KELVINGROVE BANDSTAND AND AMPHITHEATRE

Heritage learning for secondary pupils in a spectacular designed environment

Introduction Contents

The much loved Kelvingrove Bandstand and Amphitheatre Background to the Bandstand welcomed a global audience during the Commonwealth and its setting Games in 2014 after a sensitive repair programme and Copies of additional comprehensive upgrade of facilities. complementary resources The historic venue now programmes regular concert series. Resource for teachers: It has greatly enhanced accessibility for performances and 1. World class leisure, audience. it is able to host a variety of performances as well Kelvingrove Park and as learning visits from education groups and families keen to Kelvingrove Bandstand discover more about the fascinating history and heritage of 2. Designed environments, the Bandstand. enhancing experiences This resource has suggestions for learning centred on the 3. Commemoration, memorials heritage in Kelvingrove Park, the Bandstand and the many and memory other structures, sculptures and features of interest. Learning and strategic context The ideas could be relevant to pupils studying: • art and design Curriculum for Excellence • design and manufacture quick guide to outcomes and • history experiences • modern studies Pupil worksheets: • as a stimulus for literacy 1. Art and design (drawing In addition to the suggestions for using the Park setting as a from life) learning environment, this pack contains copies of resources 2. Social Studies (using maps) developed by the Scottish Civic Trust for the My Place 3. Social Studies (people and Photography project, and links to other helpful materials to place) help teachers and pupils enjoy meaningful and memorable 4. Social Studies (people and learning experiences. place) 5. Kelvingrove map This pack has a quick reference grid of Curriculum for Excellence experience and outcomes at third and fourth level.

PAGE ONE Background to the Bandstand and its park setting

Kelvingrove Bandstand was built in 1924 by the City Department, and opened in 1925. It is a rare example of a bandstand with associated amphitheatre style seating, which cleverly fits into the natural shape of the land around, sweeping down to the River Kelvin, an unusual and picturesque setting. In its heyday, there were two performances a week in the Bandstand, and numbers in the audience could be up to 6,000. The performances could be by military bands, variety acts, singers or choirs. There were regular performances up until the 1950s and 1960s, and many people have fond memories of being in the audience for different shows at this time. Kelvingrove Bandstand is the only working bandstand left in . It was almost lost, having fallen into disuse and poor repair in the 1990s, but a long hard fought campaign by the Friends of Kelvingrove Park, the unique skills of Glasgow Building Preservation Trust, and the support of partners and funders including Glasgow City Council, Glasgow Life, and the Heritage Lottery Fund, meant the building was saved, and re-opened in time to play a starring role in the city wide celebrations of the 2014 Commonwealth Games.

PAGE TWO Kelvingrove Park is an outstanding designed landscape, and has high historical and cultural significance as the first public park in Scotland. The formal arrangements of paths, terraces and planting were designed by the esteemed Victorian Sir Joseph Paxton, world famous for the daringly modern Crystal Palace, star attraction of ’s 1851 Great Exhibition in Hyde Park. Originally called the West End Park, Kelvingrove Park was laid out in “conscious curves” between 1852 and 1867. Paxton also designed Queens and Alexandra Parks, and Glasgow’s Botanic Gardens. A series of major exhibitions were held in the park. Among the 6 million people who came to the International Exhibitions of Science and Art in the park in 1888, was Queen Victoria, who visited twice! She loaned her Jubilee presents, which were displayed in Kelvingrove Museum. Even more people, 11 million, came to the 1901 International exhibition. The 1911 Scottish Exhibition of History, Art and Industry, drew 9 million, and had an overhead railway connecting the University of Glasgow to the Park. The oldest of the bridges over the River Kelvin as it meanders towards the Clyde is the Snow Bridge of 1876. This originally had opening gates on the parapet, allowing snow to be swept easily into the river. Lower down the bridge, at water level, between the arches are cut waters: the angled shapes cleverly divert the water flow towards the arch openings. Among the many statues and sculptures in the park is one by Archibald Macfarlane Shannon of William Thompson, 1st Baron Kelvin, the famous scientist best known for the Kelvin scale, who was at University by the age of 10, and had become a professor by the age of 22. There is a monument in the park to An Clachan, which is all that remains of a model Highland village built as part of the 1911 exhibition, and a very popular exhibit. An Clachan is Gaelic for ‘the village’, the name now adopted by the small cafe beside the early years play area within the park.

PAGE THREE World class leisure, Kelvingrove Park and Kelvingrove Bandstand

Kelvingrove Park is the setting for the extraordinary Kelvingrove Art Gallery. The park was designed by Joseph Paxton, one of four parks he designed for Glasgow. Paxton had been head gardener to the Duke of Devonshire, at Chatsworth House, and is famous for garden designs in a number of cities as well as Glasgow including and Halifax. Paxton designed the Crystal Palace, a global wonder in glass and iron, that drew millions to the Great Exhibition in 1851 in Hyde Park, London.

Kelvingrove was the first public park in Scotland, laid out between 1852 and 1867. It was the setting for no less than three international exhibitions, in 1888, 1901 and 1911, attracting 6, 11 and 9 million visitors respectively. The paths would have been quite full, as they are today, with people enjoying the green spaces, the respite from busy roads, the flowers and plants. Recreation in the park in Victorian times, as now, could be passive or active. The current Bandstand was built in 1924 and replaced an earlier one. The natural formation of the sloping site down to the riverbank has been exceptionally carefully and skilfully designed to create a natural amphitheatre setting. On a visit: briefly explain the design history of the Park to the pupils, then allow them to explore, using either worksheet 1, with a drawing task to enhance their observation of the chosen element within the park, or worksheet 2, where pupils use the park map to locate different highlighted heritage assets, and later at home or in the classroom, transfer their acquired knowledge to the worksheet.

Worksheet 1 – Worksheet 2 – Art and design (drawing from life) Social Studies (using maps) Learning outcome – understanding through Learning outcome – find and check facts on focussed observation in order to reproduce in elements in the designed landscape. drawings, the planned park layout, relationships For answers, next page. of avenues and paths, green space, planting,

PUPIL WORKSHEET 2 bridges and water courses. World class leisure, Kelvingrove Park and Kelvingrove Bandstand Social Studies (using maps)

Pupil’s name ......

PUPIL WORKSHEET 1 Use the Friends of Kelvingrove Park map (pupil worksheet 5) of the park to navigate your way to World class leisure, Kelvingrove Park and Kelvingrove Bandstand (and tick when visited): Art and Design (drawing from life) Kelvingrove Bandstand and Amphitheatre The Stewart Memorial Fountain Pupil’s name ...... The Prince of Wales Bridge Make notes in the box below or take photos so that later you can answer these questions: 1. Look at the bandstand roof. Think about what you see there and discuss and describe at least two. • Walk through some of the paths and routes though Kelvingrove Park, and make your way to the Stewart Fountain. 2. Think about the shape and location of the Bandstand and the Amphitheatre; why might it be here? • Sit on a bench on the outer path, and make sketches (in the box below and on the back of this Why is the seating shaped this way? sheet) of the designed landscape. For example, the axis of the path, and what terminates the view; 3. Make a sketch diagram of the paths and benches which surround the Stewart Memorial Fountain; the relationship of the fountain to the paths and green space around it; the shrub and tree planting think about the shapes and reasons why they might be planned like this. patterns in relation to the path edges, or another aspect. 4. Consider the shape and style of the Prince of Wales Bridge, its purpose, and what can be seen when looking in different directions.

PAGE FOUR Answers to Worksheet 2 World class leisure, Kelvingrove Park and Kelvingrove Bandstand

1. Look at the bandstand roof. Think about what you see there and discuss and describe at least two elements. Topics for discussion: • Glasgow Coat of Arms (resculpted and recast to match the original in 2014) • Scrolled ironwork supporting crest • Conical loudspeakers (these are now lights) • Ventilation box with finial (projecting decorative ironwork is original) • Tiles (some of these are original)

2. Think about the shape and location of the Bandstand and the Amphitheatre; why might it be here? Why is the seating shaped this way? Auditorium clam shell shaped, symmetrical, keeping sound within the bowl of the audience. River is behind the building, providing a natural break between the park (noise) and the performance space.

3. Make a sketch diagram of the paths and benches which surround the Stewart Memorial Fountain; think about the shapes and reasons why they might be planned like this. Two concentric circles of paths surround the fountain, with intersecting straight path sections at 3, 6, 9 & 12 o’clock on the circles. Benches on outer circle. This is very symmetrical for nice design feature, and everyone can easily and equally enjoy the spectacle of the fountain when they sit on the benches. Why would people want to sit here? What would they do here? How has planting design changed since the park was laid out, and compare modern day to when the fountain was built. Is it working on the day the students visit, and discuss.

4. Consider the shape and style of the Prince of Wales Bridge, its purpose, and what can be seen when looking in different directions. It’s a single span bridge that stretches 12 metres over the River Kelvin. It connects the Park via sweeping paths up to Kelvin Way, and makes it easy to get to the Bandstand from the River. The original timber bridge was replaced by the splendid red sandstone and granite crossing of 1894-95. It was designed by City Engineer Alex B McDonald. Sculptures terminate the view in either direction with the Highland Light Infantry memorial, and the Carlyle Monument. These would have been placed there intentionally to give an imposing approach.

PAGE FIVE Designed environments, enhancing experiences

The layout of the Park is a sophisticated sequence of paths and grassed areas, with formal planting of trees and shrubs. The park is particularly successful in the way it harnesses the natural geography of the area, and maximum advantage is taken of the different levels, from the heights of Park Circus down to the banks of the Kelvin. The natural topography is particularly skilfully harnessed in the design of the Bandstand and Amphitheatre. The Park was Scotland’s first, a civic triumph marking Glasgow as a respectable rival to London. The extensive path network allowed the Victorian public to socialise, promenading, enjoying fresh air and space. The Bandstand dates from 1924, and used to host performances twice or three times a week. Sunday afternoons in the 1950s were always for brass band concerts, but the bandstand has hosted choirs, rock and folk music, with concerts relayed live to radio audiences. While neglected for a period in the 1990s, the restoration of the Bandstand was project managed by Glasgow Building Preservation Trust, with many funders including the Heritage Lottery Fund. It is managed by Glasgow Life, and is now beginning once again to play a vibrant part in the cultural life of the city. On a visit: briefly explain the sophistication of the design of the park, discussing how engineered leisure was a historical first in Scotland. Allow pupils to explore, using worksheet 3 with worksheet 5, and experience the different levels by finding key locations. Encourage pupils to consider the Victorian aspirations to create leisure facilities in over crowded cities, mid 19th century, versus use of the park and the Bandstand for the 2014 Commonwealth Games, opening ceremony relays and other events.

Worksheet 3 – Social Studies (people and place) (link people and events, contributing to Scottish Nation) Learning outcome – better understanding of the scale of the park, the designed elements – curving paths, eye-catchers, creation of views and vistas. Contrast with 21st century use of Park in 2014 and ongoing.

PUPIL WORKSHEET 3

Designed environments, enhancing experiences Social Studies (people and place)

Pupil’s name ...... PUPIL WORKSHEET 3 PAGE 2

Visit and think about the answers to the questions below (and tick when visited): The Snow Bridge (4 on the map) • Consider how people moved around the park when it was first opened in the 19th century, and Lord Kelvin Monument (10 on the map) compare to current day use. Think about the Bandstand’s use, it’s capacity, its location. How do you think the Bandstand and amphitheatre were used in the 2014 commonwealth games, and how The Prince of Wales Bridge (5 on the map) would this be different to at the start of the 20th century? The Bandstand and Amphitheatre (3 on the map) The Stewart Fountain (8 on the map)

Use the Friends of Kelvingrove Park map (pupil worksheet 5) to find these places in turn, making notes about the route from one to another. Think about these questions:

• Think about the route, the type of pathway, how and where the paths take you around the park, what things you can see on these routes, how different designs are incorporated. Take notes of different examples of how people are using and moving around the park.

PAGE SIX Answers to Worksheet 3

Use the Friends of Kelvingrove Park map to find these places in turn, making notes about the route from one to another. Think about these questions:

• Paths vary in dimensions across park, minor routes linking other paths tend to be narrow, some are wide enough for park maintenance or emergency vehicles. A few are gravelled, most tarmac. Which ones are newer or were they all laid at the same time? Places pupils visit should mean they move up and down which was probably intentional for views and happening upon parts of the park. Most paths trace sinuous curves, circling monuments or sculptures, and don’t go in straight lines. Did they see things at the start of paths or half way or at the next point? Many paths have terminal viewpoints, such as a statue, view, or arrangement of formal planting that gradually reveals a larger view to a natural feature, such as the river, or a hillside. Pupils may notice different edging to the paths - lawns, border shrubs, series of trees, railings, hedges etc.

• Take notes of a minimum of three examples of how people are moving around the park. Expect answers of walking, running/jogging, cycling, being pushed - in wheelchairs, prams, buggies, on scooters, perhaps even dancing? When comparing to how it was used when the park first opened, people would have walked, wouldn’t have had bikes, or scooters. How might children have played? And what times would people have done these activities? Consider work times, and different structures to the working week and leisure time concepts (church on Sundays etc). At the Bandstand, estimate how many could be seated in the amphitheatre. Since the renovation official capacity is 2300. At turn of century there were audiences up to 6000. Modern day H&S requirements have made changes to audience capacities, as well as need to provide space and access for those with mobility needs, and for emergency services. Landscape forms a natural amphitheatre, the location at water’s edge, and the design maximised the natural geography for both good sight lines and acoustics. During the XX Commonwealth Games in 2014 the venue was used to celebrate and link to other activities. There were screens that showed sports and cultural activities, while performances were all live in the 1920s. By 1960s and 70s, started to broadcast weekend concerts live to Radio Clyde. In 2013/2014 memories were gathered and a film was created capturing oral histories of the Bandstand’s past. See You Tube documentary The Kelvingrove Bandstand https://www.youtube.com/watch?v=zeHOLH_A3sg

PAGE SEVEN Commemoration

Kelvingrove Art Gallery is highly decorated, and incorporates extensive sculptural decoration within the architectural elements. The Park uses formal arrangements of paths, landscape forms and plants themselves to create a similarly rich designed environment. In the Park however, while some of the sculptures and decorative elements have been in situ since the 19th century, others are more recent, and so the memorials reflect a continuing tradition of commemoration. This resource prompts pupils to consider who or what we commemorate, why and how. On a visit: before setting out into the park, explain focus is study of statues, sculptures and memorials. The visit is the first stage of evidence gathering, the second will be researching more about the people, the time in recent or distant past that was commemorated.

Discuss the term allegory: a physical representation of an abstract idea or spiritual meaning. An allegorical sculpture is a 3d representation of an idea, a quality or set of values. Kelvingrove Park has commemorations of people, of events and ideas. The Kelvinway Bridge features allegorical sculptures of Philosophy and Inspiration, War and Peace, Navigation and Shipbuilding and Commerce and Industry. There is an extensive list set out in a matrix with dates and names in pupil worksheet 4. Pupils could choose one or more of the allegorical sculpture groups on the Bridge, and one or more other sculpture in the wider park setting, using the map, and answer the questions on the worksheet on site, following up the questions they could not answer with a research session for homework or in school. Each pupil could give a 2 minute presentation on their sculptures, including information they observed on the visit, and some further information researched afterwards. Commemorations are not always in the form Worksheet 4 – social studies (people of a statue or sculpture. Less conventional and place) (link people and events, examples include the Suffrage Oak on Kelvin Way, and more tangible memorials include contributing to Scottish Nation) park benches that have wee plaques to Learning outcome – developing understanding remember loved ones who enjoyed that of key historical figures and concepts in Scottish view or place. As part of the HLF funded identity, from observing primary historical evidence, programme of events in 2015 there was a and follow up research. musical commission to mark the refurbishment PUPIL WORKSHEET 4

Commemoration PUPIL WORKSHEET 4 of the Bandstand. Musicians Robyn Stapleton Social Studies (people and place) PAGE 2 (link people and events, contributing to Scottish Nation)

Pupil’s name ...... and Claire Hastings (BBC Radio Scotland’s • Is there a plaque with dates or writing to identify the subject of the sculpture, and the artist? Note any details. • What or whom does the sculpture commemorate, or appear to be about? Can you find further Choose two sculptures/memorials, one must be from the Kelvin Way group. information here or back in class? Then consider some of the investigative topics on the back of this sheet. Some information may be • Where is the sculpture/memorial placed, and why do you think that location was chosen? Young Traditional Musician of the Year 2014 available, but you will have to search for some answers after the visit. • Why do you think it was important to people to spend money commissioning an artist to make this memorial/sculpture? List of sculptures and memorials • What materials have been used to make the sculpture/memorial and why? • If your sculpture or memorial is about a person or an event, have you heard of them/it before? and 2015) worked with Voicebeat Choir to Events, achievements and ideals Date of memorial What extra information do you want to find out and how? Kelvin Way Bridge north west Philosophy and Inspiration 1913-14 Kelvin Way Bridge north east War and Peace 1913-14 create a new song inspired by the Bandstand Kelvin Way Bridge south east Navigation and Shipbuilding 1913-14 Kelvin Way Bridge south east Commerce and Industry 1913-14 and its history. This was premiered at the An Clachan memorial Highland village created for 1911 exhibition in Park People Stuart Memorial Fountain 1872 Highland Light Infantry 1906 Bandstand on Friday 24th July 2015. The song Lord Kelvin 1913 Thomas Carlisle 1916 Lord Lister 1924 will live on in the repertoire of the choir, and Lord Frederick Sleigh Roberts, V.C., of Khandahar, Pretoria and Waterford 1916

• These are all on the map on worksheet 5. Consider whether there are sculptures or memorials in the park area that are not include on the map, think about why this is. How else and why do we the memories of the audience. The process of commemorate people and events? writing and rehearsing the song was captured and made into a film that is available to view on the bandstand website resource page www.kelvingrovebandstand.org.uk

PAGE EIGHT Curriculum for Excellence Quick Guide

Curriculum area Reference Outcome Activity Refer to teacher resource

Expressive Arts EXA 3-02a I have experimented Photograph, sketch World class with a range of media or draw outside leisure, and technologies to at the Bandstand, Kelvingrove Park create images and Amphitheatre, or in and Kelvingrove objects, using my Kelvingrove Park. Bandstand understanding of their properties.

Social Studies SOC 3-14a I can use a range of Explore the Park using Worksheet 1 People, place maps and geographical the heritage trail map. World class and environment information systems to leisure, gather, interpret and Kelvingrove Park present conclusions and and Kelvingrove can locate a range of Bandstand features within Scotland, UK, Europe and the wider world.

Social Studies SOC 3-02a I can make links Explore the Park Worksheet 2 People, past between my current and comparing Victorian Designed events and previous studies, and aspirations and 2014 environments, societies show my understanding Commonwealth enhancing of how people and Games use of experiences events have contributed Bandstand for launch Worksheet 3 to the development of and ongoing events the Scottish nation.

How to hire the Bandstand

The bandstand is available to hire, with a sliding scale of costs depending on when and how you hope to use it. Costs depend on audience size, length of time of your event, and what staff or equipment you might need to hire to complement the event. Costs start from £200 for an event up to 4 hours in length and under 500 audience members. Included in the hire is Glasgow Life staff member(s). It is possible to bring equipment with you to support your event. If you don’t have the right equipment, it can be hired. Available items and services include steps up to the stage (treads), a PA with sound technician who can operate it, Lighting technician.

To discuss a hire please email [email protected] or phone 0141 353 8050.

PAGE NINE Complementary resources

My Place resources on: http://www.scottishcivictrust.org.uk/media/199779/VICTORIANS%20AND%20 CIVIC%20PRIDE%20level%20third%20fourth.pdf http://www.scottishcivictrust.org.uk/my-place-photography/learning-project/ learning-resources/resources-for-secondary-schools/ • architectural styles • photography • Victorians and Civic pride

Heritage trails and maps from • Friends of Kelvingrove Park, http://www.kelvingrovepark.com/heritage-walk.html. This has an interactive map, clicking on individual features brings up a descriptive text and further links. The page also has clear descriptive text on buildings and structure, bridges, statues and sculpture. The entries link to the interactive map, and there is a bibliography for further reading. A copy of the map is on

worksheet 5. QUEEN MARGARET DR

• Glasgow Women’s Library http://womenslibrary.org.uk/ROXBURGH ST ,

has a downloadable WestHYNDLAND RD GREAT GEORGE ST GREAT WESTERN ROAD GLASGOW ST Botanic End Women heritage trail with Gardens PARTICKHILL RD PARTICKHILL RD 20 Glasgow Laurel Street map, with a wide variety of Bank Queen GIBSON ST BYRES ROAD Margaret Union HILLHEAD STREET information, and also an audio The Mackintosh UNIVERSITY AVENUEHouse BANK STREET

University Glasgow Gates University guide. The Library website has a Union University of Glasgow ELDON ST

Su rage Oak wealth of links and archive Anderson CHURCH STREET College

DUMBAR TON materials. R KELVIN WAY D

ARGYLE ST Kelvingrove Kelvingrove Art Gallery PARK CIRCUS & Museum Park Park Gardens

Route map

PAGE TEN Outdoor Learning and Scottish Government’s Strategic Objectives

Outdoor Learning and Curriculum Outdoor Learning and Scottish for Excellence Government’s Strategic Objectives

Outdoor learning is an important route Outdoor learning contributes to delivering the to delivering Curriculum for Excellence Scottish Government’s overarching strategic experiences and outcomes. objectives towards ‘creating a more successful country’: Outdoor learning experiences are often Smarter – Outdoor learning encourages remembered for a lifetime. Integrating learners to understand the interplay and learning and outdoor experiences, relationship between curriculum areas. This whether through play in the immediate awareness promotes lifelong learning and develops critical thinking skills. grounds or adventures further afield, provides relevance and depth to the Healthier – Learning outdoors can lead to curriculum in ways that are difficult to lifelong recreation. Activities such as walking achieve indoors. and cycling which are ideal for physical and emotional wellbeing contribute to a healthier Learning outdoors can be enjoyable, Scotland. Scots have a reputation for adventure activities such as mountaineering and have creative, challenging and adventurous achieved international sporting success in and helps children and young people canoeing, sailing and skiing. learn by experience and grow as Safer and stronger – Outdoor learning confident and responsible citizens who activities span social divisions and can help value and appreciate the spectacular build stronger communities. Some organisations landscapes, natural heritage and culture have therapeutic programmes where outdoor of Scotland. learning plays a central role. Children and young people have opportunities to develop The journey through education for skills to assess and manage risk when making any child in Scotland must include decisions. opportunities for a series of planned, Greener – Frequent and regular outdoor quality outdoor learning experiences. learning encourages children and young people to engage with the natural and built heritage. From Curriculum for excellence through outdoor Scotland’s countryside and urban areas provide learning, Learning Teaching Scotland 2010 ideal settings for children and young people to understand the global significance of sustainability issues and inform personal decisions that contribute towards a greener Scotland. Wealthier and fairer – The outdoors provides excellent opportunities to use a wide range of skills and abilities not always visible in the classroom. Becoming aware of such skills can fundamentally change personal, peer and staff perceptions and lead to profound changes in life expectations and success.

PAGE ELEVEN