Culture & education
Planning a school performing arts programme
Plan dance, music, singing and theatre sessions around learning goals, student age groups, the school timetable and a practical showcase.
The short answer
Begin with the school’s learning goals, student age groups and timetable. Choose the art forms, session structure and teaching responsibilities before planning a showcase. Regular opportunities to practise and reflect should guide the programme, with performance as one part of the learning experience.
What should a school arts programme focus on?
Define what students should explore through the programme: rhythm, movement, voice, expression, collaboration or storytelling. These goals help the school and arts team choose activities appropriate to the students and available session time.
Give students room to participate in different ways. Performing, creating a scene, helping with music or contributing to a group discussion can all form part of the experience. Discuss the school’s participation and accessibility needs when designing sessions.
How do you choose dance, music, singing and theatre activities?
Choose activities that suit the students’ age groups, interests and available space. Dance sessions might explore rhythm and movement; music and singing can introduce listening and ensemble work; theatre can use character, dialogue and simple scenes.
Connect the art forms where it helps the learning goals. A short cultural presentation might combine movement, singing and spoken narration. Keep the material appropriate to the school’s languages, cultural context and approved curriculum.
What should the programme plan contain?
Agree the frequency and length of sessions, the student groups involved and the spaces available. Identify the school coordinator and the people responsible for teaching, attendance and supervision.
Include a way to discuss progress with the school. Session notes, group reflections and rehearsal observations can help teachers understand what students are practising without making every activity a competition.
- Learning goals and participating age groups
- Selected art forms, languages and session timetable
- Teaching roles, school coordination and supervision arrangements
- Space, equipment and accessibility requirements
- Feedback opportunities and an optional showcase plan
How can a showcase support the programme?
Treat the showcase as a chance to share learning. Choose material that reflects what students have practised, and plan participation so the presentation does not depend only on a few lead performers.
Agree rehearsal time, technical needs and the school’s arrangements for recording or sharing performances. Afterwards, invite students and teachers to reflect on the experience and use that feedback to plan the next sessions. ACSA’s Culture page introduces its DPIS work with schools and colleges.
Common questions
How is a performing arts programme different from annual day rehearsals?
An arts programme is organised around ongoing learning through activities such as dance, music, singing and theatre. Annual day rehearsals prepare a specific performance. The two can connect, but their timetable and learning goals should be agreed separately.
What is DPIS at ACSA Productions?
DPIS is ACSA Productions’ cultural education programme, which integrates dance, music, singing and theatre into school and college curriculums. Contact the team to discuss how a programme could fit your institution’s timetable and requirements.
What should a school share when enquiring about an arts programme?
Share student age groups, approximate group sizes, the art forms you want to explore, available session times and spaces, and your learning goals. These details provide a starting point for discussing a suitable programme.