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Art & Design Department
“Imagination is more important than knowledge. For knowledge is limited to all we now know and understand, while imagination embraces the entire world, and all there ever will be to know and understand.” Albert Einstein
Ms P.Gander - PTC Expressive Arts
Miss K.Gordon – Class teacher
Mr G.Thomson – Class teacher
The Art & Design department provides a fun and welcoming learning environment which takes into consideration each pupil’s needs and abilities, while having high expectations of all. The curriculum is designed to offer challenge, progression, relevance and articulation.
The Art & Design curriculum is about developing our capacity to learn, to think, and to do things. It is dependant upon modelling symbolic representations using visual, spatial, kinaesthetic and haptic (sense of touch) modes of study. It develops the capacity for different kinds of thought, both cognitive and affective: e.g.
- Analytical, critical
- Logical, deductive
- Imaginative, inventive, creative
- Speculative, hypothetical
The curriculum encourages pupils to be independent, making discoveries and solving problems themselves, developing confidence and skills in investigation and experimentation, developing ideas through handling and manipulating materials, media, tools and technologies: e.g.
- 2D – drawing (manual and digital), fashion design, graphic design, illustration, painting, printmaking and textiles for example.
- 3D – architecture and environmental design, ceramics, jewellery and sculpture.
We also teach Photographic, digital, animation, tools and technologies to develop confidence and competence in their use. Boundaries between art, craft and design are dissolving, so individual projects might involve a combination of materials, process and technologies.
Learning Art & Design prepares young people for work and leisure in the 21st Century. It contributes to life skills such as problem solving, social development, cultural awareness, emotional intelligence and visual literacy.
Art & Design Courses
The Art & Design curriculum is designed to allow pupils to progress smoothly from P.7-S6, building their levels of experiences and outcomes in accordance with CfE methodology.
Courses are process-based, so that pupils gain confidence in using a creative and problem solving process. The courses have been streamlined to offer excellent articulation and relevance, while still retaining an element of personal selection. As pupils progress from S1-S6, the level of choice and independence increases accordingly.
All S1 to S3 courses have been developed around the four capacities of Curriculum for Excellence and provide the breadth, depth and challenge required to equip pupils with the skills they need to succeed now and in the future.
Year Group Course Guidelines Level
S1 - S3 CfE - BGE Level 3 & level 4
S4 National Qualifications Nat 4 & Nat 5
S5/6 National Qualifications Nat 5 & Higher
S6 National Qualifications Advanced Higher
Three main areas of study are covered within each NQ Art & Design course:
1) Expressive Art - (Still Life, Landscape & Portraiture)
2) Design - Graphics, Body Adornment:- (Jewellery, Masks, Helmets, Fashion and Textiles, Shoes )
3) Art & Design Studies. – Historical and Contemporary Art & Design
Expressive Activity – the completion of artwork, which combines pupils’ ideas and feelings with imagination and demonstrates, controlled use of a variety of art materials and processes.
Design Activity – the creation and investigation of a Design Brief, the development of two possible ideas showing invention and flexibility of thought and the finalisation of a solution to the brief. An evaluation of the whole design process is included.
Art and Design Studies deals with looking at the work of artists and designers whose work relates to the subject matter of the two practical units.
Pupils are also given the opportunity to participate in national competitions such as the RSA
Ms P.Gander - PTC Expressive Arts
Mr D. Friel - Class Teacher
Ms L.Barr – Class Teacher
Miss V Martin - Class Teacher
Mr S.Cannell - Class Teacher
Like theatre, drama in schools can unlock the use of imagination, intellect, empathy and courage. Through it, ideas, responses and feelings can be expressed and communicated. It carries the potential to challenge, to question and to bring about change.
Jude Kelly (theatre director and founder of Metal)
Drama is an art form, a practical activity and an intellectual discipline. Like the other arts, it involves imagination and feelings and helps us to make sense of the world. It does this through the creation of imagined characters and situations, and the relationships and events that they encounter.
Through engagement in drama, pupils apply their imaginations and draw upon their own personal experiences. Their increasing knowledge and understanding of how the elements of drama work enables them to effectively shape, express and share their ideas, feelings and responses, making use of language, space, symbol, and metaphor. As pupils develop confidence and control of the medium of drama, they are able to communicate shared understanding and tell stories using dramatic form. It provides an opportunity for pupils to explore the world of people from other places, times and cultures, and to examine differences and similarities with their own environment.
Drama has its own history and body of work, much of which has a unique and important place in our cultural life. In common with all subjects, it requires specific skills, knowledge and understanding which are progressively taught and assessed through the Broad General Education (S1, S2, S3), National 4, National 5, Higher and AH levels.
Three interrelated activities characterise the subject of drama at all levels: making, performing and responding. Pupils working in drama will be constantly involved in these activities and may participate in more than one at any time. A pupil in drama could be one of the following: an individual researching the historical or cultural background to a play; someone with multiple learning difficulties experimenting with a sound instrument to transform a mood; a member of a group contributing to an improvisation; or a student devising an original piece of work. Pupils can be found responding to drama in many settings, including classrooms, when watching film, video or television, as well as in theatres and school halls.
The drama curriculum at Lochgelly H.S provides a clear framework for pupils’ progression and integrates with whole school assessment practices to help students achieve the highest possible standards. Drama schemes of work are differentiated to take account of pupils’ differing abilities. They also take account of examination requirements and, where appropriate, the drama elements of English and literacy. They also incorporate the contribution made by activities such as professional performances and workshops. Shows are held throughout the year.
Throughout the year you will take part in group work, discovering what other people’s thoughts, feelings and ideas are as well as understanding and expressing your own. You will also be encouraged to develop your imagination and use improvisation, mime and movement as ways of presenting ideas, feelings and attitudes. Drama lessons will help you become; a successful learner, confident individual, responsible citizens and effective contributor.
S4 – S6
Within the Senior Phase, the Drama department offers courses suited to everyone’s needs, whether it is National 4, National 5, Higher or Advanced Higher. There is a realistic progression and transfer of skills across these courses with transfer of skills which impact on all of your course options.
Throughout your time in Drama you will acquire the following transferable skills:
- social skills
- group skills
- communication skills
- organisation skills
- listening skills
- voice skills
- reading skills
- writing skills
- theatre skills