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PAM Mission Statement

The Hollywood Performing Arts Center enables its students to study the arts and to realize the value of the role that the arts play in the human experience. Students acquire and extend their knowledge, develop their potential for lifelong amateur or professional endeavors in the arts. Students recognize the arts as an essential part of the curriculum and as an important component in the enrichment of their lives.

Hollywood High Performing Arts curricula include dance, drama, technical theatre, vocal, and film/digital graphics. Classes are planned to address the broad range of individual differences, talents, and interests of all high school students and provide balance and enrichment to the total program. The development of unique intellectual, physical, social and emotional response through both verbal and nonverbal communication is reflected in the curriculum.

The performing arts curricula are systematic and are articulated through the grade levels 9 to 12. They include aesthetic perception creative expression, historical and cultural heritage, and esthetic valuing. These are the fundamental components upon which all instruction in the arts is based.

  • Theatre Performance Courses: Theatre I (Introduction to Theatre), Theatre II - History and Performance (Theatre Foundations A/B), Theatre III - Theatre Company (Advanced Theatre A/B). Each class is designed to build up the other, increasing students' facility with analyzing text; understanding and creating characters in dynamic performances through studying imagination, voice, and movement.  Incorporating actor training methodologies from Stanislavski, Adler, Viewpoints, Michael Chekhov, and more, students will learn about the evolution of theatre as an art form, acting as a skill, and work together to master fundamentals of stage combat, perform scenes, write original scripts, and develop and produce plays purely in-class.
  • Vocal Music: Choir A, B, and Vocal Ensemble is a training ground for those interested in how the singing voice works in the performance of choral literature while offering the beginning to intermediate music students the comprehensive foundation of music theory, harmony, and ear training lessons. Through cooperative learning preparation and rehearsal of choral compositions, the study will focus on musicianship, sight-reading, vocal development, song interpretation, and harmonic blend.  After school rehearsals and public performances are expected in a performing arts magnet. *Due to Covid-19 and the closures of on-campus learning, it is my goal to create virtual choir performances. This will require each student to record their own vocal tracks and performance video, which I will be teaching as part of the curriculum.
  • Dance - African, Afro-Cuban, Classical Ballet, Neo-form/ Hip Hop, Jazz, Latin (Flamenco, Contemporary, and Modern). All levels: beginning, intermediate and dance production. Students express perceptions, feeling, and original movement in dance images, improvisations, compositions, or choreography. Students analyze various techniques, styles, and choreographic forms.
  • Scenic-Costume Design/Technical Theater 1A, 2A is both: an introductory and advanced studio course in theatrical design and technology that teaches students how to make clear, unified decisions using theatrical design as its medium. Students are introduced to fundamental principles of scenic, lighting, sound and costume design through lectures, and lab work. The course culminates in a collaborative project in which students design and ultimately build, costumes, scenery and lighting for a designated play or musical. 

 

Program Support

The school utilizes both human and material resources to expand its educational program in the arts. The resources beyond the school may include professional artists; agencies/organizations; universities and colleges; and libraries; local, regional and state arts agencies/organizations; senior citizens; and business and private industry. These resources are utilized in a spirit or collaboration so that a mutually beneficial partnership is established between the district, school, and the community.