Progress Schools Tees Valley · Lundy Loop
Music and Drama — Lundy Loop Subject Guide
Whole-school implementation companion · 2026/27
Dominant dialect: Creative and performance-based. Use the dialect of the learning episode; hybrid lessons may move between families.
SPACEEmotionally safe rehearsal climate, feedback on performance choices, right moment and manageable cue.
VOICESecond take, rehearsal change, altered dynamics, timing, characterisation or staging choice.
AUDIENCEAdult watches/listens to the full response and names the change.
INFLUENCENext rehearsal target, role choice, technical cue or performance challenge changes.
| Area | Practice translation |
|---|---|
| Performance | The second take is Voice. |
| Composition/devising | Drafts and recordings show iteration. |
| Reflection | Short oral or written reflection can clarify intention. |
| Capture | Use clips when they already evidence Arts Award/accreditation; listen/watch before tagging. |
Worked loop
“Run the chorus at half tempo and keep the pulse through the transition.” The pupil retries; the adult listens and then restores tempo gradually.
“Run the chorus at half tempo and keep the pulse through the transition.” The pupil retries; the adult listens and then restores tempo gradually.
Avoid marking theatre
Do not interrupt every creative moment for coding or filming.
Do not interrupt every creative moment for coding or filming.
Subject QA prompt: What was the student’s response, how was it genuinely received, and what did it change next?
Codes used naturally: VF WS I NS+ // ? R E. R is a concept first and a written code only where a natural record exists.
Space → Voice → Audience → InfluenceDraft practice resource · Matt Roper