Our dynamic weekly classes for children aged four-six are all about building confidence, making friends and expanding children’s imaginations. The 90-minute sessions teach children how to sing, dance and act in a fun and engaging format.
Joining a Stagecoach Performing Arts school gives Early Stages students the opportunity to have fun and develop skills in:
Singing
Including pitch-matching and singing with expression
Acting
Including storytelling skills, improvisation and roleplay
Dancing
Including how to perform a dance sequence
Our students also gain a range of life skills which we call Creative Courage for Life. From building confidence to learning how to express themselves and communicate effectively, we have seen children thrive in our classes for over 35 years. Other benefits of our performing arts classes include:
This term in Early Stages (ages 4–6) is all about developing skills through creativity, play and exploration.
Our term is divided into three exciting themes:
September — Summer & Seaside
October — Halloween
November & December — Christmas
Each theme will inspire our singing, dancing and drama sessions, giving the children lots of opportunities to explore characters, stories, music and movement.
Skills Term is one of our favourite parts of the Stagecoach year. Rather than working towards a final performance, the children have the freedom to experiment, make choices, try new things and develop their skills without the pressure of preparing for a show.
Through fun and imaginative workshops, we’ll be developing key performing arts skills including confidence, communication, musicality, coordination, imagination, expression and teamwork.
For children who are new to Stagecoach, this is a wonderful opportunity to settle into their class, make friends and build confidence. For our returning students, it provides the space to challenge themselves, experiment and take their skills further.
It’s all about giving our Early Stages students the confidence to be creative, have fun and discover what they can do.
