Drama and Theatre
“Theatre is the art of looking at ourselves.” Baz Karshaw
DRAMA & THEATREDrama holds a significant place in the life of Moonstone. The Academy draws many students not only for its academic achievements but also for the abundant opportunities it offers in the Arts, both within the curriculum and through extracurricular programs.
Head of Department: Mr Robert William
Teachers: Ms. Dakota Jones, Ms. Nilima Sen
Through Drama, we strive to foster skills that support the well-rounded development of all pupils, such as collaboration, cooperation, commitment, creativity, resilience, and teamwork. Standards are set high, and every student is encouraged to be inclusive and respectful of their peers’ efforts and contributions.
We aim to:
- Explore a rich and diverse body of knowledge, examining topics through physical, social, economic, environmental, cultural, and political lenses, to foster inquisitive minds and inspire a passion for the arts across different cultures and communities.
- Focus on cultivating strong communication and teamwork skills while encouraging resilience in students.
- Challenge students with key societal issues and concepts, using theatre and the arts as a medium to explore and understand the world around them.
- Help students develop the skills necessary to perform with confidence, creativity, and style.
- Offer opportunities for students to acquire transferable skills like public speaking and effective communication, preparing them for future professional pursuits.
KEY STAGE 3
The Key Stage 3 curriculum focuses on preparing students for future academic challenges by guiding them through thematic extended projects. This approach helps them build a solid foundation of practical skills. Throughout their learning, students explore a range of media, reflect on their progress, and identify their personal strengths. They are also introduced to influential artists and key cultural movements that have shaped the art world. By conducting independent research and experimentation, students cultivate essential study habits that will serve them well as they advance to GCSE and A Level coursework.
Year 7
Drawing project – Significant objects
Upon arriving in Year 7, students come from different primary academies, each bringing their own unique experience with Art. To support their transition, the Significant Objects project is created to help students introduce themselves and build connections, all while developing essential skills. Each student chooses an object that holds personal meaning and shares it with their peers in a group discussion. By exploring various drawing techniques, we aim to boost students’ confidence and self-esteem, guiding them through the process of creating a final representation of their chosen object.
Pattern project – Kanga
Year 7 students produce a mixed media print inspired by East African textiles, specifically Kanga. Kanga prints are characterized by their rectangular shape, vibrant colours, bold patterns, and the inclusion of proverbs, often featured in the central panel of the fabric. Students are encouraged to select a proverb or saying that resonates with their personal values, which they then express visually through the design of their print. This project highlights the academy’s collaboration with the Moshi International School in Tanzania.
Year 8
Colourful Fruit
Drawing inspiration from ceramic artist Rita Goswami, this project encourages students to create sculptural vessels that are shaped by the forms of fruit. The department incorporates Malone’s video diaries to offer students insight into the working processes of professional artists. In previous years, some students have had the chance to visit Malone’s studio as well. Through the unpredictable nature of ceramics, students learn to build resilience and appreciate the value of taking creative risks while shaping their pieces.
Me as a Beast
In this self-portrait project, students imagine themselves as a blend of human and animal, choosing an animal that they feel reflects their personality and traits. After crafting a narrative for their character, the ultimate aim is to design a film poster. Throughout the project, students enhance their skills in photography, drawing, and digital design, while also exploring how different animals are portrayed across various cultures. This project is inspired by the work of several artists, including sculptor Marc Quinn.
Year 9
Pop art
Students delve into the Pop Art movement, analyzing the social, moral, and cultural climate of the time, as well as its connection to today’s culture. They are encouraged to reflect on themes such as consumerism, mass-produced imagery, the rise of celebrity, and the lack of female representation in Pop Art.
Throughout the project, students produce a series of artworks. By creating two silk-screen prints influenced by Pop Art, they investigate their own cultural and personal identities, alongside the influence of modern consumerism. Additionally, students have the opportunity to collaborate on a pop art animation. Finally, they enhance their research skills by completing a personalized research project, which will help prepare them for GCSE studies.
Boats
Students investigate the theme of boats to design abstract ceramic vessels. Initially, they work in groups to examine various aspects of boats and share their discoveries with the class. They then research and draw inspiration from artists and craftsmen, deepening their understanding of ceramics. In the final stage, students design and construct slab-built ceramic structures.
KEY STAGE 4
Students engage in theme-based projects, with an emphasis on developing their own personal lines of inquiry. The teaching method combines workshops and one-on-one tutorials, guiding students to produce outcomes that hold personal significance and value. Throughout the course, students are encouraged to visit key cultural sites such as Hyde Park and the Serpentine Pavilion, The Wellcome Collection, and attend Tate Modern Artist Talks. Critical and contextual studies play a vital role in their learning, teaching students to critically analyze visual culture and question the meaning behind imagery in various forms of media.
For GCSE Art, students complete two projects and a 10-hour exam in March of Year 11, with around eight weeks allocated for preparation prior to the exam. The course allows students to further develop their individual strengths while experimenting with a variety of materials across the projects.
KEY STAGE 5
Building on their GCSE experience, students at A Level are encouraged to deepen and refine their personal artistic expression. They have the freedom to select their own themes, interpret assigned briefs in their unique way, and determine the approach they wish to take for each project. With a solid foundation of knowledge in various media, students are expected to make informed decisions about which materials to use and how to apply them. While guidance from teachers is always available, students are given the confidence to take creative risks and pursue bold, innovative artistic directions.
A Level Art is structured around two components each year, as detailed below.
AS
Portfolio: Students explore the theme of ‘Space’ by creating a series of responses to workshops, a large-scale drawing, and a project based on an area of personal interest.
- Externally-Set Assignment: Students have eight weeks of preparation time to work on their assignment before completing a 10-hour exam.
A Level
Personal Investigation: Students are required to develop a project based on their own chosen starting point.
- Externally-Set Assignment: Students are given eight weeks of preparation time to work on their assignment before undertaking a 15-hour exam.
EXTRA - CURRICULAR ACTIVITIES
The Art Society, led by Year 13 students, arranges trips to meet artists and explore cultural venues like the Wellcome Collection, Hyde Park, the Serpentine Pavilion, and the Tate Modern. Alongside this, Year 11 students have the opportunity to participate in weekly studio sessions, and all students can make use of the art facilities during lunch hours.
DESTINATIONS
Our department is fully committed to guiding students who wish to further their studies in art. We offer support throughout the application process, whether they’re aiming for a university degree or a foundation course. This includes portfolio reviews, mock interviews, and inviting alumni to share their experiences of different art programs.
A significant number of our students go on to pursue art-related disciplines. Recently, students have chosen to study Foundation Art and Design at prestigious institutions such as Camberwell, Central St Martins, Prince’s Drawing School, Kingston, The Working Men’s College, and Ravensbourne. We have also assisted students with applications for degree programs in areas like History of Art, Architecture, Computer Animation, Product Design, Film Studies, and Fine Art. Some of the universities our students have attended include the University of Bristol, Loughborough University, University of Sheffield, and University of Westminster.
“At Moonstone Academy, we are dedicated to providing exceptional support to ensure our students have the opportunities and encouragement they need to thrive and reach their full potential, both academically and in the broader community.”