Black Country Holistic Approach

BCHA CURRICULUM 2007-2008

Rationale

The overall aim of the curriculum is to reflect the ethos & mission statement of Black Country Holistic Approach¹ and to embrace the ‘Every Child Matters’ agenda.²

The BCHA curriculum provides a structure for the delivery of courses offered, whilst being flexible enough to cater for the diverse & different needs of students referred to us.

Essentially we are committed to the following principles:

Engaging with young people through the arts in a warm & supportive environment.
Achieving all of the ‘Every Child Matters’ outcomes.
Reviewing & developing the existing curriculum.
Curriculum enhancement & enrichment.
High levels of quality assurance.
An holistic approach to teaching & learning.
Gaining accreditation for our students.
Reintegration into mainstream services.
Positive outcomes.

Our curriculum is designed to offer courses in Sound Engineering, Performing arts & Visual Arts, whilst students can select elements from each course in order to gain accreditation in the Expressive arts. Supplementary lessons are offered in basic skills & wider key skills are
taught as part of the syllabus.

Young people can gain accreditation through a range of awards & qualifications. We are continuing to develop our accreditation portfolio, which is underpinned by our qualification framework along with our quality assurance standards. As an organisation we have successfully gained the ‘Matrix’ standard award for information, advice & guidance.

The BCHA accreditation portfolio currently consists of:

AQA Unit Award Scheme in sound engineering, performing arts & visual arts.
ASDAN Expressive Arts Award Programme.
ASDAN Bronze & Silver Awards
ASDAN CoPE Level 1 & 2

Students are also able to complete coursework towards GCSE art, music, drama & dance in partnership with local schools. Credits towards the Duke of Edinburgh award can also be achieved

We are committed to ensuring that our staff team are qualified, experienced & receive regular staff training, support & supervision.
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BCHA ‘About Us’ Education & Support Packages
² BCHA ‘Every Child Matters’ statement
BCHA CURRICULUM 2007-2008

Sound Engineering

The sound engineering programme has gone from strength to strength this year, with further investments made in facilities & equipment & a continuing demand for placements. The sound engineering course continues to offer a professional studio experience for KS 4 students interested in the music industry. Students are also able to gain external accreditation for their work. Alternative introductory courses are also available at key stage 3.
All studios have been refurbished over the year to create additional studio space & to create specialist booths for recording & production .Investments have been made in DJ decks, microphones & equipment updated. The creation of a radio station, situated on the upper floor
at our Walsall site has also enhanced our provision & provided further learning & progression opportunities for the students.

The students are able to gain accreditation for their achievements in elements of sound engineering through AQA Unit Award Scheme & through ASDAN expressive arts short course awards. Students have the opportunity to gain ASDAN CoPE qualifications at level 1or 2.

Sound Engineering Curriculum
Course elements:

Introduction to health & safety in a studio environment
Setting up & learning how to use equipment safely
DJ skills & techniques
Mixing & recording on multi-track
Recording & producing a music CD
Studio recording-special effects
Rap vocals & vocal skills/ lyrical composition
Live performance skills
Learning to play instruments
Self-assessment, tutor assessment & compilation of folder work

Sound Engineering Curriculum
Course Aims:

To learn a range of practical, technical, theoretical & transferable skills.
To raise self-esteem & confidence levels.
To promote team building skills.
To develop an interest & involvement in music & live performance.
To learn how to set up & safely use equipment in a sound recording studio.
To facilitate students ability to work creatively in an arts environment.
To gain accreditation for skills learnt, knowledge gained & challenges undertaken.
To prepare students for further study or employment.

Sound Engineering Course/ Scheme of work
Term 1. Autumn term
During this term the majority of sound engineering students will be working towards the AQA Unit Award Scheme. The syllabus & expected outcomes for each award form the basis for all medium term planning. Students will then progress to the ASDAN Expressive Arts short course Award, working towards level 1. Further opportunities to gain credits towards
ASDAN Bronze & Silver Awards or towards ASDAN CoPE, at level 1 or 2 will be introduced as appropriate to the learner.

The level of entry at which each individual will start is dependant on prior attainment & an
assessment will be made during the induction process. Each student will have an individual learning plan which will state their current levels of ability & which award/s they are working towards.

Students will normally be grouped in key stages .Each workshop is planned in order to take account of ability & diversity needs within each group. Students are taught in small groups of approximately 6-8 students. Each group is supported by a youth intervention worker.

Module 1.Setting up your own studio
Recording and producing a music CD

Week 1.

Health & safety introduction: How to safely work within a studio environment.
Select correct cables to wire mixing console & DJ decks.
DJ skills: beat mixing.
Introduction to working as part of a team.
Introduction to compiling a portfolio to evidence work.
Introduction to action planning sheets for ASDAN Expressive Arts awards.
Introduction to taking responsibility for own learning.

Week 2.

Learn how to operate the mixing console.
Inputs, Outputs, Connections.
Select a microphone & route a signal through a mixing console.
DJ skills: fruity loops, beat mixing.
Select sounds from the sound library to use in the music recordings.

Week 3.

Learn how to operate the record & playback controls of a music studio recording machine.
Learn about at least two different types of microphones.
Learn to select from at least three different types of sound.
Operating the mixer or mixing console independently or as part of a group.
Introduction to making a CD on the DJ mixer.
Introduction to MC-ing on CD

Week 4.

Operating the mixer with multi-tracks.
Mixing & recording on multi-track.
DJ-skills, making a CD with MC-ing.
Learning about the order in which each stage of the production process is normally implemented.

Week 5.

Studio recording, mixing own tracks.
Studio recording, special effects.
Team building-Take part in group discussions to decide the style of music to record, the types of sounds & overall volume levels.
DJ-skills, making a CD with fruity loops and beats.

Week 6.

Overview, review of skills learnt.
Music technology quiz. Written & discussion.
Assessment. Folders graded. Progress sheets completed. Action points stated.
Self-evaluation on individual & group progress.
Portfolio presentation skills.
Completion of Review sheets for ASDAN awards.
New ILP.
DJ-ing CD compilation(ongoing development)

Sound Engineering
Module 2.Live Performance Skills
Rap Vocals & Live Sets

Week 7.

Team building-Work as a member of a group to plan & learn a set routine for a live performance.
Writing own lyrics to record & perform
Be able to remember & repeat at least eighty percent of the words of a given or selected ‘rap’.
Select material to be used in the performance.
How to use a microphone to ensure the volume of the performance is appropriate for the audience.

Week 8.

Rehearsals: ensure students attend regularly & punctually.
Studio recording, special effects. Preparation of backing tracks.
Rehearsal of M.C-ing for performance- live or pre-recorded.
Team building-Continue to take part in group discussions to plan & learn routines for a live performance.
Problem solving: deal with & solve problems as they occur throughout the process.

Week 9.

Learn about the different health & safety issues e.g. correct clothing, footwear and stage preparation to be aware of when planning a live performance.
Individual skills: Continue to learn & rehearse related materials .e.g. rapping, words to lyrics, musical composition
Team building-Take part in ongoing discussions to decide on material for show.
DJ-skills: recording compilation tracks.

Week 10.

Rap Vocals: Listen to the music & work out where the words fit in for tempo & phasing.
Practice performing a ‘rap’ to an audience.
Rehearsal of individual performances live or pre-recorded.
Gain experience of Working co-operatively through understanding the different roles people play in a live performance, e.g. stage management, technicians, musicians.
Continue to develop personal portfolios to evidence work.

Week 11.

Prepare portfolios for assessment.
Continue to develop individual performance for show.
Continue to develop team building skills to ensure each student has a role to play in a live performance.
Continue to rehearse material.

Week 12.

Overview, review of skills learnt.
Music technology quiz. Written.
Assessment. Folders graded. Progress sheets completed. Action points stated.
Self-evaluation on individual & group progress.
New ILP.
DJ-ing CD compilation(ongoing development)
Portfolio presentation skills.
Rehearsals.

Week 13-14

Rehearsals
Final preparation of material

Week 15.

Christmas show in-house live performance
Setting –up equipment for live show
Taking responsibility for own performance & group responsibility for the success of the show.
Final rehearsals
Live production.
Perform Live on stage to an audience
Gain experience of performing in public
Rap artists: Perform a ‘rap ’to an audience.
End of term assessments. Folders handed in to Education Co-ordinator.

Performing Arts Curriculum
The performing arts course is a vibrant programme offering opportunities in dance, drama, singing, music creation, live performance & art. We have excellent facilities in which to deliver the course. The students are able to gain AQA & ASDAN awards & qualifications in this area & work towards performing to an audience.
The course is ideal for students wishing to work in the performing arts industry or wanting to pursue a performing arts course at college. It is also a creative course developing many transferable skills useful in child care fields, hair & beauty & related art & design fields.

Course elements:

Introduction to health & safety in a studio environment
Working with others as part of a group
Dance
Drama
Live performance skills
Learning to play instruments & music creation.
Video production
Theatre skills
vocal skills/ lyrical composition
Art & design
Self-assessment, tutor assessment & compilation of folder work

Course Aims:

To learn a range of practical, technical, theoretical & transferable skills.
To raise self-esteem & confidence levels.
To promote team building skills.
To develop an interest & involvement in the performing arts & live performance.
To gain an appreciation of other artists working in the industry.
To facilitate students ability to work creatively in an arts environment.
To gain accreditation for skills learnt, knowledge gained & challenges undertaken.
To prepare students for further study or employment.

Performing Arts Course/ Scheme of work
Term 1. Autumn term
During this term the majority of performing arts students will be working towards the ASDAN Expressive Arts short course Award. Further opportunities to gain credits towards
ASDAN Bronze & Silver Awards or towards ASDAN CoPE will be introduced as appropriate to the learner .Students are also able to gain accreditation in dance through AQA Unit Award Scheme

Module 1.Expressive Arts award
Exploration & Creation