Spotlight on the Curriculum: Arts

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The arts are powerful forms of expression that recognise, value, and contribute to the unique bicultural and multicultural character of Aotearoa New Zealand, deeply enriching the lives of our students. At John McGlashan College, arts education explores, challenges, and celebrates unique artistic expressions of self, community, and culture - embracing toi Māori while stimulating creative action, imagination, and personal well-being. Through movement, sound, and image, our boys learn to navigate distinct verbal and non-verbal languages, transforming their raw creative ideas into expressive works that communicate layered meanings.

By learning to work both independently and collaboratively within these aesthetic frameworks, our students develop the confidence to take risks, engage with unexpected outcomes, and view their world from entirely new perspectives. In this Term 2, Week 7 spotlight, we are proud to showcase how these dynamic literacies and creative energies are being brought to life across our Drama, Film, Visual Arts, and Music classrooms.

Here is a snapshot of what is going on in our creative platforms across our kura…

DRAMA & FILM

• Year 7: Superheroes - creating and developing a Superhero character.

• Year 8: Investigate Theatre History - research a chosen theatre genre and presentation.

• Year 9: Lip Sync performance, with a focus on body, movement, and use of space.

• Year 10: Remake a Famous TV Titles Sequence, shot for shot.

• Year 11: Drama Devising - creating an original performance based on Archibald Baxter's story and using the Dunedin Peace Garden as a stimulus.

• Drama Devising and Brecht’s Epic Theatre form - creating original performances using Brecht’s Epic theatre conventions and based on the stimulus of being an “upstander” - e.g. stories around the Springbok Tour, Archibald Baxter, and Alexi Pretti vs Immigration Officers

• Whaea Fridd and Pennie Hunt (Arts Coordinator) have recently been on Arts Accessibility training with Arts Access Aotearoa, with a focus on how schools, theatres, and institutions can make arts more accessible.

MUSIC

• Year 7: Creating a mix tape version of a song that makes you happy, sad, angry, annoys you. They have to give the name of the song, artist, link to the song and briefly say why that specific song was chosen.

• Year 8: Introducing a new singer/band to the world. Give a short biography of the artist, create a show poster and cover art for his/their new single. The new artist/band is then asked to write a jingle for a company to promote their product, so they have to write a jingle and perform it.

• Year 9: Focusing on NZ artist this month and the technology and behind the scenes components that are involved in a gig.

• Year 10: Gig starters. Create a bio and concert poster for themselves as a new and upcoming artist. Creating a budget and programme outlay for their first gig.

• Year 11 - 13: Music compositions and solo performances.

• We look forward to our new Music teacher beginning at the start of Term 3. We are very thankful to Ms McCallaghan and Ms Cooke for providing support in this area across Term 2.

VISUAL ART

• Year 7: Approaching completion of our Full English Breakfast sculptures. Researching Pop Artists and their works.

• Year 8: Designing and modeling stadiums for cities around the world. Researching famous Architects and their works.

• Year 9: Completed redesigned album covers of NZ albums for NZ music month. Beginning a collaborative sculpture project.

• Year 10: 'Architecture of Dreams' Symbolism and meaning in Art. Completing Surrealist paintings based on Giorgio De Chirico and moving into Sculptures that reflect both architectural and personal spaces.

• Year 11: Working on their sculpture internal.

• Year 12: Preparing for a photography camp at Te Anau and progressing through the work for one of two panels for their external based on popular culture.

• Year 13: Nearing completion of their first of three panels and starting the planning for their external folios.

• Mr Jones has just returned from exhibiting a piece of bronze sculpture at Batemans Bay, N.S.W.

The impressive technical and creative output across Drama, Film, Visual Art, and Music this term highlights a deeper truth: arts subjects are foundational to developing essential, real-world competencies. When our young people devise original performances, map out concert budgets, or collaborate on sculptures, they are doing far more than fulfilling curriculum requirements. They are actively exercising critical thinking and problem-solving skills, learning how to take a raw concept and navigate the complexities of bringing it to life.

Furthermore, the Arts serve as a masterclass in collaboration and communication. Whether it is working as a cast to convey a historical narrative or partnering to design an architectural model, students must listen, adapt, and articulate their ideas effectively. This fosters high levels of emotional intelligence and adaptability - traits that are highly sought after in the modern workforce. By encouraging our boys to step outside their comfort zones, think creatively, and view the world through different perspectives, an education in the Arts equips them with the versatile skills necessary to thrive in any future career path they choose.