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SECONDARY EDUCATION PROGRAM

Casula Powerhouse Arts Centre is dedicated to providing the community with affordable, high quality, educational programs that nurture active appreciation of the arts. Our creative and dynamic public programs and education team bring a variety of creative abilities and inspiration to encourage students to have an active art imagination.

For any questions or enquiries regarding the educational program, please contact us via e-mail at ppe@casulapowerhouse.com or via phone on 9824 1121.

VISUAL ARTS PROGRAM

Still Life Workshop | 90 or 120 minutes | price on request | Cap 100.

In this workshop, students will be introduced to artists and concepts relating to the topic of Still Life. In this workshop, students will learn about modern and contemporary artists who explore the subject of Still Life within their practice, whilst engaging in a practical art-making activity. Included in this workshop is a tour and an art-making activity.  Below is a breakdown of the activities students will learn within this workshop:
This workshop will have strong links to both the curriculum outcomes, as well to the current exhibition on display.

Introduction to Still Life and Exhibition Tour
Still Life Art- Making Component
Discussion and Conclusion about Still Life

NSW Curriculum Links (Secondary)

Stage

Subject

Content

Outcomes

Stage 4

Year 7-8

Visual Arts

Explores aspects of practice in critical and historical interpretations of art; Explores the function of and relationships between the artist- artwork- world- audience; Recognises that art criticism and art history construct meanings.

4.7, 4.8, 4.10

Stage 5

Year 9-10

Visual Arts

Explores aspects of practice in critical and historical interpretations of art; Explores the function of and relationships between the artist- artwork- world- audience; Recognises that art criticism and art history construct meanings.

5.7, 5.8, 5.10

Stage 6

(Preliminary)

Year 11

Visual Arts

Explores the conventions of practice in art criticism and art history; Explores the roles and relationships between concepts of artist, artwork, world and audience through critical and historical investigation of art; Explores ways in which significant art histories, critical narratives and other documentary accounts of the visual arts can be constructed

P7, P8. P10

Stage 6

(HSC)

Year 12

Visual Arts

Applies their understanding of practice in art criticism and art history; Applies their understanding of the relationships among the artist, artwork, world and audience; Constructs a body of significant art histories, critical narratives and other documentary accounts of representation in the visual arts.

H7, H8, H10

Street Art Workshop | 90 or 120 minutes | price on request| Cap 100.

In this workshop, students will be introduced to artists and concepts relating to Street Art. Students get to interact with real life street artists, allowing them to discuss and engage in these contemporary street artists’ practices. In this workshop students get to opportunity to do paste ups on the Casula Tanks and learn the art of street art.  Included in this workshop is a tour and an art-making activity.  Below is a breakdown of the activities students will learn within this workshop:
This workshop will have strong links to both the curriculum outcomes, as well to the current exhibition on display.

Introduction to Street Art and Exhibition Tour
Street Art: Create your own Paste Ups
Discussion and Conclusion about Street Art

NSW Curriculum Links (Secondary)

Stage

Subject

Content

Outcomes

Stage 4

Year 7-8

Visual Arts

Explores aspects of practice in critical and historical interpretations of art; Explores the function of and relationships between the artist- artwork- world- audience; Recognises that art criticism and art history construct meanings.

4.7, 4.8, 4.10

Stage 5

Year 9-10

Visual Arts

Explores aspects of practice in critical and historical interpretations of art; Explores the function of and relationships between the artist- artwork- world- audience; Recognises that art criticism and art history construct meanings.

5.7, 5.8, 5.10

Stage 6

(Preliminary)

Year 11

Visual Arts

Explores the conventions of practice in art criticism and art history; Explores the roles and relationships between concepts of artist, artwork, world and audience through critical and historical investigation of art; Explores ways in which significant art histories, critical narratives and other documentary accounts of the visual arts can be constructed

P7, P8. P10

Stage 6

(HSC)

Year 12

Visual Arts

Applies their understanding of practice in art criticism and art history; Applies their understanding of the relationships among the artist, artwork, world and audience; Constructs a body of significant art histories, critical narratives and other documentary accounts of representation in the visual arts.

H7, H8, H10

Ceramics Workshop | 90 or 120 minutes | price on request| Cap 25

In this workshop, students will be introduced to artists and concepts relating to the art of ceramics.  Students will have the opportunity to create wonderful and exciting ceramic sculptures that are informed by current ceramicists’ practices. Included in this workshop is a tour and an art-making activity.  Below is a breakdown of the activities students will learn within this workshop:
This workshop will have strong links to both the curriculum outcomes, as well to the current exhibition on display.

Introduction to Contemporary Ceramics and Exhibition Tour
Ceramic Art- Making Component
Discussion and Conclusion about Contemporary Ceramics

NSW Curriculum Links (Secondary)

Stage

Subject

Content

Outcomes

Stage 4

Year 7-8

Visual Arts

Explores aspects of practice in critical and historical interpretations of art; Explores the function of and relationships between the artist- artwork- world- audience; Recognises that art criticism and art history construct meanings.

4.7, 4.8, 4.10

Stage 5

Year 9-10

Visual Arts

Explores aspects of practice in critical and historical interpretations of art; Explores the function of and relationships between the artist- artwork- world- audience; Recognises that art criticism and art history construct meanings.

5.7, 5.8, 5.10

Stage 6

(Preliminary)

Year 11

Visual Arts

Explores the conventions of practice in art criticism and art history; Explores the roles and relationships between concepts of artist, artwork, world and audience through critical and historical investigation of art; Explores ways in which significant art histories, critical narratives and other documentary accounts of the visual arts can be constructed

P7, P8. P10

Stage 6

(HSC)

Year 12

Visual Arts

Applies their understanding of practice in art criticism and art history; Applies their understanding of the relationships among the artist, artwork, world and audience; Constructs a body of significant art histories, critical narratives and other documentary accounts of representation in the visual arts.

H7, H8, H10

Portraiture Workshop | 90 or 120 minutes | price on request | Cap 100

In this workshop, students will be introduced to artists and concepts relating to subject matter of Portraiture. Students will learn about modern and contemporary artists who explore the concept of Portraiture within their practice, whilst engaging in a practical art-making activity. Included in this workshop is a tour and an art-making activity.  Below is a breakdown of the activities students will learn within this workshop:
This workshop will have strong links to both the curriculum outcomes, as well to the current exhibition on display.

Introduction to Portraiture and Exhibition Tour
Portrait Art- Making Component
Discussion and Conclusion about Portraiture

NSW Curriculum Links (Secondary)

Stage

Subject

Content

Outcomes

Stage 4

Year 7-8

Visual Arts

Explores aspects of practice in critical and historical interpretations of art; Explores the function of and relationships between the artist- artwork- world- audience; Recognises that art criticism and art history construct meanings.

4.7, 4.8, 4.10

Stage 5

Year 9-10

Visual Arts

Explores aspects of practice in critical and historical interpretations of art; Explores the function of and relationships between the artist- artwork- world- audience; Recognises that art criticism and art history construct meanings.

5.7, 5.8, 5.10

Stage 6

(Preliminary)

Year 11

Visual Arts

Explores the conventions of practice in art criticism and art history; Explores the roles and relationships between concepts of artist, artwork, world and audience through critical and historical investigation of art; Explores ways in which significant art histories, critical narratives and other documentary accounts of the visual arts can be constructed

P7, P8. P10

Stage 6

(HSC)

Year 12

Visual Arts

Applies their understanding of practice in art criticism and art history; Applies their understanding of the relationships among the artist, artwork, world and audience; Constructs a body of significant art histories, critical narratives and other documentary accounts of representation in the visual arts.

H7, H8, H10

THEATRE WORKSHOPS

Shakespeare Drama Workshop | 120 minutes | price on request | Cap 100

In this workshop, students will be introduced to the content of Shakespeare work. The workshop will be tailored to the needs of you and the students. Choose one of Shakespeare’s play and one of our dedicated facilitators will develop a workshop to encourage critical thinking and engagement with Shakespeare’s work. This workshop will have strong links to both the curriculum outcomes.

  • Introduction to Shakespeare

  • Shakespeare Drama Component – specific reference to chosen play

  • Discussion and Conclusion about Shakespeare and chosen play

Below is a table with the links to syllabus outcomes:

NSW Curriculum Links (Secondary)

Stage

Subject

Content

Outcomes

Stage 4

Year 7-8

Drama

Identifies and describes elements of drama, dramatic forms, performance styles, techniques and conventions in drama; recognizes the function of drama and theatre in reflecting social and cultural aspects of human experience; describes the contributions of individuals and groups in drama using relevant drama terminology.

4.3.1,4.3.2, 4.3.3

Stage 5

Year 9-10

Drama

Responds to, reflects and evaluates elements of drama, dramatic forms, performance styles, dramatic techniques and theatrical conventions; analyses the contemporary and historical contexts of drama, analyses and evaluates the contribution of individuals and groups to processes and performances in drama using relevant drama concepts and terminology.

5.3.1, 5.3.2, 5.3.3

Stage 6

(Preliminary)

Year 11

Drama

Critically appraises and evaluates, both orally and in writing, personal performances of others; understands the variety of influences that have impacted upon drama and theatre performance styles, structures and techniques; analyses and synthesises research and experiences of dramatic and theatrical styles traditions and techniques and movements; appreciates the contribution that drama and theatre make to Australian and other societies by raising awareness and expressing ideas about issues of interest.

P3.1, P3.2, P3.3, P3.4

Stage 6

(HSC)

Year 12

Drama

Critically applies understanding of the cultural, historical and political contexts that have influenced specific drama and theatre practitioners, styles and movements; analyses, synthesises and organizes knowledge, information and opinion in coherent, informed oral and written responses; demonstrates understanding of actor-audience relationship in various dramatic and theatrical styles and movements; appreciates  and values drama and theatre as a significant cultural expressions of issues and concerns in Australian and other societies; appreciates the role of the audience in various dramatic and theatrical styles and movements.

H3.1, H3.2, H3.3, H3.4, H3.5

Slapstick and Commedia dell’Arte | 90 or 120 minutes | price on request| Cap 100

In this workshop, students will be introduced to the content of Slapstick and Commedia dell’Arte. The workshop will be tailored to the needs of you and the students. The workshop will encourage critical thinking and engagement with Slapstick and Commedia dell’Arte. This workshop will have strong links to both the curriculum outcomes.

  • Introduction to Slapstick and Commedia dell’Arte

  • Slapstick and Commedia dell’Arte component

  • Discussion and Conclusion about Slapstick and Commedia dell’Arte

Below is a table with the links to syllabus outcomes:

NSW Curriculum Links (Secondary)

Stage

Subject

Content

Outcomes

Stage 4

Year 7-8

Drama

Identifies and describes elements of drama, dramatic forms, performance styles, techniques and conventions in drama; recognizes the function of drama and theatre in reflecting social and cultural aspects of human experience; describes the contributions of individuals and groups in drama using relevant drama terminology.

4.3.1,4.3.2, 4.3.3

Stage 5

Year 9-10

Drama

Responds to, reflects and evaluates elements of drama, dramatic forms, performance styles, dramatic techniques and theatrical conventions; analyses the contemporary and historical contexts of drama, analyses and evaluates the contribution of individuals and groups to processes and performances in drama using relevant drama concepts and terminology.

5.3.1, 5.3.2, 5.3.3

Stage 6

(Preliminary)

Year 11

Drama

Critically appraises and evaluates, both orally and in writing, personal performances of others; understands the variety of influences that have impacted upon drama and theatre performance styles, structures and techniques; analyses and synthesises research and experiences of dramatic and theatrical styles traditions and techniques and movements; appreciates the contribution that drama and theatre make to Australian and other societies by raising awareness and expressing ideas about issues of interest.

P3.1, P3.2, P3.3, P3.4

Stage 6

(HSC)

Year 12

Drama

Critically applies understanding of the cultural, historical and political contexts that have influenced specific drama and theatre practitioners, styles and movements; analyses, synthesises and organizes knowledge, information and opinion in coherent, informed oral and written responses; demonstrates understanding of actor-audience relationship in various dramatic and theatrical styles and movements; appreciates  and values drama and theatre as a significant cultural expressions of issues and concerns in Australian and other societies; appreciates the role of the audience in various dramatic and theatrical styles and movements.

H3.1, H3.2, H3.3, H3.4, H3.5

Improvisation & Movement Workshop | 90 or 120 minutes | price on request| Cap 100

In this workshop, students will be introduced to the content of improvisation and movement. Students will gain self-confidence as their body and voice to respond imaginatively to snap challenges in expressive and humorous group drama activities. They will challenge their creative, quick thinking and cooperative skills and have fun while performing. This workshop will have strong links to both the curriculum outcomes.

  • Introduction to Improvisation & Movement

  • Improvisation & Movement Component

  • Discussion and Conclusion about Improvisation & Movement

Below is a table with the links to syllabus outcomes:

NSW Curriculum Links (Secondary)

Stage

Subject

Content

Outcomes

Stage 4

Year 7-8

Drama

Identifies and describes elements of drama, dramatic forms, performance styles, techniques and conventions in drama; recognizes the function of drama and theatre in reflecting social and cultural aspects of human experience; describes the contributions of individuals and groups in drama using relevant drama terminology.

4.3.1,4.3.2, 4.3.3

Stage 5

Year 9-10

Drama

Responds to, reflects and evaluates elements of drama, dramatic forms, performance styles, dramatic techniques and theatrical conventions; analyses the contemporary and historical contexts of drama, analyses and evaluates the contribution of individuals and groups to processes and performances in drama using relevant drama concepts and terminology.

5.3.1, 5.3.2, 5.3.3

Stage 6

(Preliminary)

Year 11

Drama

Critically appraises and evaluates, both orally and in writing, personal performances of others; understands the variety of influences that have impacted upon drama and theatre performance styles, structures and techniques; analyses and synthesises research and experiences of dramatic and theatrical styles traditions and techniques and movements; appreciates the contribution that drama and theatre make to Australian and other societies by raising awareness and expressing ideas about issues of interest.

P3.1, P3.2, P3.3, P3.4

Stage 6

(HSC)

Year 12

Drama

Critically applies understanding of the cultural, historical and political contexts that have influenced specific drama and theatre practitioners, styles and movements; analyses, synthesises and organizes knowledge, information and opinion in coherent, informed oral and written responses; demonstrates understanding of actor-audience relationship in various dramatic and theatrical styles and movements; appreciates  and values drama and theatre as a significant cultural expressions of issues and concerns in Australian and other societies; appreciates the role of the audience in various dramatic and theatrical styles and movements.

H3.1, H3.2, H3.3, H3.4, H3.5

Excursion Tour

$5 per person or $125 per group of 25 students

Please contact us via e-mail at ppe@casulapowerhouse.com or via phone on 9824 1121 to discuss a customised tour experience for students.

SECONDARY EDUCATIONAL THEATRE SHOWS

Simpson, J.202

Wednesday 24 May | 11.00am & 7.30pm

Friday 26 May | 11.00am & 7.30pm

Thursday 25 May | 11.00am

Saturday 27 May | 2.00pm

$18

This is the extraordinary story of Simpson (Jack Kirkpartrick) and his Donkey, written by acclaimed Australian playright Richard Beynon. This play is funny, inspiring and ultimately deeply moving.

By arrangement with Antony Williams Agency and Advisor Mark Nagle, Liverpool Performing Arts Ensemble Inc, will bring this story to life.

NSW Curriculum Links (Secondary)

Stage

Subject

Content

Outcomes

Stage 4

Year 7-8

Drama

Identifies and describes elements of drama, dramatic forms, performance styles, techniques and conventions in drama; recognizes the function of drama and theatre in reflecting social and cultural aspects of human experience; describes the contributions of individuals and groups in drama using relevant drama terminology.

4.3.1,4.3.2, 4.3.3

Stage 5

Year 9-10

Drama

Responds to, reflects and evaluates elements of drama, dramatic forms, performance styles, dramatic techniques and theatrical conventions; analyses the contemporary and historical contexts of drama, analyses and evaluates the contribution of individuals and groups to processes and performances in drama using relevant drama concepts and terminology.

5.3.1, 5.3.2, 5.3.3

Stage 6

(Preliminary)

Year 11

Drama

Critically appraises and evaluates, both orally and in writing, personal performances of others; understands the variety of influences that have impacted upon drama and theatre performance styles, structures and techniques; analyses and synthesises research and experiences of dramatic and theatrical styles traditions and techniques and movements; appreciates the contribution that drama and theatre make to Australian and other societies by raising awareness and expressing ideas about issues of interest.

P3.1, P3.2, P3.3, P3.4

Stage 6

(HSC)

Year 12

Drama

Critically applies understanding of the cultural, historical and political contexts that have influenced specific drama and theatre practitioners, styles and movements; analyses, synthesises and organizes knowledge, information and opinion in coherent, informed oral and written responses; demonstrates understanding of actor-audience relationship in various dramatic and theatrical styles and movements; appreciates  and values drama and theatre as a significant cultural expressions of issues and concerns in Australian and other societies; appreciates the role of the audience in various dramatic and theatrical styles and movements.

H3.1, H3.2, H3.3, H3.4, H3.5

Tree of Life

Thursday 22 June | 10.00am & 12.30pm

Friday 23 June | 10.00am & 12.30pm

$12  

In Tree of Life, young refugees who have experienced the horror of war, trauma and persecution, will perform their own true stories in a symphony of spoken word, music and movement.

Now attending Miller Technology High School and Intensive English Centre, these students will charm and inspire with their humour, honesty and innocence as they perform pivotal moments from their lives.

The performance consists of some 30 vignettes which will leave audiences not only laughing and smiling but with a greater understanding of the refugee journey and the amazing contribution these young refugees are already making to the Australian community.

NSW Curriculum Links (Secondary)

Stage

Subject

Content

Outcomes

Stage 4

Year 7-8

Drama

Identifies and describes elements of drama, dramatic forms, performance styles, techniques and conventions in drama; recognizes the function of drama and theatre in reflecting social and cultural aspects of human experience; describes the contributions of individuals and groups in drama using relevant drama terminology.

4.3.1,4.3.2, 4.3.3

Stage 5

Year 9-10

Drama

Responds to, reflects and evaluates elements of drama, dramatic forms, performance styles, dramatic techniques and theatrical conventions; analyses the contemporary and historical contexts of drama, analyses and evaluates the contribution of individuals and groups to processes and performances in drama using relevant drama concepts and terminology.

5.3.1, 5.3.2, 5.3.3

Stage 6

(Preliminary)

Year 11

Drama

Critically appraises and evaluates, both orally and in writing, personal performances of others; understands the variety of influences that have impacted upon drama and theatre performance styles, structures and techniques; analyses and synthesises research and experiences of dramatic and theatrical styles traditions and techniques and movements; appreciates the contribution that drama and theatre make to Australian and other societies by raising awareness and expressing ideas about issues of interest.

P3.1, P3.2, P3.3, P3.4

Stage 6

(HSC)

Year 12

Drama

Critically applies understanding of the cultural, historical and political contexts that have influenced specific drama and theatre practitioners, styles and movements; analyses, synthesises and organizes knowledge, information and opinion in coherent, informed oral and written responses; demonstrates understanding of actor-audience relationship in various dramatic and theatrical styles and movements; appreciates  and values drama and theatre as a significant cultural expressions of issues and concerns in Australian and other societies; appreciates the role of the audience in various dramatic and theatrical styles and movements.

H3.1, H3.2, H3.3, H3.4, H3.5

Arche

Friday 18 August | 11.00am & 7.00pm

$18 per student

Arche- an original ballet based on the classic Swan Lake.
Arche, meaning the principle from which all things arise, is an innovative production that takes its inspiration primarily from the age-old classic, Swan Lake, with inspiration taken from The Greek Myth- Leda and The Swan, and the Dying Swan.

It explores and embraces much of the original narrative and some of the classical repertoire.

Director of the Melbourne Dance Company, Simon Hoy, has structured the production to reflect his unique choreographic style and has linked this with a powerful musical score compromising music excerpts drawn from Tchaikovsky, Einaudi, Arnalds, Morricone, Jean-Renaud and Elgar.

The end result is an emotionally charged production, which has already received extremely positive critical acclaim and is suitable for audiences everywhere.

NSW Curriculum Links (Secondary)

Stage

Subject

Content

Outcomes

Stage 4

Year 7-8

Dance

Describes dance performances through the elements of dance; identifies that dance works or art express ideas; Values and appreciates their involvement as a dance performer, and composer and audience member and how their involvement contributes to lifelong learning.

4.3.1, 4.3.2, 4.4.1

Stage 5

Year 9-10

Dance

Describes and analyses dance as the communication of ideas within a context; identifies and analyses the link between their performances and compositions and dance work of art; applies understandings and experiences drawn from their own work and dance works of art; Values and appreciates their involvement as a dance performer, and composer and audience member and how their involvement contributes to lifelong learning.

5.3.1, 5.3.2, 5.3.3, 5.4.1

Stage 6

(Preliminary)

Year 11

Dance

Understands dance as the performance and communication of ideas through movement and in written and oral form; identifies the elements of dance composition; understands the function of structure as it relates to dance composition; explores the elements of dance relating to dance composition; understands the socio-historic context in which dance exists; develops knowledge to critically appraise and evaluate dance; demonstrates the skills of gathering, classifying, and recording information about dance; develops skills in critical appraisal and evaluation; values the diversity of dance from national and international perspectives

P1.1

P3.1, P3.2, P3.3, P3.4

P4.1, P4.2, P4.3, P4.4, P4.5

Stage 6

(HSC)

Year 12

Dance

Understands dance from artistic, aesthetic and cultural perspectives through movement and in written and oral form;  understands performance quality, interpretation and style relating to dance performance; values the diversity of dance performance; understands the concept of differing artistic, social and cultural contexts of dance; recognizes, analyses and evaluates the distinguishing features of major dance works; utilizes the skills of research and analysis to examine dance as an artform; demonstrates in written and oral form, acknowledges that the artform of dance is enhanced through reflective practice, study and evaluation.

H1.1

H 3.1, H3.2

H4.1, H4.2, H4.3, H4.5

The Merchant of Venice | Bell Shakespeare

Friday 15 September | 10.30am & 7.30pm

Saturday 16 September | 2.00pm

$18

Money makes the world go around, Portia has it. Bassanio wants it. Shylock lends it. Antonio owes the value of it.

Love also plays a part. Portia offers it. Bassanio wants it. And Antonio may lose a pound of flesh for it.

This uncompromising and dark production explores the tense relationship and prejudices between those that have, and those that don’t. Dark in its humour and bawdy in its hijinks, The Merchant of Venice takes audiences on a journey of love, mercy and justice.

NSW Curriculum Links (Secondary)

Stage

Subject

Content

Outcomes

Stage 4

Year 7-8

Drama

Identifies and describes elements of drama, dramatic forms, performance styles, techniques and conventions in drama; recognizes the function of drama and theatre in reflecting social and cultural aspects of human experience; describes the contributions of individuals and groups in drama using relevant drama terminology.

4.3.1,4.3.2, 4.3.3

Stage 5

Year 9-10

Drama

Responds to, reflects and evaluates elements of drama, dramatic forms, performance styles, dramatic techniques and theatrical conventions; analyses the contemporary and historical contexts of drama, analyses and evaluates the contribution of individuals and groups to processes and performances in drama using relevant drama concepts and terminology.

5.3.1, 5.3.2, 5.3.3

Stage 6

(Preliminary)

Year 11

Drama

Critically appraises and evaluates, both orally and in writing, personal performances of others; understands the variety of influences that have impacted upon drama and theatre performance styles, structures and techniques; analyses and synthesises research and experiences of dramatic and theatrical styles traditions and techniques and movements; appreciates the contribution that drama and theatre make to Australian and other societies by raising awareness and expressing ideas about issues of interest.

P3.1, P3.2, P3.3, P3.4

Stage 6

(HSC)

Year 12

Drama

Critically applies understanding of the cultural, historical and political contexts that have influenced specific drama and theatre practitioners, styles and movements; analyses, synthesises and organizes knowledge, information and opinion in coherent, informed oral and written responses; demonstrates understanding of actor-audience relationship in various dramatic and theatrical styles and movements; appreciates  and values drama and theatre as a significant cultural expressions of issues and concerns in Australian and other societies; appreciates the role of the audience in various dramatic and theatrical styles and movements.

H3.1, H3.2, H3.3, H3.4, H3.5

DANCE WORKSHOPS

Classical Ballet Workshop | 120 minutes |price on request | Cap 100

  • Introduction to Classical Ballet

  • Classical Ballet Workshop

  • Discussion and Conclusion about Classical Ballet

Below is a table with the links to syllabus outcomes:

NSW Curriculum Links (Secondary)

Stage

Subject

Content

Outcomes

Stage 4

Year 7-8

Dance

Describes dance performances through the elements of dance; identifies that dance works or art express ideas; Values and appreciates their involvement as a dance performer, and composer and audience member and how their involvement contributes to lifelong learning.

4.3.1, 4.3.2, 4.4.1

Stage 5

Year 9-10

Dance

Describes and analyses dance as the communication of ideas within a context; identifies and analyses the link between their performances and compositions and dance work of art; applies understandings and experiences drawn from their own work and dance works of art; Values and appreciates their involvement as a dance performer, and composer and audience member and how their involvement contributes to lifelong learning.

5.3.1, 5.3.2, 5.3.3, 5.4.1

Stage 6

(Preliminary)

Year 11

Dance

Understands dance as the performance and communication of ideas through movement and in written and oral form; identifies the elements of dance composition; understands the function of structure as it relates to dance composition; explores the elements of dance relating to dance composition; understands the socio-historic context in which dance exists; develops knowledge to critically appraise and evaluate dance; demonstrates the skills of gathering, classifying, and recording information about dance; develops skills in critical appraisal and evaluation; values the diversity of dance from national and international perspectives

P1.1

P3.1, P3.2, P3.3, P3.4

P4.1, P4.2, P4.3, P4.4, P4.5

Stage 6

(HSC)

Year 12

Dance

Understands dance from artistic, aesthetic and cultural perspectives through movement and in written and oral form;  understands performance quality, interpretation and style relating to dance performance; values the diversity of dance performance; understands the concept of differing artistic, social and cultural contexts of dance; recognizes, analyses and evaluates the distinguishing features of major dance works; utilizes the skills of research and analysis to examine dance as an artform; demonstrates in written and oral form, acknowledges that the artform of dance is enhanced through reflective practice, study and evaluation.

H1.1

H 3.1, H3.2

H4.1, H4.2, H4.3, H4.5

Flamenco Workshop | 120 minutes | price on request | Cap 100

  • Introduction to Flamenco

  • Flamenco Workshop

  • Discussion and Conclusion about Flamenco

Below is a table with the links to syllabus outcomes:

NSW Curriculum Links (Secondary)

Stage

Subject

Content

Outcomes

Stage 4

Year 7-8

Dance

Describes dance performances through the elements of dance; identifies that dance works or art express ideas; Values and appreciates their involvement as a dance performer, and composer and audience member and how their involvement contributes to lifelong learning.

4.3.1, 4.3.2, 4.4.1

Stage 5

Year 9-10

Dance

Describes and analyses dance as the communication of ideas within a context; identifies and analyses the link between their performances and compositions and dance work of art; applies understandings and experiences drawn from their own work and dance works of art; Values and appreciates their involvement as a dance performer, and composer and audience member and how their involvement contributes to lifelong learning.

5.3.1, 5.3.2, 5.3.3, 5.4.1

Stage 6

(Preliminary)

Year 11

Dance

Understands dance as the performance and communication of ideas through movement and in written and oral form; identifies the elements of dance composition; understands the function of structure as it relates to dance composition; explores the elements of dance relating to dance composition; understands the socio-historic context in which dance exists; develops knowledge to critically appraise and evaluate dance; demonstrates the skills of gathering, classifying, and recording information about dance; develops skills in critical appraisal and evaluation; values the diversity of dance from national and international perspectives

P1.1

P3.1, P3.2, P3.3, P3.4

P4.1, P4.2, P4.3, P4.4, P4.5

Stage 6

(HSC)

Year 12

Dance

Understands dance from artistic, aesthetic and cultural perspectives through movement and in written and oral form;  understands performance quality, interpretation and style relating to dance performance; values the diversity of dance performance; understands the concept of differing artistic, social and cultural contexts of dance; recognizes, analyses and evaluates the distinguishing features of major dance works; utilizes the skills of research and analysis to examine dance as an artform; demonstrates in written and oral form, acknowledges that the artform of dance is enhanced through reflective practice, study and evaluation.

H1.1

H 3.1, H3.2

H4.1, H4.2, H4.3, H4.5

SPECIAL AND OUTREACH PROGRAMS

Special and outreach workshops are designed to be specific to schools who do not have the opportunity to visit Casula Powerhouse Arts Centre. These workshops are designed for one of our dedicated facilitators to visit your school.

Some of these workshops will only occur at a specific time of the year and require booking in advance. If you are interested in any of the workshops listed please do not hesitate to e-mail or phone us.

POST-FUTURE (in partnership with West Words) | $240 package | Available on request

Post-Future is a workshop in partnership with West Words. It was designed to coincide with the previously successful REFUGEES exhibition. Due to the success of the project, it has become a permanent special outreach workshop available.

Post-Future seeks to create a meaningful exchange between students (from schools of a mixed demographic) and those newly arrived to Australia. Pop up art packages, which will include artwork and letters, will be created by the students and then sent to refugees and asylum seekers in Nauru and Manus Island.

The program is designed to increase students’ literacy and visual skills, as well allowing students to understand and empathize with situations beyond themselves.

MERCHANT OF VENICE | Bell Shakespeare Regional Access Workshops | 14 August 2017

The Merchant of Venice Regional Access Workshops (RAW) provide invaluable opportunities for students in regional areas to learn more about Shakespeare, live performances and the production they are about to see.

HOW THEY WORK

Regional Access Workshops are presented by a member of The Players over the course of one day and about a month in advance of the performance of The Merchant of Venice at a regional venue. Schools that book tickets to see The Merchant of Venice are entitled to a Regional Access Workshop at no charge to the school or venue.

The workshops are 75 minutes in duration and cover plot synopsis, character journeys and design images from the production.

HOW TO PREPARE

The workshops are interactive and highly practical so please ask your students to wear comfortable clothing and socks to enable them to move about freely.

For more information, please contact us at ppe@casulapowerhouse.com or (02) 9824 1121

HOW TO BOOK

How to Book

  • We suggest you plan your day strategically to maximise your time at the Centre. Consider your desired outcomes and which combination of booked services, experiences and resources can best achieve them. If you need more information or advice, contact us to discuss your needs.
  • A minimum of 2 weeks’ notice is required for all group booking.
  • Fill in the booking request form (page __). All bookings will only be accepted in writing via email.
  • Once your booking has been finalised, you should receive a confirmation by email. You will then receive an invoice for any program and exhibition entry fees and confirmation by email.

Confirmation of Booking

Cancellations and changes must be received by email at least 2 working days prior to the scheduled booking. Cancellations and changes received after this time carry full liability for payment.

Payment Methods

  • Direct deposit
  • Credit card
  • Cheque

Student Teacher Ratio

These student : teacher ratios for group visits are strongly advised, to maximise the education outcomes and experiences of the Gallery for each education group and the wider general public.

Stage 1- 3, pre-schoolers and home-schoolers  

Serviced 8:1 / Self-guided 10:1

Stage 4- 6

Serviced and self-guided 15:1

Tertiary
Serviced 20:1 / Self-guided 60:1

VISITOR ETIQUETTE

Please read the information below and ensure that all students and teachers are away of how to behave within a gallery and museum setting.

Arriving at the Centre

  • Aim to arrive at least 15-20 minutes prior to your allocated excursion booking time.
  • Check in with the Front of House staff and wait for the education officers and guides to meet your school group.
  • Teachers are required to wear the visiting teacher ID sticker, available upon arrival.
  • If required, place all bags in the storage area as directed. Students and teachers should only carry essential items into the Gallery. Ask your students to get these items out of their bags before you enter the Gallery Spaces.
  • Before you begin your tour/visit, arrange a meeting time and place elsewhere in the Gallery so that you can exit the Gallery as one group.
  • As directed, please move to your first Gallery location immediately.
  • If you have booked a serviced visit/program, meet your education officers and guide at reception.

In the Centre

Remember student behaviour, safety and security is the teachers’ responsibility. Groups must be supervised at all times. Please read the following important points aloud to students.

  • Be aware that you are moving through Gallery spaces, with artworks on display. Appropriate behaviour is essential.
  • Flash Photography is  NOT permitted in the exhibition spaces
  • Sitting down on the floor or on plinths in the exhibition spaces is NOT permitted.
  • Touching artwork is NOT permitted.
  • A pencil and small sketchbook are preferred. Ballpoint/felt-tip pens are NOT permitted.
  • Eating, drinking or chewing gum in the Gallery is NOT permitted.
  • Do not run in the Gallery spaces.
  • Lifts are for the use of people with disabilities only.

Centre Facilities

Wet weather

  • In the case of wet weather, there is a space undercover in the turbine hall for students to eat and drink their morning tea and lunch.

Bags and storage

  • The Gallery has limited storage facilities for bags. Groups are advised where possible no bags or the minimum amount of bags necessary.

Food and drink

  • Food and drink can be purchased from the cafe inside Casula Powerhouse Arts Centre.
  • Bellbird offers a variety of healthy and exciting food options. Catering is available from $12 per person and includes water, fruit and lunch.
  • Vegetarian, gluten free and halal options are available.

Toilets

  • Located at the end of centre space on the lower level, past the Hopper Gallery.

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