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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 enquiries or for more information about our educational programs
email ppe@casulapowerhouse.com
phone 9824 1121

SCHOOL EXCURSIONS

With options for all ages, Casula Powerhouse offers a wide range of tours, workshops and other options for school excursions, all of which link back to the NSW Curriculum needs, Visual Arts workshops include portraiture, ceramics, still life and street art. Theatre classes include Shakespearean drama, improvisation, slapstick and commedia dell'arte.

Prices range from $5 per person for exhibition tours to $15 - $20 for workshops, with Access, drama and dance classes available for $6.50 per person.

For enquiries & bookings
email ppe@casulapowerhouse.com

EXHIBITIONS

Casula Powerhouse Arts Centre (CPAC) offers a range of exhibitions throughout the year. Highlights and details of our current and forthcoming exhibitions allows and supports you and your work with students. It offers an opportunity for people within and outside the Liverpool region to interact and engage with contemporary and local, national and international artists.

At CPAC, we offer a range of exhibition tours. Our tours are guided by one of the/our experienced Public Programs facilitators and will include an introduction about the exhibition from one of our curators (if they are available).

Tour | $5 per person or $125 per group of 25 students
Concession | $2.50 per person or $62.50 for group of 25 students

To book an exhibition tour, please contact us via e-mail at ppe@casulapowerhouse.com or call us on (02) 9824 1121

image credit: Tara McManus, The Bipolar Dance, 2016.

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

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

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

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

SCHOOL EXCURSIONS

$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


ARCHÈ

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

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

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 available, please do not hesitate to e-mail at ppe@casulapowerhouse.com or via phone on 9824 1121.


Art Classes | 60 minutes | $6.50 | Cap 25

Mondays 11.30-12.30 pm
Tuesdays 11.00-12.00 pm

At Casula Powerhouse Arts Centre we are dedicated to providing affordable and accessible art programs for all. Carers are encouraged to participate at no extra charge. Our teachers are practicing contemporary artists and experienced art educators.

NSW Curriculum Links (Secondary)

Objective

Area of Content

Outcomes

Develop knowledge, understanding and skills to make artworks informed by their understanding of practice, the conceptual framework and the frames

Develop knowledge, understanding and skills to critically and historically interpret art informed by their understanding of practice, the conceptual framework and the frames.

Practice

LS.1 Experiences a variety of artmaking activities

LS.2 Explores a variety of materials, techniques and processes

Conceptual Framework

LS.3 Explores the function of a variety of artists and audiences

LS.4 Explores the ways in which experiences of the world can be communicated in artworks

Frames

LS.5 Recognises that various interpretations of artworks are possible

LS. 6 Makes a variety of artworks that reflect experiences, responses of a point of view

Representation

LS. 7 Explores how ideas and interests in the world can be represented in their artmaking

Conceptual strength and meaning

LS. 8 Explores ways to develop ideas in artworks

Resolution

LS. 9 Uses a range of materials, techniques and processes to make artworks


Drama Classes | 60 minutes | $ 6.50 | Cap 25

Mondays 11.30-12.30 pm
Tuesdays 11.00-12.00 pm

At Casula Powerhouse Arts Centre we are dedicated to providing affordable and accessible drama programs for all. Carers are encouraged to participate at no extra charge. Our teachers are practicing contemporary artists and experienced art educators.

NSW Curriculum Links (Secondary)

Objectives

Outcomes

Making drama that explores a range of imagined and created situations in a collaborative drama and theatre

LS.1.1 Explores characters, roles, situations and actions through drama situations

LS.1.2 Explores a variety of play building activities

LS.1.3 Participates in drama experiences in which role-taking is used to enhance their understanding of ideas and feelings

Performing devised and scripted drama using a variety of performance techniques, dramatic forms and theatrical conventions to engage an audience

LS.2.1 Explores dramatic forms and theatrical conventions

LS. 2.2 Participates in the preparation of drama works and theatrical productions.

Appreciating the meaning and function of drama and theatre in reflecting the personal, social, cultural, aesthetic and political aspects of the human experience.

LS.3.1 Experiences a variety of drama and theatre performances

LS.3.2 Identifies and responds to the elements of drama or theatre in performances

LS.3.3 Recognises that drama and theatre performances can communicate meaning and ideas.


Dance Classes | 60 minutes | $ 6.50 | Cap 25

Mondays 11.30-12.30 pm
Tuesdays 11.00-12.00 pm

NSW Curriculum Links (Secondary)

Objectives

Outcomes

Develop knowledge, understanding and skills about dance as an artform through dance performance as a means of developing dance technique and performance quality to communicate ideas

LS.1.1 demonstrates a range of movement skills

LS.1.2 uses dance technique to communicate

LS.1.3 demonstrates an awareness of safe dance practices

Develop knowledge, understanding and skills about dance as an artform through dance composition as a means of creating and structuring movement to express and communicate ideas

LS.2.1 explores the elements of dance to create movement and communicate ideas

LS.2.2 Explores, selects and sequences movement to express feelings and ideas.

Develop knowledge, understanding and skills about dance as an artform through dance appreciation as a means of describing and analyzing dance as an expression of ideas within a social, cultural or historical context

LS.3.1 experiences a variety of dance performances

LS.3.2 responds to the elements of dance in performance

Values and appreciates their engagement in the study of dance as an artform

LS.5.1 Engages in dance activities

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.

Related Links