Choir practice is one of the noblest activities due to the beneficial results students get through the different exercises which are used for good breathing as well as for proper posture when singing. This helps them not only to get to know the techniques of singing, but it also gives them a healthy way of living in a group and in everyday life. Our children do not know the right way to breathe, so singing helps them avoid health problems such as hoarseness or vocal tiredness. The main aim of teaching and practising choral singing is to get our students to learn to sing different styles and genres such as national as well as international music.
Music workshops are aimed at having all students participate and experience music and so promote the development of divergent thinking and creativity. The reinforcement of their sensitiveness, enjoyment, recognition and appreciation of the characteristics of their own culture and others is very important. The recognition and construction of their own identity, the assertion of their personality through the identification and expression of their likes, as well as the discovery of their own talents is also very important.
The School Band was founded in the year 1994 as a rhythmic band and in 2004 the first wind instruments were bought and it has had several presentations up to now. It is aimed at interpreting various musical pieces and it contributes to the integral education of its members.
The classical ballet programme has the following objectives: to create space for students, boys and girls, with talent, giving them the possibility to improve their skills in classical ballet with modern ways of teaching. To promote the students' participation in activities that stimulate and reinforce the values of responsibility and cooperation. To promote among students and families the importance of participating in an artistic program of ballet and classical dance as part of the psychomotor and intellectual development of children.
The main aim of the JAZZ programme is to have students develop their artistic capacity and their instrumental technique through this genre. To reinforce their development with the knowledge of the different styles of Jazz and the command of us main elements such as improvisation, the possible rhythm harmonic and melodic transformations of a piece and basically the capacity of spontaneous creation of different music situations such as a solo performer or accompanied performer.
Fundamental aspects worked in each perspective of the area are:
|Functional HarmonyChordsSolo partsStyles
This subject is mainly aimed at teaching several dances, such as national folklore and collective creation from Peruvian towns and the world which are represented with the greatest authenticity, so that students are able to appreciate its socio-cultural significance according to its place of origin.
In order to achieve this, there will be theoretical practical lessons about the origin, evolution and socio cultural, economic and political context of each dance to be taught. Also the outfits and choreography with particular characteristics of the dance will be useful when representing it on stage. In this way students feel more identified with their country and at the same time they get to know other cultures.
Drama teaching has been designed for each level:
TERM I: For a child playing is a natural way of learning. That is why, lessons are developed through drama games and dynamics. In order to get the child to express himself/herself the first step to take is letting his body free, so special attention is paid to corporal expression to reinforce flexibility, coordination, rhythm, balance and coordination. Children socialize and learn to work in teams. TERM II: They learn new ways communicate with others: from using puppets and through miming or pantomiming, students learn to express their feelings and emotions. They do exercises to correct problems of vocalization and articulation. They use their boundless imagination to represent their roles. TERM III: Students learn to observe more in order play their characters with gestures, and emotions better, so they enrich their intellectual and affective level. They learn the right way of breathing to appreciate the base of their learning and development of their skills in the history of theatre. They learn the structure of drama by creating their own scripts and achieving better communicative skills.TERM IV: Is aimed at the development of the students' personality. Emphasis is put into spontaneity through improvisation, theatre improvisation and comedy. This sharpens their minds through quick and continuous answers. They identify and use the main elements of theatre.
Visual Arts programme has two purposes: the first is creating or works where teenagers can express their feelings and emotions. In their writings, students can express themselves by lines, shapes, colours, volumes and textures. This type of creation develops their personal identity and reinforces their sense of freedom. The second purpose is aimed at finding esthetic enjoyment. This means the teenager can perceive the piece of art reflexing on it, judging it and appreciating it.
The programme puts emphasis on the knowledge of theory, technique and artistic culture, so that the students can practice art with an integral vision.
Perception and Artistic Culture allows the students to perceive plastic visual elements from spontaneous observation to the sensitive analysis of their environment and the artistic event. It is important that students develop certain aesthetic, plastic and cultural aspects of the Visuals Arts.