Arts and Design: Learning with Purpose, Creativity, and Innovation

Arts and Design at Oakleigh Grammar has launched into Term 2 with great purpose and energy. Across the Junior, Middle, and Senior Schools, thoughtfully designed Units of Inquiry are placing students at the centre of the learning process—encouraging exploration, critical thinking, and creative expression.

This approach not only aligns with the IB philosophy but also reflects current educational research, which highlights the lasting impact of Arts and Design on student development. According to a recent report by Education Endowment Foundation (2023), participation in the arts improves students’ confidence, collaboration, and problem-solving skills—attributes that are essential for success in a rapidly evolving world.

At Oakleigh Grammar, we recognise that Arts and Design are more than just creative outlets—they are vital disciplines that nurture innovation, emotional intelligence, and cultural understanding. Our programs intentionally integrate real-world contexts and cross-disciplinary learning, ensuring students develop both artistic fluency and design thinking capabilities.

From visual arts to digital media, from dramatic performance to product design, students are empowered to create, reflect, and communicate with authenticity and purpose. These experiences not only enrich academic learning but also help shape well-rounded, compassionate, and future-ready individuals.

As the term unfolds, we look forward to showcasing the imaginative and thoughtful work of our students, and celebrating the critical role that Arts and Design continues to play in their educational journey.

Guitar Instrumental Program Years 5 & 6 Performing Arts

This term, our Year 5 and 6 students are diving into the world of guitar as part of their instrumental music program! Whether they’re building on skills from the previous year or picking up the instrument for the first time, students will be developing key musical abilities such as rhythm, chord progressions, finger placement, and performance techniques.

Learning an instrument like the guitar not only fosters creativity and discipline, but it also enhances brain function. Studies show that playing an instrument engages multiple areas of the brain simultaneously, improving memory, coordination, and problem-solving skills (Forgeard et al., 2008; Schlaug et al., 2005). Research even suggests that music training can strengthen the brain’s executive functions, which support focus, emotional regulation, and cognitive flexibility (Hanna-Pladdy & Mackay, 2011).

This is an exciting opportunity for students to experience the joy of making music while developing lifelong skills—both musical and mental!

Pirates! Middle School Musical

There’s a wave of excitement sweeping through the Middle School as rehearsals for Music Pirates! are well underway! Students from Years 6 to 9 are coming together in a spirited ensemble, working collaboratively to bring this high-energy production to life.

Whether they're singing, acting, dancing, or supporting behind the scenes, students are engaging deeply with the creative process—building confidence, teamwork, and a strong sense of community. School productions like Pirates! are more than just performances—they are a vital part of the educational experience. They provide students with opportunities to develop resilience, take creative risks, and find their voice in a supportive and celebratory environment.

We’re thrilled to announce that tickets will be released soon for our two spectacular performances: 28 and 29 August. Be sure to save the date—this is one adventure you won’t want to miss!

Stay tuned for more updates as the cast and crew continue to rehearse, refine, and get ready to wow audiences with their talent, energy, and passion.

Rebecca Bettiol

Learning Leader - Arts

The Year 12 Visual Communication Design students have just begun their School Assessed Task as part of their SAC and folio work for this year. Students are brainstorming different ideas and researching contemporary designers and their work as part of their research along with observational drawings, site visits and interviewing their target audience as part of their analysis for their studies.

I have heard many exciting ideas, and I am looking forward to seeing what ideas they have come up with for their designs.

The Year 11 Visual Communication Design students are working on their finals for their Outcome 2 SAC after presenting their critique to the class with their ideas for feedback. Students are now refining their ideas in their folio and documenting the progress of making and creating or drawing their final designs, along with their company’s logo design. Below are some photos of students working collaboratively in class:

The Year 9 2D Art Students are exploring developing their skills in portraiture drawing. This Term, we practised rendering through different facial features of the eyes, lips, nose and mouth. Students are now writing their statement of intention for their final portraiture work and drawing surreal aspects making their face more abstract.

The Year 7 Visual Art students are painting their self-portraits to help us convey emotion and feeling when the audience is viewing their work. They will be writing a statement of intention along with drawing objects that represent themselves to tell their story to others. Below are some photos of students working in class:

The Year 6 Visual Art students are using different mixed media and collage to create their self-portraits that represent themselves. Students will be presenting their work in front of the class as part of their assessment. Below are some photos of students working in class:

Emily Sacco

Visual Communication & Design Teacher

Junior School Art News

Term 2 commenced with a heartwarming, comprehensive art project for the Junior School, centered on the theme “Mother’s Day Portraits.” Students embarked on an inspiring journey, creating portraits that celebrated the bonds between mothers and their children while simultaneously nurturing creativity and self-expression.

Throughout this project, they reinforced and expanded their understanding of facial features, proportions, and expressions.

In addition, the students were encouraged to infuse their artwork with personal characteristics and genuine emotions, allowing for a vivid portrayal of familial connections. Observing their imaginative interpretations and the nuanced way in which they captured these relationships was truly delightful.

Vibha Tripathi

Visual Arts Teacher

Solar Challenge for Earth Day Year 9 Design for the Futures - Earth Day Challenge Year 9

Students embraced in Term 2 an Earth Day Design Challenge

that combined innovation with environmental consciousness. Working collaboratively in groups, students designed and constructed solar punk-inspired houses and buildings.

The project incorporated real solar panels, allowing students to create functioning circuit systems that replicated renewable energy generation. Their designs illustrated impressive technical knowledge and environmental awareness.

The wonderful efforts displayed by students demonstrated their commitment to sustainable design principles and future-focused thinking. While they are finalising their designs, students are using skills ready to craft their next design model as part of their summative assessment.

Inneke Smit

MYP Design Teacher

Grammar News

Empowering young minds

Issue 3 · 09 May 2025

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