Creative Art is taught at DWC with the aim of encouraging and developing students’ imagination, sensitivity, conceptual thinking, powers of observation and analytical ability. Students gain confidence and enthusiasm as they develop technical skills in two and three dimensional form and composition, and are able to identify and solve problems in visual and tactile forms. Students also learn how to develop ideas from initial attempts to final solutions. An ideal foundation for further study, Art and Design also develops a greater awareness of the role played by the visual arts in society and in history, broadening cultural horizons and individual experience.
At Key Stage 3 students are developing a range of skill generating a momentum into GCSE. Modules studied include: Drawing and shading, Still life, Painting, study of famous Artist and Genres, Pattern and Design, Mosaic, Art Movement, Ancient Nigerian Art Culture and Study of Still
At Key Stage 4 students will focus on the Cambridge IGCSE Art and Design syllabus; meeting the following Assessment Objectives (AOs) which apply to all components:
AO1 Gathering, recording, research and investigation 20%
(a) Investigate and research a variety of appropriate sources
(b) Record and analyse information from direct observation and/or
Other sources and personal experience
AO2 Exploration and development of ideas 20%
(a) Explore a range of visual and/or other ideas by manipulating images
(b) Show a development of ideas through appropriate processes
AO3 Organisation and relationships of visual and/or other forms 20%
(a) Organise and use the visual and/or other forms effectively to express ideas
(b) Make informed aesthetic judgements by recognising the effect of relationships between visual and/or other forms
AO4 Selection and control of materials, media and processes 20%
(a) Show exploration and experimentation with appropriate materials
(b) Select and control appropriate media and processes, demonstrating practical, technical and expressive skills and intentions
AO5 Personal vision and presentation 20%
(a) Show personal vision and commitment through an interpretative and creative response
(b) Present an informed response through personal evaluation,
reflection and critical thinking
In relation to the above Assessment Objectives students will study: Life Composition, Design of Logos, Exam Preparation Questions and an Interpretive Study.
We have exciting Art trips and the students have many opportunities to exhibit their work, either in house or in an art gallery in Lagos.
Performing Arts at Day Waterman College offers students the opportunity to study Music, Drama and Dance. These subjects enrich a student’s education by nurturing talent, promoting success and inspiring creativity. The very nature of the Creative Arts in education promotes thought, encourages expression, provides valuable life- long learning that can deepen empathy whilst building confidence and raising self esteem.
We have a new purpose built Arts Centre which will house our diverse curriculum and provide a professional environment for every student. We are building an Arts programme which will ensure high standard performances for all and exhibition of work that can be regularly shared with the wider community. We are striving for excellence in the Creative Arts and with the experience of our staff, excellent facilities; alongside the support of the school, parents and the wider community the prospects are endless and exceptional opportunities are unfolding at a rapid pace.
Each curriculum area has developed a strong programme to ensure each student has the capacity to reach their potential and achieve excellence in the Creative Arts.
At Day Waterman College, We boast of a state of the art theatre centre and studio recording facilities. We nurture and teach Drama both at KS3 and KS4 for Cambridge International Examinations iGCSE. Drama is an active examinable subject at iGCSE and a co-curricular activity for enrichment programs. This can’t go without special mention of Christmas and end of year productions which have taken place at our theatre and studios.
· What a Knight (An adaptation)
· Macbeth (An adaptation)
· The Rocky Monster Show (An adaptation)
· Arabian nights (An adaptation)
· The gods are not to blame (An adaptation)
· Hair Spray (An adaptation)
· The Orchestra is innocent (An original Production)
Syllabus Aims The syllabus aims to:
• Develop candidates’ understanding of drama through practical and theoretical study
• Enable candidates to understand the role of actor, director and designer in creating a piece of theatre
• Develop candidates’ acting skills, both individually and in groups
• Enable candidates to develop their skills in devising original drama
• Help candidates communicate feelings and ideas to an audience
• Foster understanding of the performance process and enable candidates to evaluate the various stages of that process
• Encourage enjoyment of drama.
Assessment Objectives Understanding repertoire: Candidates will be assessed on their ability to demonstrate knowledge and understanding of the possibilities of repertoire, and how to interpret and realise it in a live performance. Devising: Candidates will be assessed on their ability to devise dramatic material and reflect on its effectiveness. Acting skills: Candidates will be assessed on their acting skills and their ability to communicate effectively to an audience. Component 1 : Written examination 2 hours 30 minutes
The questions on this paper relate to pre-release material which is sent to Centres in advance of the examination. This material consists of three stimuli and an extended extract from a play (or an abridged version of an entire play).
An extended extract from a play (or an abridged version of an entire play) taken from repertoire from a variety of genres, countries and periods. Candidates should study the extract to enable them to understand both the text and the practical aspects of production. It is recommended that they perform it, at least informally. Candidates will not be assessed on their performance of the play.
Candidates devise a piece of drama based on one of the three stimuli three stimuli such as short titles, poems, pictures, songs, historical events, stories, etc. Candidates should work in groups of between two and six performers to devise and perform a piece of drama based on one of the stimuli.
Note: the stimuli on the pre-release material for Component 1 may not be used as a basis for the devised group piece on Component 2.
The questions on the paper will require candidates to have engaged with the pre-release material from the perspective of actor, director and designer.
Questions will cover a variety of aspects of:
• Acting (e.g. interaction, pacing, physicality, proxemics, role, vocal expression*)
• Devising (e.g. characterisation, contrast, structure, tension*)
• Directing (e.g. advice to actors, directorial concept, mood, staging*)
• Design (costume and make-up, lighting, props, scenography, set, sound).
A clean copy of the pre-release material will be provided in the examination.
Component 2: Coursework
Candidates submit three pieces of practical work.
• One individual piece (3–5 minutes): One performance of an extract from a play.
• Two group pieces (maximum 15 minutes each): One performance of an extract from a play and one original devised piece.
Each group piece must last no longer than 15 minutes and must allow each candidate broadly equal exposure. The prescribed group size is between two and six candidates.
Candidates will be assessed individually on: their practical understanding of repertoire; their ability to devise and reflect on performance material; their acting skills and ability to communicate effectively to an audience.
All work must be intended for live performance to an audience and staged in an appropriate performance space. Whilst performances should be video recorded for moderation purposes, the pieces produced should not be conceived for film or television performance.
At Day Waterman College, we strive to extract and tap the best talent of our candidates for Drama.
Music Department of Day Waterman College provides wide range of opportunities for student to explore and express their musical ideals and develop skill for performing music. Students receive a single lesson of 1hour each week. The curriculum reflects the belief that music is an aural art and a creative art which involves PERFORMANCE, COMPOSING AND LISTENING and is designed to incorporate a high level of student participation and student centered. A wide range of instruments and resources are available for use in lessons; recorders, percussion guitars and keyboards. Students who receive instrumental lessons are also encouraged to use their instruments in class.
PROGRAMME OF STUDY YEAR 7:
Construction of major scale and pentatonic scale
Musical Cycles – Music from West Africa
Life and works of composer
Musical Cycles – Gamelan
Musical Forms (AB Binary and ABA Ternary)
Music and media
Musical Clichés – Film Music
Caribbean music – Reggae and Calypso
Theme & Variations
Western and African musical instruments.
Opera (buffa and seria)
Music from India
life and works of composers
From Blues to Jazz
Music for Special Events
Intervals( major, minor, diminished, perfect and augmented)
Life and works of composers
KEY STAGE 4 The IGCSE syllabus consists of 3 components:
Aural awareness, perception and discrimination in relation to Western music of the baroque, classical, romantic and 20th-century periods.
• Identifying and commenting on a range of music from cultures in different countries.
• Knowledge and understanding of one Western Prescribed Work and one
Prescribed Focus from a non-Western culture.
Technical competence on one or more instruments.
• Interpretative understanding of the music performed.
Discrimination and imagination in free composition.
• Notation, using staff notation and, if appropriate, other suitable system.
The Music Department offers a variety of extra-curricular activities playing in the orchestra and singing in the choir and participation in the school production which take place in and out of the school. Students who receive instrumental tuition in school are expected to participate at these. Attendance is encouraged from the start, since much is to be gained from playing with more talented students. When students achieve a certain level of proficiency they are registered for external performance and examinations.
The Music Department is involved in the organisation of two main annual classical concert (February and Christmas Carol) and a Production. Production rehearsals are held at during activities with other creative teams (drama, dance and art) after School music lesson; We also encourage and prepare our students for external examinations (theory and practical under the following bodies such as MUSON (Musical Society of Nigeria) ABRSM (Associated Board of Royal of Music) and Trinity College of MUSIC.