Kelvingrove & Glasgow University Partnership

Presenters

• Anne Wallace • Maggie Jago

Curriculum for ExcellenceThe 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:

• successful learners who can express themselves, think innovatively, meet challenges positively 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

• confident individuals who have developed self-awareness, self-discipline, determination, commitment and confidence through drawing on their own ideas, experiences and feelings, and through successful participation

• responsible citizens who can explore ethical questions, respond to personal and social issues, 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

• effective contributors who can develop and express their creativity, work cooperatively and 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

PlanningCreating Confidence in a Curriculum for Excellence

Group: Yellow Gallery: French Gallery / McFarlane Gallery Focus within Gallery Massacre of Glen Coe by James Hamilton Timing

Order of Workshop

Leaders & Activity

Resources/Materials

(1.30) 10 mins 40 mins 5 mins (2.25) 30 mins 5 mins (3.00) 5 mins 15 mins 5 mins 5 mins (3.30)

1.Introduction, stimulus, discussion, painting 2. Weaving – 2 groups – Campbells & MacD’s 3. Ritual of Symbol 4. Movement of Clans 5. Freeze frame of painting in Clan groups 6. Thought track 7. Freeze frame of past present and future 8. Linking freeze frames with movement, music & light 9. Clan Motto/Reflection

1. Moyra – story of the painting – background music Moira & Fiona Fiona – lead introduction and reflection on painting

2. Fiona - Create clan symbols – weaving (badge), Moira – Discussion of Ballad (storytelling in music) teach a ballad Moyra – Tell story

3. Moyra - Ritual with narrative - place symbol badge on themselves

Gwyneth – Lead procession into French Gallery

4. Gwyneth – Give movement motif for clans.

5. Moyra - McDonalds & Campbells create freeze frame of painting

6. Moyra – Thought-track of freeze frame.

7. Moyra & Gwyneth –MacDonalds – series of 3 freeze frames Moira & Fiona – Campbells – music for freeze frames

8. All - Integrated presentation of freeze frames

9. Moyra – Clan motto, reflection on workshop & future links for teachers

.

Emotive Scottish music – Guitar & Violin 2 boxes for weaving badges/symbols Whiteboard – words of Chorus of song Assistant – move chairs & whiteboard through to French Gallery CD player (own) Whiteboard, instruments. Torches

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

• Art• Drama• Numeracy• Literacy• Moving Image Education• Theology and the Arts

Expressing The Unseen

Expressing the Unseen• 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

• AnneWallaceAnne.Wallace@glasgowlife.org.uk

• Maggie JagoMargaret.Jago@glasgow.ac.uk