My Creativity

Art

We recognise the vital role Art plays in stimulating creativity, self-expression and imagination. It provides visual, tactile and sensory experiences and a special way of understanding and responding to the world, enabling pupils of all abilities to communicate what they see, feel and think, promoting personal, social and emotional wellbeing. Through Art, learners also have the opportunity to experience a range of different art types from a range of different artists; they are encouraged to give their opinion and demonstrate their preferences and use these to inspire their own work.

• My PSHE

• My World

• My Communication and Interaction

• Working alongside local artists

• Local charity projects relating to the arts

• The Arts Award (14-19 opportunity)

Drama

The delivery of drama sessions aims to inspire confidence and curiosity in our learners. Drama is often associated with play, especially play that involves pretending to be someone else. This act of ‘play’ is an important element of learners’ development. It supports learning about themselves and the world around them by pretending to be other people in other situations. Drama is a powerful learning tool for teaching our students about different perspectives. Drama supports teaching of many other skills by developing communication skills. Drama is the perfect vehicle to develop the vital skills of independence, appreciation, concentration, cooperation, confidence, creativity, communication and critical thinking.

Preformal learners are introduced to drama in a multisensory approach, focusing on sensory stories, engagement with props and attending to a variety of stories. Multimedia approaches support bringing stories to life and allow learners to actively participate in the drama around them.

Informal learners take the lead in drama sessions, with adults facilitating, modelling and providing safe spaces for scenarios to be explored through drama and play. Props, fancy dress and sensory objects are used to further develop learners’ understanding of scenarios and conflict resolutions. 

Semi and formal learners use drama embedded into literacy sessions, acting out stories they have learnt, exploring characters’ emotions and developing their own imaginative stories. Learners can use dramatic techniques taught to them such as freeze frames, hot seating and conscience alleys to further explore scenarios and characters.

• Curiosity is developed, even at its earliest stages by looking, listening and  directing toward and responding to action.

• Understanding is deepened through use of make-believe and play

• Participation and interaction improves through role play

• Self esteem and confidence improve

• Collaboration improves

• Learners’ communication improves

• Outlets for emotions, thoughts and dreams result in improved sense of wellbeing

• Self regulation improves through exploration in role play

• Use of movement supports willingness and experience of exploring different dialogues and actions.

• Cultural capital develops as a result of limitless experiences performing, and encountering performances

• Potential for lifelong interest or hobby is developed

• Potential career path is introduced.

• My PSHE 

• My Communication and Interaction

• My PSHE

• My world

• My Literacy

• Visiting performers and sessions local artists

• Work experience in the Oxford Story Museum

• Weekly library visits and rhyme time sessions

• Performance opportunities

Music

We strongly value music at Mabel Prichard School and its power to be used as a levelling language. It is something that learners can relate to and can be a powerful tool for emotional regulation and mental wellbeing, as well as cognition and learning without using words, which many learners can find challenging. Singing and use of the voice is embedded in the curriculum, and we encourage learners to sing and respond to music regularly to enhance the multisensory approach to learning and teaching. 

The concept of rhythm and pattern relates both to Maths and communication and that is why music is such a valuable tool for learning as well as a discrete subject to enjoy and build skills in its own right.

In the preformal pathway, music sessions are incorporated throughout the school day as an enhancement to a multisensory teaching approach, which encourages engagement with the wider world. Learners are encouraged to respond to music and sounds as a way of communicating. Sessions such as TacPac, sensory stories and movement to music support learners in being exposed to a variety of sounds, rhythms and sensory feedback. 

The informal pathway use music as a means of communication, supporting learners to imitate and copy during intensive interaction, exploring the variety of sounds created by instruments, their bodies and their voices. Learners are exposed to many songs to support transition, routine and play. Weekly signing choir is a chance to engage with a performance as a school community, however learners would like to participate. 

The semi and formal pathway moves on to more structured musical sessions where learners are encouraged to learn new vocabulary, respond and interact with a variety of instruments and use pitch, dynamics, rhythm and timbre to develop their own musical styles.

• Learner communication improves as a result of increased skill and experience of using music for self expression and response to others. 

• Listening and response skills improve through turn taking and musical communication.

• Communication improves as a result of learner progress in the skill of using voice, body percussion and instruments

• Cultural capital improves as a result of learners increased experience of responding to a variety of musical experiences both live and recorded

• Confidence improves as a result of using music for self expression.

• Experience of the world widens as a result of encountering musical styles and genres

• Self regulation improves as a result of learning to use music as a calming strategy

• Learner knowledge and experience of of different cultures, societies and traditions improves as a result of experiencing a diverse range of music

• Where appropriate learners creativity and sense of agency in their world improves through the ability to  expressive themselves through chants , songs and rhymes

• My Communication and Interaction

• My Dance

• My World

• My Literacy

• My Maths

• My PSHE

• Encounters with local musicians

• Weekly singing and signing choir

• Keith Park’s ‘Call and Response’ sessions

Dance

The dance curriculum provides learners with another opportunity to develop their physical and mental wellbeing. By refining and honing movement skills, dance can be used to express ideas and feelings through choreography, share them in performance and understand intentions through appreciation.

Understanding of abstract basic concepts, which is challenging for our learners, such as big/little, fast/slow, over/under can be internalised and memorised effectively through active learning Dance provides. As well as an exploration of often more challenging concepts for performances gives the opportunity to consolidate, celebrate, connect, be witnessed and evaluated. This will further enhance a sense of self, the capacity to communicate and promote emotional well- being.

Dance is taught through the creative curriculum, a cross curricular approach where the focus of teaching is the process, not the final product. 

In the pre formal pathway, learners are encouraged to express themselves through movement and responses to music. A focus on body awareness allows learners to develop their sense of self.

In the informal pathway, dance sessions will follow the lead of the learner, allowing them to develop their own sense of self, movement and choreography. Adults can enhance these sessions through modelling and intensive interaction

• Body awareness and and possibilities develop.

• Improved control of musculature building skills of adjusting strength and tension.

• Personal expression develops as an additional form of communication.

• Learners self esteem, wellbeing and mindfulness improves.

• Learners develop self regulatory techniques  to harness movement in different combinations.

• Physical strength and co-ordination develops, including control, balance,, poise and elevation.

• Sense of rhythm, pattern, and sequencing develops supporting cognitive development.

• Joint attention develops as well as team skills for some.

• My Communication

• My physical development

• My Maths

• My PSHE

• My Music

• Dance workshops delivered by external companies specialising in SEND