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Sylvia Young Theatre School

Full Time School

Vocational Department Overview


The Sylvia Young Theatre School places great emphasis on high standards and on excellence in the Performing Arts. Our aim is to provide a unique opportunity for students with potential in the performing arts to train and to perfect their skills. Expectations will be high.

The vocational curriculum offered is designed to:

  • Enable students to develop skill, and confidence in their talent.
  • Instill the importance of self-discipline and a strong work ethic in achieving success.
  • Prepare students to progress to further vocational training in the Performing Arts.
  • Prepare students for the possibility of professional opportunities in the Performing Arts once they have finished their studies.

Vocational classes take place on Thursday and Friday.

Students will be exposed to as wide a variety as possible of styles and techniques in the various disciplines, regularly receiving tuition from more than one teacher in a particular subject. We also encourage guest teachers from the profession as we believe this provides our students with invaluable experience. Students must attend classes in all vocational disciplines.

The 'Lab' (Drama group) & Acro classes run after school and are available to all students who sign up.

Drama:

Students study many different aspects of Drama including;

  • Improvisation
  • Audition Techniques
  • Sight Reading
  • Characterisation and Stagecraft
  • Breath Control
  • Note
  • Tone
  • Word

Singing:

Introduction to a piece (or pieces) of musical material (selected to demonstrate and practise required skills) with an initiated discussion of the style, setting and possible interpretation of the piece. Harmony maybe added where appropriate, with correction to general technical detail along the way pointing out the use of developing technical facility where appropriate.
Group performance of the work with an encouragement for individuals to present part of or the whole work in front of the class with constructive criticism aired at the end of each performance.to produce graduates who:

  • are confident in their own voice
  • have developed sound technical vocal skills
  • are developing an individual vocal style
  • the areas which are paramount importance in the young singer are:
  • care of the voice
  • correct posture
  • correct breath control
  • correct pronunciation of vowel sounds and use of diphthongs
  • accurate and genuine interpretation of the lyrical material encouraging individuality
  • confidence

Music Study:

Music Study focuses on developing skills and gaining knowledge in areas which will prepare those students who choose GCSE as an option at Key Stage 4. 

Understanding and recognition of important time signatures, their association with dance, their notation;

  • aural Awareness
  • basic musical forms-   binary, ternary etc
  • the Physics of Sound

Ballet

The SYTS follows the R.A.D syllabus which is designed to cover all areas of ballet and it’s vocabulary.

A classical dance form characterized by grace and precision of movement. Ballet is considered the foundation of all dance. This specification focuses on the aesthetic and artistic qualities of dance and the use of dance movement as a medium of expression and communication in the performance, creation and appreciation of dance.

Point Work

Students will be asked to undertake point work at the discretion of their teacher who will determine if the student has reached a suitable level of strength and technique to undertake pointe work safely. A certain amount of pre point training may be necessary before pointe work begins and students may be ready to start pointe work at different times depending on each child’s previous experience.

Boys Work

Boys do not partake in pointe work but will be given the same class time so that they can be be trained in increased Allegro, boys vocabulary and the development of strength needed for the specifics of boys style.

The syllabus covers basic to advanced classes in:

  • formal ballet training
  • posture, placement
  • turnout
  • free movement
  • character work
  • correct body/foot work
  • combinations
  • terminology
  • style and technique
  • strong emphasis on learning skills

Contemporary

Contemporary dance is characterised by its versatility: contemporary can be danced to almost any style of music, or united with other dance forms to create new styles of movement. Contemporary seeks to work with the natural unrestricted alignment of the body and using the space you have; with elements of lyrical Jazz, Ballet and Modern dance present, contemporary creates an exciting fusion which is becoming more popular enabling dancers to push new boundaries of body movement.  Upper school students AIMS:

  • teach how contemporary helps with all forms of dance
  • theory comprehension of contemporary and Pilate's
  • working with a variety of tempo's and rhythms
  • working with a variety of styles of music

Jazz:

Jazz dance combines techniques of ballet and modern dance with the current forms of popular and even incorporating commercial dance. Jazz also has its own movement vocabulary, Isolation, accented beats and musical rhythms. Jazz takes on many different characteristics and styles, including Street Jazz, Percussive, Broadway, Contemporary and Lyrical.  Emphasis is on the importance of energy, rhythmical accuracy, and style. The Syllabus aims to:

  • develop the students dance ability through a series of exercises based on co-ordination and isolation
  • include routines/combinations of varying styles
  • develop student’s own choreographic routines and style
  • develop style, performance and presentation
  • developing musicality and dynamics in all work
  • routines to develop different styles that can be encountered in Jazz/Street
  • developing the student’s knowledge of stage, screen dance musicals
  • studying the dance style of various influential choreographers

Tap:

Tap is an essential skill for the professional dancer, tap dance is one of the most enjoyable and rhythmic forms of recreational dance. This is reflected in providing extensive syllabi from beginners to advanced tap. 

Classes are based on developing students:

  • rhythm appreciation
  • strength
  • style
  • increasing vocabulary of steps, combinations in exercises and routines
  • with a variety of tempos and rhythmical variations.