Kelvingrove & Glasgow
University Partnership
Presenters
• Anne Wallace
• Maggie Jago
Curriculum for Excellence
The expressive arts experiences and outcomes will support staff in planning
challenging, inspirational and enjoyable learning and teaching activities.
The initial statements are closely linked to the four capacities and can be used to help to plan a
wide range of learning activities, which will enable our young people to become:
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successful learners who can express themselves, think innovatively, meet challenges positively
•
confident individuals who have developed self-awareness, self-discipline, determination,
•
responsible citizens who can explore ethical questions, respond to personal and social issues,
•
effective contributors who can develop and express their creativity, work cooperatively and
and find imaginative solutions to problems and who have developed knowledge and skills related
to the different arts and broader skills such as the use of technologies
commitment and confidence through drawing on their own ideas, experiences and feelings, and
through successful participation
and develop stances and views, who have deepened their insight and experiences of cultural
identities and who have come to recognise the importance of the arts to the culture and identities
of Scotland and other societies
communicate with others, and, in so doing, show initiative, dependability, leadership and
enterprise.
My learning in, through and about
the expressive arts:
• enables me to experience the inspiration and power of the
arts
• recognises and nurtures my creative and aesthetic talents
• allows me to develop skills and techniques that are relevant
to specific art forms and across the four capacities
• provides opportunities for me to deepen my understanding of
culture in Scotland and the wider world
• is enhanced and enriched through partnerships with
professional arts companies, creative adults and
cultural organisations.
Fusion
University of Glasgow and
Kelvingrove Art Gallery & Museum
Kelvingrove Art Gallery & Museum
Practical Concerns
• Planning for staff; Glasgow
University/Kelvingrove/learning & Teaching
Scotland
• Teacher availability during school hours
• Performance aspect
• Kelvingrove as a venue
Logistics
Kelvingrove Art Gallery & Museum
Kelvingrove Art Gallery & Museum
Kelvingrove Art Gallery & Museum
Kelvingrove Art Gallery & Museum
Planning
Creating Confidence in a Curriculum for Excellence
Group:
Gallery:
Timing
(1.30)
10 mins
Yellow
French Gallery / McFarlane Gallery
Order of Workshop
Focus within Gallery Massacre of Glen Coe by James Hamilton
Leaders & Activity
Resources/Materials
1.Introduction, stimulus,
discussion, painting
1. Moyra – story of the painting – background music Moira & Fiona
Fiona – lead introduction and reflection on painting
Emotive Scottish music – Guitar & Violin
40 mins
2. Weaving – 2 groups –
Campbells & MacD’s
2. Fiona - Create clan symbols – weaving (badge),
Moira – Discussion of Ballad (storytelling in music) teach a ballad
Moyra – Tell story
2 boxes for weaving badges/symbols
Whiteboard – words of Chorus of song
5 mins
3. Ritual of Symbol
3. Moyra - Ritual with narrative - place symbol badge on themselves
Gwyneth – Lead procession into French Gallery
Assistant – move chairs & whiteboard
through to French Gallery
(2.25)
30 mins
4. Movement of Clans
4. Gwyneth – Give movement motif for clans.
CD player (own)
5. Freeze frame of painting
in Clan groups
5. Moyra - McDonalds & Campbells create freeze frame of painting
6. Thought track
6. Moyra – Thought-track of freeze frame.
7. Freeze frame of past
present and future
7. Moyra & Gwyneth –MacDonalds – series of 3 freeze frames
Moira & Fiona – Campbells – music for freeze frames
Whiteboard, instruments.
5 mins
8. Linking freeze frames
with movement, music &
light
8. All - Integrated presentation of freeze frames
Torches
5 mins
(3.30)
9. Clan Motto/Reflection
9. Moyra – Clan motto, reflection on workshop
& future links for teachers
5 mins
(3.00)
5 mins
15 mins
.
Massacre of Glencoe, James Hamilton
Margaret Hutchison
Dress to Kill
Sectarianism
Feedback
"Thanks to all staff for a superb experience – I now feel much more
confident about using an integrated approach to learning"
"I really enjoyed exploring the different areas of Expressive Arts using
the gallery spaces in the Kelvingrove – inspirational!"
"Please can we have more CPD like this – real experiences that we can
take back to school"
"Excellent speakers and brilliant workshops – thank you to the team"
Continued Partnership
New Audiences for Museums
Collections as a Focus for Learning in
New Settings
Interdisciplinary Learning In and
Through Glasgow's Kelvingrove
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Art
Drama
Numeracy
Literacy
Moving Image Education
Theology and the Arts
Expressing The Unseen
Expressing the Unseen
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Working with a large group reviewing the three very different paintings provided
the opportunity to hear everyone’s ideas and point of views – it was a clear
illustration of the different perspectives of absence and presence
•
As both French and Scottish students, we gained a new interest in Scottish history
and appreciation of Scottish Art through studying works of art in Kelvingrove
Museum
Even if you aren’t keen on a learning area, we experienced first hand that through
trying and experiencing different approaches such as Drama, you can gain and
retain more information – we now have a fuller understanding and appreciation of
how using different approaches will work with children
•
• The drama techniques were very useful and it will be good to try these in
the classroom such as freeze-frame, thought tracking and improvisation
Thank You
• AnneWallace
Anne.Wallace@glasgowlife.org.uk
•Maggie Jago
Margaret.Jago@glasgow.ac.uk