Creative Arts

The creative Art Department spent relentless amount of time for the Annual school concert show for both lower primary and upper primary.
It took so much of sweats physically & mentally but the spirit of artfulness kept the artists going with the same zeal.
Fussy senior artists contributing for their school concert show.

Druk School Wins the Art Competition

Ministry of Economic Affairs organised Art Competition on the theme "Save energy using efficient light emitting diode (LED) bulbs" on 22nd October 2016.
11 schools participated in the competition and Druk School was represented by our class IX students who where coordinated by our Art teacher Mr. Tarun Kumar Balampaki and the class teacher Ms. Sonika Rai.
Today's morning assembly roared with applause of jubilation as Ugyen Phontsho of class IX won the first prize of cash Nu. 10,000 and certificate.
The rest of the participants were also awarded certificates of participation.
Madam Principal on behalf of Druk Fraternity congratulated the winner and the participants and encouraged the students to make best use of the Creative Arts classes.

We shouldn't value arts education on the basis that it has social or economic benefits, but because it expands the mind and soul.

Arts education has always been a contested area. Many arts educators have defended the arts in the school curriculum by emphasizing their role in students’ moral and individual development. For example, EB Feldman, defending arts education in the US during the 1980s, argued that it should not be about creating artists but about something broader. He suggests arts education can imbue in young people a sense of the satisfaction that comes from working to create something, the ability to use and understand language effectively, and a profound sense of ‘the values that permit civilized life to go on’.

The arts and learning

The arts are central to the idea of education being about inculcating a love of learning, of acquiring knowledge. It is no accident that the arts are traditionally connected with the idea of being educated. Hence an educated person is assumed to be interested in the arts.

Twentieth-century German philosopher Ernst Cassirer explained the importance of the arts as follows: ‘Science gives us order in thoughts, morality gives us order in actions; art gives us order in the apprehension of visible, tangible and audible appearances.’ A good education includes a good arts education, introducing children and young people to great literature (novels, poetry and short stories, plays), dance, visual arts, music and film. How a school priorities the arts may be up for debate and depend on the specialist teachers schools have access to. But a school should still be committed to introducing children to the best there is in as many art forms as possible.

Japanese Art of Paper Folding. 


The backdrops where manual blending of miscellany colors.

Backdrop for Upper Primary concert show.

The participants from secondary in the Dzongkhag level theme based art competition.

Art by Ugyen Phuntsho

Art that bagged First position. 

Like Elliot Eisner and other proponents of arts education on both sides of the Atlantic writing in the 1980s and 1990s, Feldman argues cogently, showing a deep knowledge of art and history and an even deeper commitment to humanist principles. Now, more often than not, arts education is framed instrumentally. It is defended as a means of supporting the rest of the school curriculum (to make it more interesting), a means to enhance students’ employability, and a means of developing a good environmentally aware, health-conscious citizen.

The arts have a complex relationship with society, but arts lovers need to make a case for arts education that doesn’t harness it to contemporary moral, civic, social or economic priorities. And we shouldn’t resort to implying that without it people are likely to be stupid or more inclined to crime and immoral behavior, or even that it makes people more employable. The Grad grind mentality of relying on ‘facts’ - that is, ‘evidence’ that arts do good - allows little space for an intellectual consideration of the complexities of arts-based experiences.

A visual-arts curriculum might seek, therefore, to develop skills in, and experience of, a range of art techniques and processes using line, color, texture and form. These are not just technical skills, but skills in seeing and expression from an aesthetic perspective. 

For this reason, DBAE ‘discipline-based arts education’ also develops in students a historical and cultural perspective in a variety of visual art forms, including painting, printing and sculpture; it explores ideas about what makes arts aesthetically pleasing or satisfying; and it develops capacity for judging and explaining judgement, as well as being able to participate in broader philosophical conversations about, for example, what constitutes art and whether beauty matters.


Rose Making with Tissue Papers and Ribbons