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Home > Our Curriculum > Aesthetics


Aesthetics Department

The Aesthetics Department nurtures and empowers students by developing students’ interest in the learning of the arts in life. We offer a magnitude of programmes in which students are exposed to various methodologies and practices to become independent problem-solvers and apply important life skills. 

Sec 1 Art Lesson_ Linocut and Print.JPG
The Lower Secondary Music curriculum utilises self-directed and collaborative learning, to motivate students to achieve instrumental mastery and performance competency. Students applied their knowledge of musical theory, music recording and developed their creative musical abilities in an Arrangement Module, making use of the iPad application Garage Band.

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Lower Sec Music Programme: Learning how to play the Ukelele

Through the Music Appreciation module, students developed an awareness and appreciation across various cultures. For Lower Secondary Art, lessons were anchored on the Big Ideas from the Lower Secondary Art Syllabus. Using Inquiry-Based-Learning, Secondary One students took on a more personal approach in the process of making art while using useful visual qualities.

Secondary Two students learnt to value their friends’ artwork by collaborating, appreciating and critiquing using Feldman's approach. Higher Art students honed their aesthetic qualities by developing observational skills through effective techniques. Through contextual settings, students produced 2D, 3D and environment artworks. Home-based learning allowed them to deepen their knowledge in Art Theory and art practice independently.   

Sec 2 Music Remix Programme.jpegSec 2 Virtual Art Lesson_ Bas-Relief Sculpture Using Cardboard and Recycled Canvas.jpeg
Sec 2 Music Remix ProgrammeSec 2 Virtual Art Lesson: Bas-Relief Sculpture Using Cardboard and Recycled Canvas
Design and Technology emphasises the design-thinking process through problem-solving as well as design-and-make activities. Students conducted needs analysis of selected targets. They learnt to journey-map the activities of their chosen client and uncover possible issues to derive at a design direction. Divergent thinking  was used to generate ideas before these ideas are converged to arrive at the final solution. Models were made to test out the solutions before making prototypes. 

Students at Work in the Design Studio.jpg

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Students at Work in the Design StudioStudents realising their designs in
a workshop.

Food & Consumer Education lessons place much emphasis on authentic learning experiences through exploration of nutrition, diet-related diseases, and their impact on our lives. Students are engaged in robust discussion on food resource and money-management topics.

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Sec1 FCE Programme: Bento for My Teacher

Mind Mapping enabled students to identify important issues in consumer habits; while various ICT tools and platforms enabled effective collaboration in their research; helping them develop greater literacy in the subject. 

Novelist Thomas Wolfe once said: “Culture is the ARTS elevated to a set of BELIEFS.” Everyone is born with imagination. The Arts allow students to imagine, think, synthesize and beautify with a purpose. Our aim is to engage them to use these skills to serve the community and society.

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Sec 3 Higher Art Programme: Observational Study

Student Reflection

Covid-19 made learning harder as I was not able to learn in a physical classroom setting. It was difficult to get face-to-face advice and guidance from the teachers. For example, in DNT, we had to make prototypes using the materials from our home. However, as Circuit Breaker went by, I learnt to manage my time more independently. I realised how precious school is. I had to learn how to use online platforms, such as Zoom and Google Meet, to consult my teachers for advice. Through this, I realised that it was not easy to do my Art, or DNT or Music homework without the presence of a teacher. 

By Justin Low Jing Heng (205)