An industrial prototyping machine allowed students in the iCAD module to combine art and design principles to create functional and attractive objects.

Breaking down borders between subjects

“We saw a need for greater student engagement, and a more holistic and interdisciplinary approach in the Aesthetics subjects,” says Mr L Devakishen Michael, Head of Department for Aesthetics. Previously, there was little transfer of skills between subjects. For instance, students doing Design & Technology did not realise that they could apply those skills in Art lessons as well.

As Mr Michael puts it, Aesthetics Without Borders “emphasises that there is no compartmentalisation and no restrictions when it comes to aesthetics appreciation and expression.” Through stints at polytechnics and discussions with industry partners, Mr Michael’s curriculum team was also convinced that improving thinking skills, especially in the areas of creativity, brainstorming and problem solving, was essential to help prepare students for further learning and employment. At the same time, the team consciously aligned the curriculum so that it would meet the needs of the “O” Levels.

Modules to mix and match your skills

Aesthetics Without Borders has six modules: Thinking Skills, iCAD, Movie Making, Home Economics, Visual Literacy and Music Literacy. New modules such as Photoshop, Diet Analyser, Project Management and Design & Technology were then added. Each module equips students with specific skills and more importantly, the holistic ability to apply these skills in different situations seamlessly across borders.

Skills such as digital photography and image processing using Photoshop can be readily applied across modules.

For instance, the Movie Making module equips students with knowledge of videography and IT. But to produce class projects such as National Education-themed music videos and films promoting a healthy lifestyle, students must also draw on their lessons in English Language, History, Social Studies as well as Food & Nutrition.

Challenging students further in the Thinking Skills module are practical problems in Home Economics and Design & Technology. Using problem-solving methods such as the Innovation Protocol and a thinking tool developed by the Russians called TRIZ, an acronym for “Theory of Inventive Problem Solving”. Students analysed, mindmapped and brainstormed their way to solutions such as new nutritional recommendations for aged and obese individuals, and a bus suitable for handicapped passengers.

In the iCAD module, students worked on a prototyping machine and applied principles of Art & Design to transform ideas into real objects that are functional as well as marketable. A Percussion Parade module blended rhythmic fun on percussion instruments with lessons in patterns and coordination that can be carried over to art and design.

Education that is truly engaging

For students and their parents, Aesthetics Without Borders has been an engaging and enriching experience. “Even my parents find the things I do interesting. They say that I am lucky to learn these skills at Sec 1,” quips Joe Phan Yong Hao, who was among the first batch of Aesthetics Without Borders students in 2006.

Appreciating his Visual Literacy classes, Albert Pang Kah Liang enthuses, “I’ve begun to see everyday things differently and appreciate how much thought is being put together into something as simple as a poster design or even a plastic bottle.”

Art lessons can now draw inspiration from nature’s designs.

As students became noticeably more involved in their classes, Mr Michael happily observed a correlation with their academic results, particularly for students in the Normal (Academic) and Normal (Technical) streams. He also sees a positive spillover in knowledge as Aesthetics Without Borders students share their experiences with fellow schoolmates.

As Bedok South Secondary School shares its success at teaching seminars and with other educators, Mr Michael shares his vision for the programme. “I hope Aesthetics Without Borders will give students a stronger foundation in the many areas of the Aesthetics,” he says, “and, that ultimately, students will use the opportunities to develop in areas they are passionate about.”