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Mullion School

Kindness, Self belief, Determination

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Expressive Arts

EXPRESSIVE ARTS

If you would like your child to begin instrumental or vocal lessons, please complete the online application form using the link below:

Instrumental and Vocal Lessons
We strongly encourage all students to take advantage of our instrumental and vocal tuition opportunities. Learning an instrument or developing singing skills is one of the most rewarding ways for young people to develop confidence, creativity and self-expression, whilst also supporting wider academic achievement.
Research shows that learning music can improve concentration, memory, listening skills, resilience and teamwork. Students who receive instrumental or vocal tuition often develop greater confidence, self-discipline and independence, as well as experiencing the enjoyment that comes from making music and performing with others.

Whether your child is a complete beginner or an experienced musician, instrumental and vocal lessons provide an excellent opportunity to develop new skills, learn from specialist teachers and become involved in the wider musical life of the school, including ensembles, performances and productions.
We offer tuition across a range of instruments and voice, with lessons tailored to suit students of all abilities and experience levels.
How to Sign Up

If you would like your child to begin instrumental or vocal lessons, please complete the online application form using the link below:


For further information about lesson availability, instruments offered and costs, please contact the Music Department. We look forward to supporting your child's musical journey.

Curriculum Information:

Key Stage 3 Music Curriculum
At Mullion School, our Music curriculum is designed to be ambitious, engaging and inspiring, enabling every student to develop as a confident performer, creative composer and informed listener. Through a carefully sequenced curriculum, students explore a rich variety of musical styles, cultures and traditions while developing practical performance skills, creativity, teamwork and musical understanding.

Music lessons are highly interactive and immersive. Students sing, perform, compose, improvise, use music technology and collaborate with others, building confidence and independence as musicians. Across Key Stage 3, they experience everything from samba drumming and African musical traditions to classical masterpieces, film music, songwriting and electronic music production.
Year 7: Building Musical Foundations
Year 7 introduces students to the core elements of music through exciting practical experiences that develop confidence, musicianship and creativity.
Autumn 1 – Opening Night! Ensemble Performance
Students begin their musical journey by performing together as an ensemble. They develop pulse, timing, rehearsal skills and teamwork through vocal and instrumental performance, learning how musicians work together to create successful performances.
Autumn 2 – Samba Rhythms
Students explore the vibrant world of Afro-Brazilian music through ensemble drumming. They learn about rhythmic notation, syncopation, ostinato patterns and groove while performing increasingly complex rhythmic arrangements.
Spring 1 – Keyboard Musicianship & Melody
Students develop keyboard skills while learning to read standard western notation and perform melodic music. They are introduced to musical phrases, motifs and the foundations of melody writing.
Spring 2 – Programme Music & Musical Storytelling
Students discover how composers use music to tell stories, create characters and build atmosphere. Through composition activities, they experiment with texture, timbre and musical devices to create their own musical narratives.
Summer 1 – Instruments of the Orchestra & Great Composers
Students explore the instruments and families of the orchestra while listening to and analysing music by influential composers from the Baroque, Classical and Romantic periods.
Summer 2 – Songwriting Fundamentals
Drawing upon the skills developed throughout the year, students compose and perform their own songs using chord progressions, melodies and popular song structures.
Year 8: Developing Creativity and Musicianship
Year 8 challenges students to become more independent musicians while developing greater understanding of rhythm, harmony, melody and musical expression.
Autumn 1 – West African Drumming, Vocal Traditions & Polyrhythm
Students explore the rich traditions of West African music through drumming, singing and improvisation. They develop leadership skills and learn how complex rhythmic patterns combine to create powerful ensemble performances.
Autumn 2 – Blues, Harmony & Popular Music Origins
Students investigate the origins of modern popular music through the Blues. They perform 12-bar blues patterns, explore improvisation and discover how this influential genre shaped contemporary music.
Spring 1 – Tonality & The Power of Minor
Students examine how composers use harmony and tonality to create mood and emotion. Through composition, they explore tension, resolution and the expressive qualities of minor keys.
Spring 2 – Melody Writing & Development
Students build upon their melodic understanding by learning how composers develop and transform musical ideas using techniques such as sequence, repetition and variation.
Summer 1 – Songwriting & Audience Communication
Students further develop their compositional skills by creating original songs, considering how music can communicate ideas, emotions and meaning to an audience.
Summer 2 – Music for Film & Media
Using music technology, students compose soundtracks and explore how music enhances storytelling in film, television and gaming. They learn how composers create atmosphere, emotion and dramatic impact through sound.
Year 9: Independence, Performance and Music Technology
Year 9 provides an ambitious bridge to GCSE study, encouraging students to demonstrate greater creativity, independence and musical maturity.
Autumn 1 – Theme & Variation
Students explore how composers transform musical ideas through variation techniques. They manipulate melodies, harmonies and structures to create sophisticated original compositions.
Spring 1 – Music Technology & EDM Production
Students use industry-standard music technology to create and produce electronic music. They learn sequencing, layering, editing and production techniques while exploring the creative world of Electronic Dance Music (EDM).
Summer 1 – Battle of the Bands: Independent Performance Project
Working collaboratively, students rehearse, arrange and perform music of their choice. Taking ownership of the entire performance process, they develop leadership, rehearsal strategies and performance skills while preparing for potential GCSE Music study.
The Wider Musical Experience
Throughout Key Stage 3, students engage with a diverse range of musical styles, traditions and cultures, including:
  • Classical music from the Baroque, Classical and Romantic eras
  • African and Afro-Brazilian musical traditions
  • Blues, Jazz and popular music
  • Film, television and video game music
  • Contemporary electronic music
  • Songwriting and music production

Our Music curriculum encourages students to be curious, creative and confident musicians, providing both the challenge and support needed for every student to succeed while fostering a lifelong appreciation of music. 

Key Stage 4 Music (OCR GCSE Music J536)
GCSE Music is a dynamic, challenging and rewarding course that enables students to develop as confident performers, imaginative composers and perceptive listeners. Following the OCR GCSE Music (J536) specification, students explore an exciting range of musical styles and traditions while refining the practical, creative and analytical skills required for success at GCSE and beyond.

The course balances performance, composition and listening, allowing students to develop their own musical interests whilst gaining a deeper understanding of how music is created, performed and experienced. Students engage with live and recorded music, perform both as soloists and ensemble musicians, compose original music and develop the listening and appraising skills needed to understand music from a range of genres, cultures and historical periods.
Year 10: Developing Musical Understanding and Creativity
Year 10 establishes the musical knowledge, technical skills and confidence required for successful GCSE study. Alongside the Areas of Study, students begin developing their coursework portfolios in performance and composition.

Autumn 1 – Musical Foundations, The Musical Dimensions & Ensemble Performance Skills
Students revisit and strengthen their understanding of the building blocks of music, including rhythm, melody, harmony, texture, structure, tonality and sonority. Through practical activities and ensemble performance, they develop rehearsal techniques, musical accuracy and expressive communication while establishing the core listening and analytical skills required throughout the GCSE course.

Autumn 2 – Area of Study 5: Conventions of Pop & Ensemble Performance Skills
Students explore the characteristics of popular music from the 1950s to the present day. Through performing, listening and analysis, they study song structure, chord progressions, riffs, hooks, instrumentation and studio production techniques. Ensemble performance work continues, developing collaborative musicianship and stylistic awareness.

Spring 1 – Area of Study 5: Conventions of Pop & Solo Performance Skills
Students deepen their understanding of popular music styles including rock, pop, singer-songwriter and contemporary commercial music. Alongside their listening studies, students begin refining their solo performance work, focusing on technical control, interpretation and performance confidence.

Spring 2 – Area of Study 3: Rhythms of the World & Solo Performance Skills
Students explore the rich rhythmic traditions of music from India, Africa, South America and the Middle East. Through listening and practical music-making, they develop an understanding of complex rhythmic structures, cycles, improvisation and cultural context. Solo performance preparation continues with increasing technical and expressive challenge.

Summer 1 – Area of Study 3: Rhythms of the World & Integrated Portfolio Composition
Students continue studying world music traditions while exploring the skills required for the Integrated Portfolio Composition, creating original music inspired by a chosen stimulus. They develop compositional techniques including melody writing, harmony, structure and effective use of musical devices.

Summer 2 – Areas of Study 3 & 5 Retrieval, Exam Skills & Integrated Portfolio Composition
Students consolidate learning from both Areas of Study 3 & 5 through listening, analysis and exam-style questions. Composition work continues as students refine and develop their Integrated Portfolio, applying feedback and strengthening their creative decision-making.
Year 11: Refining Performance, Composition and Exam Success
Year 11 focuses on completing coursework components and developing the advanced listening and analytical skills needed for the final examination.

Autumn 1 – Area of Study 2: The Concerto Through Time, Solo Performance Preparation & Integrated Portfolio Composition
Students explore the development of the concerto from the Baroque period through to the Romantic era. They study influential composers, instrumental virtuosity, musical forms and stylistic features while preparing for their solo performance examination and completing composition coursework.

Autumn 2 – Area of Study 2: The Concerto Through Time, Solo Performance Examination & Integrated Portfolio Composition
Students deepen their understanding of concerto conventions, comparing works from different periods and examining how composers developed the genre over time. Solo performances are formally recorded and assessed, while composition work is refined and finalised.

Spring 1 – Area of Study 4: Film Music, Ensemble Performance Preparation & Practical Component Composition
Students investigate the role of music in film, television and media, studying techniques such as leitmotif, underscore, orchestration, character themes and musical storytelling. Alongside this, students prepare for their ensemble performance examination and begin the OCR-set Practical Component Composition.

Spring 2 – Areas of Study 2, 3, 4 & 5 Retrieval, Exam Question Analysis, Practical Component Composition & Ensemble Performance Examination
Students draw together learning from all previously studied Areas of Study, developing confidence in extended listening questions, score-reading and analytical responses. Ensemble performances are recorded and assessed, while students complete and refine their final composition coursework.

Summer 1 – Areas of Study 2, 3, 4 & 5 Retrieval and Listening & Appraising Examination Preparation
Students undertake focused revision across all Areas of Study, revisiting key musical features, composers, genres and terminology. Through regular listening practice, exam-question analysis and retrieval activities, they develop the confidence and expertise needed for the final Listening and Appraising examination.
Areas of Study
Throughout the course, students develop a broad understanding of music through four diverse Areas of Study:

Area of Study 2: The Concerto Through Time
Students explore the evolution of the concerto across the Baroque, Classical and Romantic periods, developing an appreciation of musical structure, stylistic conventions and instrumental virtuosity.

Area of Study 3: Rhythms of the World
Students study musical traditions from Africa, India and the Middle East, exploring rhythm, improvisation, ensemble performance and cultural influences.

Area of Study 4: Film Music
Students discover how composers use music to enhance narrative, atmosphere and character through techniques such as leitmotif, orchestration and thematic development.

Area of Study 5: Conventions of Pop
Students examine the evolution of popular music, analysing song structures, harmony, production techniques and the characteristics of a range of influential artists and genres.
Assessment
OCR GCSE Music is assessed through three components:
  • Performance (30%) – One solo performance and one ensemble performance.
  • Composition (30%) – Two original compositions, including one set by OCR.
  • Listening and Appraising Examination (40%) – Understanding, analysing and evaluating music from the Areas of Study.
Beyond the Classroom
GCSE Music provides an excellent foundation for further study and careers in music, performance, composition, production, media, teaching and the creative industries. More importantly, it develops highly transferable skills including creativity, collaboration, resilience, critical thinking and self-confidence.

Our GCSE Music curriculum is designed to be aspirational, immersive and musically rigorous, giving students the opportunity to perform, create and explore music at an increasingly sophisticated level while fostering a lifelong appreciation and enjoyment of music.

Performing Arts plays an important role in the life of the school. Students follow courses in Drama and Music throughout Key Stage 3. Dance, Drama and Music are optional at Key Stage 4.

Students can get involved in a variety of projects throughout the year. Our productions invite all students to get involved.  Each project has a different pattern to rehearsals and different levels of commitment are required. Students need to be sure that they can attend the rehearsals and performances before they get involved. Rehearsals can be at lunchtimes, after school and at weekends. 

This year’s students have been able to get involved in the following:

Junior Choir, Senior Choir, Chamber Choir, Percussion Ensemble, 

Junior Dance Group, Senior Dance Group, Junior Drama Club, an original school show and a Hootenanny.

We organise visits to see live performances and invite some companies in with professional shows.

Drama

Why we study Drama: 


Drama is a group activity. Individual and team work skills are developed. We place great emphasis on creating an environment in which all students are respected, valued and able to develop confidence. 

Students make Drama: exploring and devising through improvisation and scripting.

Students shape Drama: rehearsing and revising, polishing and perfecting.

Students perform Drama: within class and at times to other classes.

Students watch Drama: reflecting and evaluating on their own work and others’ work.

If the experience of Drama builds confidence and self respect, then it will have been a success; for others …….it may transform their lives.

Words and phrases that reveal the actions of a drama student:

Creating, making, shaping, researching, improvising, scripting, imagining, experimenting, generating, partnering, explaining, responding, risk taking, initiating, motivating, rehearsing, practising, revising, learning, remembering, persisting, extending, editing, trying, succeeding, surprising, acting, miming, performing, entertaining, characterising, role playing, expressing, moving, amusing, shocking, stunning, watching, realising, reacting, feeling, wondering, judging, enquiring, questioning, growing, caring, achieving, accepting, understanding, respecting, making your mark, finding your voice, being you at your best.

Our KS3 Curriculum in Drama
What we study:


YEAR 7  In year 7 we aim to get students to believe in themselves and in their prospects of becoming excellent.


1 Working with others and experimenting in different styles

2 A class play based on the Charles Causley poem, Timothy Winters

3 Drama Building Blocks

4 An experiential drama project as a family travelling as 19th century emigrants on The Oregon Trail
YEAR 8 In year 8 we aim to get students to develop skills as creators and performers


1 Absurd Comedy: using the comic poem The Lion and Albert as a starting point 

2 Holiday from Hell: devised drama concentrating on the structure of a play

3 Scripted Drama: how an actor approaches a text

4 Times Zones: an experiment with multiple lines of narrative

5 Comedy Sketches: a look at classic comedy and a creative project

6 How to Succeed In Secondary School: a creative challenge.
YEAR 9 In year 9 the projects have an eye to working expectations in Key Stage 4 and to the practitioners for later study


1 Court of Life: an exploration of a runaway approached with elements of Epic Theatre style

2 Building a Character: an approach to creating a role with an element of competition

3 Park Bench: a monologue scripting challenge

4 Naturalism and social drama

5 Risk: a creative task influenced by poetry and theatre extracts

6 Reality Time: a teamwork challenge 
Assessment:

Each of the projects has a natural end point when we can judge or reflect on what has been achieved. If a student has been able to work in a team, generate ideas, create a plan, rehearse effectively and then perform, then they will be an excellent student. Teacher feedback is usually oral and student feedback in the form of applause. Two projects operate like auditions and successful students are very clear of their success. 

What is assessed and when:
Year 7 Autumn

Can you listen

Can you share

Can you create

Can you perform

 Spring

A whole class Performance

and

Evaluation

 Summer

Extended Role Play

and

Creating a trailer
Year 8 Autumn

Absurd Comedy Performance

and 

Creating a play with multiple role playing

 Spring

Creating a character from a script

and 

Auditioning

and 

Experimenting with multiple narratives

 Summer

Performing Comedy Sketches

and

Creating a Play from a Brief
Year 9 Autumn

Performing in a Mock Trial

and 

Building a Character through Improvisation

and

Auditioning

 Spring

Writing a Monologue

and 

Performing a Monologue

and 

Using Drama to Explore Issues

 Summer

Experimenting on a Theme

and 

Teamwork Challenge

Competition
Our Key Stage 4 Curriculum in Drama:


At Key Stage 4 we deliver Drama through the BTEC Performing Arts Tech Award Level 1 and Level 2. Students are expected to create performances for real audiences. They work at devising, and performing repertoire. They explore the ideas of several key practitioners in theatre. This course will develop confidence, capability and maturity and it is open to all students capable of gaining a pass. It is designed to give insight into the professional world of Drama and Theatre and is an excellent stepping stone to those wanting to go on to further study and who aspire to work in the profession.

The content can change but we currently explore the ideas of the Brazilian practitioner, Augusto Boal and his Theatre of the Oppressed, the ideas and work of German playwright, Bertolt Brecht and Epic Theatre and the acting approach pioneered by The Russian Theatre director and actor Konstantin Stanislavski. 

The plays studied recently include The Comedy About a Bank Robbery, Waiting for Godot, A Midsummer Night’s Dream, The Tempest, I and You, Blood Brothers, Happy Families, Top Girls, Kindertransport, The Bar Mitzvah Boy, Oh! What a Lovely War and The Curious Incident of the Boy in the Nighttime.

Assessment at Key Stage 4
Component 1 Exploring the Performing Arts


(Internal Assessment)

 Observe and Perform Repertoire


Make a presentation/report on performance styles, techniques and roles and on how practitioners create and influence what is performed
Component 2  Developing Skills and Techniques


(Internal Assessment)

 Gain Skills during workshops and classes


Apply Skills in performances

Reflect on Skills and how they have been developed, used and how they can be improved.
Component 3  Performing to a Brief


(External Assessment)

 Use the Brief to Create Ideas


Choose Skills and techniques

Build on skills

Review your development

Perform to a target audience

Reflect on the performance

KS3 Dance

Assessment At KS3

Each unit of learning leads to a practical assessment which is recorded and evaluated by both teacher and students. There will also be listening assessments each term testing students’ ability to aurally identify, analyse and evaluate a range of musical elements and stylistic features.

Year Autumn  Spring  Summer
Yr7  Polyrhythmic composition and performance 

Atmospheric composition and performance

 Group performance of “Somebody that I used to know” 

Chinese group composition and performance

 Paired ensemble performance of “Ode to Joy”

Ukulele performance assessment
Yr8 Class performance of Skid Row

Christmas Song/Rap composition and performance

 Paired ensemble performance of a Renaissance Pavane

Group performance of Samba piece

 Group composition of incidental music

Performance of Cornwall my Home  (Ukulele/Voice)
Yr9 Group composition and performance based on traditional Blues music

Snare drum performance assessment

 Group performance of “Three Little Birds”

Group composition and performance based on Danse Macabre

 Group composition and performance of a song in a popular style
Assessment At KS4

Students sit a listening and appraising exam in the final year of GCSE study, which equates to 40% of the GCSE. Students are assessed on their listening skills after completion of each area of study. Composing and performing work takes place over the duration of the course and is assessed at certain points throughout.

Year Autumn Spring Summer 
Yr10 Solo & Ensemble Performance Assessment

Listening & Appraising:

  • Conventions of Pop
 Solo Performance Assessment

Listening & Appraising:

  • The Concerto Through Time
 Submission of Composition 1

Ensemble Performance Assessment

Listening & Appraising: 

  • Rhythms of the World
Yr11 Solo & Ensemble Performance Mock Recording

Listening & Appraising:

  • Music for Film and Video Games
 Solo & Ensemble Performance Recording

Submission of Composition 2

 Listening & Appraising Exam

Dance

Our KS3 Curriculum in Dance
What we study:
KS3
7,8,9  In year 9, students can opt to take part in a 7 week unit of dance in their core PE lessons. Students that register their interest at this point are then invited to join an extra curriculum group in which their skills are developed further. This work forms a foundation of skills and understanding for those wishing to pursue Dance as a Level 2 study option in Key Stage 4.
Our Key Stage 4 Curriculum in Dance:

At Key Stage 4 we deliver Dance through the BTEC Performing Arts Tech Award Level 1 and Level 2. Students are expected to create performances for real audiences. They work at devising, and performing repertoire. They explore the ideas of several key practitioners in the historic and contemporary world of dance. This course will develop confidence, capability and maturity and it is open to all students capable of gaining a pass. It is designed to give insight into the professional world of Dance and Theatre and is an excellent stepping stone to those wanting to go on to further study and who aspire to work in the profession.

The content will change in response to the existing skills and interests of the group. This allows us to both showcase and challenge performance, technical and creative skills within the particular cohort that year.

Our study of professional dance is done holistically with a view to understanding processes and techniques in relation to other art forms. Students will consider a range of aspects,

  • music (structures/genres/styles/composition)
  • art (composition/subject/line/movement)
  • theatre (gesture/character/performance styles/space)
  • anatomy and physiology (safe practise/nutrition/fitness/)
  • production design (lighting/set design/costumes).

This in turn will help them gain a more vocational, real world understanding and appreciation of how dance is used in a range of professional vocational contexts.

Practically, we aim to develop the potential of students as performers and creators through encouraging individuality and self expression. Students often take the subject to improve their confidence and communication skills in addition to developing stronger skills as a technical dance performer. Although there is no requirement to bring existing technical skills to the course, it does help if the student has had some recent dance experiences.

Students perform in three to four shows per year providing an excellent opportunity to challenge and assess their performing skills.

The course provides an excellent foundation for studying Dance further at Level 3 either on a BTEC or A level course.

Assessment at Key Stage 4
Component 1 Exploring the Performing Arts


(Internal Assessment)

 Observe and Perform Repertoire


Make a presentation/report on performance styles, techniques and roles and on how practitioners create and influence what is performed
Component 2  Developing Skills and Techniques


(Internal Assessment)

 Gain Skills during workshops and classes


Apply Skills in performances

Reflect on Skills and how they have been developed, used and how they can be improved.
Component 3  Performing to a Brief


(External Assessment)

 Use the Brief to Create Ideas


Choose Skills and techniques

Build on skills

Review your development

Perform to a target audience

Reflect on the performance