Music/Drama Teacher

Description

Music and Drama Teacher

Purpose of Role

The Music and Drama Teacher plays a pivotal role in fostering creativity, confidence, and a love for the performing arts among students. By teaching both disciplines, the teacher nurtures students’ musical and dramatic abilities, helping them develop essential life skills such as teamwork, self-expression, discipline, and public speaking.

ISP Principles

Begin with our children and students. Our children and students are at the heart of what we do. Simply, their success is our success. Wellbeing and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding and Health & Safety issues and acting and following up on all concerns appropriately.

Treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the well-being of self and others.

Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community.

Are financially responsible. We make financial choices carefully based on the needs of the children, students and our schools.

Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement.

Key Responsibilities

Planning

• Plan and deliver lessons that achieve progression in students’ learning across Music and Drama, ensuring a balanced focus on technical skills and creative expression.
• Identify clear teaching and learning objectives for Music theory, performance, acting techniques, and dramatic storytelling, specifying how they will be taught and assessed.
• Set tasks, including rehearsals and reflective assignments, to challenge students in their understanding of music composition and dramatic interpretation, ensuring a high level of engagement.
• Create Individual Education Plans (IEPs) for students requiring additional support in Music or Drama, considering the Special Educational Needs (SEN) Code of Practice.
• Collaborate with colleagues to integrate Drama into school-wide projects, linking it to themes explored in other subjects or events.
• Plan and direct school productions, blending music and drama into cohesive performances that showcase students’ artistic talents.
• Organise opportunities for students to participate in drama festivals, speech competitions, or theatre workshops, encouraging active involvement in performing arts.
  
  

Teaching and Class Management

• Deliver engaging lessons that build students’ skills in Music (theory, composition, and performance) and Drama (acting techniques, stage presence, and storytelling).
• Teach essential Drama techniques, such as;
• Voice projection, articulation, and diction for clear communication.
• Improvisation and creative thinking to enhance adaptability and spontaneity.
• Stage presence, body language, and movement to build confidence in public settings.
• Script analysis and character development to understand dramatic storytelling.
• Create a supportive environment where students confidently express themselves through creative exploration in both Music and Drama.
• Encourage teamwork, leadership, and self-discipline by involving students in collaborative projects like concerts, drama showcases, and school productions.
• Provide mentorship to students pursuing further studies or careers in Music and Drama, offering guidance on auditions, portfolios, and scholarship applications.
  
  

Monitoring, Assessment, Recording and Reporting

• Assess students' progress in both Music and Drama, utilizing tools such as performance evaluations, reflective journals, and formal assessments to identify individual strengths and areas for development.
• Document student achievements in music recitals, drama performances, and creative projects, and provide detailed feedback to enhance learning.
• Evaluate the effectiveness of lessons and adjust teaching strategies to cater to diverse student learning needs in both disciplines.
• Prepare comprehensive reports for parents that outline their child's progress, participation, and accomplishments in Music and Drama, offering actionable suggestions for further growth.
  
  

Curriculum Development

• Design and implement a unified Music and Drama curriculum that inspires creativity, collaboration, and an appreciation of cultural diversity.
• Introduce students to a broad spectrum of genres and styles, from classical compositions to modern theatre, encouraging exploration of different cultural and historical contexts.
• Develop cross-curricular projects that integrate Music and Drama with other subjects, fostering interdisciplinary learning experiences.
• Create dynamic extra-curricular opportunities, such as music ensembles, drama clubs, and theatre productions, allowing students to refine their artistic skills and showcase their talents.
  
  

Professional Requirements, Standards & Quality Assurance

• Take the lead in organizing key events, such as musical concerts, drama showcases, and integrated performances, ensuring they reflect the school’s high artistic standards.
• Work closely with peripatetic teachers to provide students with specialized instruction in areas like instrumental performance, vocal techniques, and acting.
• Actively contribute to the school community by attending staff meetings, supporting development plans, and participating in school-wide initiatives.
• Keep up-to-date with current best practices in Music and Drama education by engaging in professional development and Continuous Professional Development (CPD) programs.
• Advocate for the importance of the performing arts within the school community, cultivating a vibrant culture of appreciation for Music and Drama.
  
  

Skills, Qualifications And Experience

• Bachelor's or Master's degree in Music, Drama, Performing Arts, or a related field.
• A minimum of 3–4 years of teaching experience in Music or Drama, with evidence of directing productions or organising concerts.
• Strong ability to teach Music theory, composition, and performance, as well as Drama techniques, scriptwriting, and stage management.
• Experience integrating Music and Drama into school-wide events, such as musicals, theatre festivals, or interdisciplinary projects.
• Passion for the performing arts, with a commitment to inspiring students and fostering a lifelong appreciation for Music and Drama.
  
  

ISP Leadership Competencies

You consistently demonstrate and role-model the ISP Leadership Competencies in all that you do.

Collaboration. Takes an active part in leading their school or region; is cooperative and a genuine team player, developing positive, supportive relationships with colleagues to solve problems and maximise opportunities.

Learning & Getting Better. Continually demonstrates personal commitment and passion for learning and getting better using evidence and feedback; supporting others in their continual learning, development and growth.

Innovation Leadership. Is good at creating an environment where ideas for learning initiatives and services are generated and is able to motivate and inspire others through the process of creation through to completion.

Outcome driven. Can be counted on to find solutions. Is consistently looking to exceed goals and is focused on KPIs.

Resilience. Can deal with setbacks and challenges calmly and effectively.

Community Focus. Is committed to meeting and exceeding the needs and expectations of our students and their families.

Integrity & Ethical Management. Has the ability to work ethically and with integrity; helps others feel valued; upholds and models the ISP Vision, Purpose, and Principles.

ISP Commitment to Safeguarding Principles

ISP is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.

All post holders are subject to appropriate vetting procedures, including an online due diligence search, references and satisfactory Criminal Background Checks or equivalent covering the previous 10 years’ employment history.