology.
Media
Media and Film, Television & New Media fosters creative and expressive communication. It explores the five key concepts of technologies, representations, audiences, institutions and languages.
Students learn about film, television and new media as our primary sources of information and entertainment. Students creatively apply film, television and new media key concepts to individually and collaboratively make moving-image media products, and investigate and respond to moving-image media content and production contexts. They develop knowledge and skills in creative thinking, communication, collaboration, planning, critical analysis, and digital and ethical citizenship.
Year 10
| Term 1 | Term 2 | Term 3 | Term 4 |
Introduction to Media Studies – Students are exposed to the visual language of film and media texts. They explore the fundamental concepts associated with the moving image and become familiar with the variety of technologies utilised to make media texts. Students gain their camera license, allowing them access to the equipment available at Noosa District State High. | Promotional Video – Students build on the fundamentals of visual communication through exposure to a variety of promotional media texts. They explore visual basics, theories of promotion and develop their ability to critically analyse media texts. Students will critique short promotional videos, design their own promotional films and produce a film based on an issue or idea of concern to them. | Social Media – Students examine the impact of social media on both individual users and society as a whole. They explore the development of social media in the 21st century, from p2p messaging to more interactive social media platforms such as Facebook and snapchat. Students have the option of designing or producing their own social media app, targeted at teenage users and suitable for their needs. | Are You For Real? – Students examine the evolution of television media from the 1950s to the 21st century. They explore the wide variety formats and production methods, from sitcom to reality TV. They critique representations of particular social and cultural groups, as well as examining issues of truthfulness and reality in the media. |
| Responding - Analytical Essay | Making- Storyboard Making - Production | Responding – Feature Article | Making – Shooting Script Making - Advertisement |
Opportunities
- Excursion to Gympie Gold Film Festival
- Submit your film in the Noosa High Oscars – NOSCARS
- Take part in filming events for the school such as Celebration of Excellence, Graduation
Careers
A course of study in Film, Television and New Media can establish a basis for further education and employment in the fields of information technologies, creative industries, cultural institutions, and diverse fields that use skills inherent in the subject including advertising, arts administration and management, communication, design, education, film and television, and public relations
Music
Every culture in the world includes music for ceremonies, relaxation, communication, celebration and enjoyment. Music is an essential part of human life. All children should have music as a core component of their education, from the first year of pre-school through to their senior school years. Music learning contributes to intellectual and cognitive growth through the development of skills, techniques and processes.
Successful music students develop self-discipline, concentration, listening skills and fine motor responses to a high level. These traits are highly regarded in all subject areas and music students often enjoy high results in all of their subjects. Studying music helps students to develop inter-personal skills, self-esteem, a sense of responsibility and teamwork. It often leads to improved memory and higher-order thinking skills.
While Music has no prerequisite courses, it is recommended that students have a good knowledge of the foundations of music and that they have developed some skill in reading music. It is highly encouraged that students take private instrumental lessons.
Outline of topics
Year 10
| Term 1 | Term 2 | Term 3 | Term 4 |
| The study of World Music | The study of World Music compositional devices | Senior prep: The study of genres and styles | The study of compositional devices related to genres and styles |
| Performance | Composition | Solo and Exam | Group Performance |
| Musicology: Analysis of performance and composition |
Skills, Benefits, Excursions, Opportunities & Events
Students have the potential to perform and invest time into any extra-curricular opportunity offered at Noosa District SHS (Cooroy Campus).
Opportunities to perform include:
- Parades
- Radio stations,
- Podcasts,
- Fundraisers,
- Creative showcase
- Musicals
- Expos
- Cooroy Fusion
- Harmony Day
- Busking
- Competitions
Extra-curricular activities gives students the opportunity to grow as a performer. Developing skills such as managing administration demands, communicating effectively, sound production, event and stage management, performing to an audience, working with others, developing instrumental devices and managing different roles.
A Career in Music
A course of study in Music can establish a basis for further education and employment in the fields of arts administration, communication, education, creative industries, public relations and science and technology.
The demand for creativity and innovative ideas from employees is rising in a world of rapid technological change. As more organisations value work-related creativity and diversity, the processes and practices of Music develop transferable 21st century skills essential for many areas of employment. Music helps develop creative and critical thinking, collaboration, ICT skills, social/personal skills and communication, all of which is sought after in modern workplaces.
Tertiary studies, vocational education or work experience in the area of music can lead to and benefit careers in diverse fields such as:
- arts administration and management, e.g. artist manager, arts administrator, booking agent, copyright/royalties manager, music accountant, orchestra manager, production music manager, record producer, studio manager, tour manager, venue manager
- communication, e.g. music copyist, music editor, music librarian, print music manager, sound archivist
- education, e.g. arts educator, instrumental teacher, studio teacher, university music academic
- creative industries, e.g. backing musician, composer, conductor, creative entrepreneur, instrument repairer, music director, performer, presenter, recording engineer, repetiteur, stage manager
- public relations, e.g. creative director, music lawyer, music merchandiser
- science and technology, e.g. music therapist, music video clip director, new media artist, producer, programmer, sound designer.
Visual Art
Students can choose to study
one semester in Year 9, and one semester in Year 10, or alternately a
full year in Year 10.
Special features
The Visual Art Department is proactive in encouraging students to
enter their work into state and national competitions. This includes the Australian
Wool Cooperation Wool 4 Skool competition.
Finalising Junior Secondary Studies
| Preparation for Senior Studies
|
Unit 1: Contained
| Unit 2: It's Personal
| Unit 3: It's Coded
| Unit 4: It's Contemporary
|
- Poster Design
- Digital Manipulation
| - Saleable Product
- Printmaking
- Ceramics
| - Drawing and Painting Techniques
- Mixed Media Waves
| - Public Artwork
- Student Initiated
|
Careers
- Visual Artist, Designer, Fashion Designer, Webpage Designer
- Commercial Artist, Graphic Designer, Game Designer
- Management
- Architect, Draughtsman, Engineer
- Reserch and Technology (STEAM)
- Cabinet maker, Builder
- Art Teaching, Primary School Teaching, Secondary School Teacher
- Museum /Art Gallery Curator
- Occupational Therapy, Speech Therapy
- Jewellery Designer
- Florist
- Fashion Designer
- Interior Designer, Landscape Designer
- Hospitality
- Window Dresser - Retail Area
- Set Design, Costume Design
- Retail Areas
Creative Industry graduates are sought out in the workplace due to
the collaborative learning complex higher order thinking skills which
are embedded in the Visual Art.