ART AND CRAFTS SYLLABUS

Primary

Curriculum Planning and Development Division Ministry of Education Singapore

All Rights Reserved Year of Implementation from 2002

1

TABLE OF CONTENT

Page

1. INTRODUCTION

3

2. AIMS 5 Framework Learning Outcomes

3. CONTENT 9 Theme Practice Art Appreciation

4. TEACHING AND LEARNING APPROACH 12 Exploration

Expression Evaluation

5. ASSESSMENT 15

2

3

INTRODUCTION

ART plays an important role in the children’s development and growth. Through visual arts, children learn to explore the visual world, communicate thoughts and feelings and form concepts about themselves and the environment. The revised Art & Crafts Syllabus is designed to encompass a broad-based art education that caters to pupils of different abilities and interests. It advocates a holistic and interdisciplinary approach to learning. It promotes the idea that knowledge is not compartmentalised but is inter-related. The syllabus develops pupils’ knowledge, skills and values through: • Artmaking • Art appreciation • Exposure to a variety of 2-dimensional, 3-dimensional and electronic media In the light of the vision of Thinking Schools, Learning Nation, the syllabus has also incorporated the following three initiatives into the subject: • National Education • Thinking Skills • Information Technology The syllabus is planned to provide all pupils with an enjoyable and enriching experience in the learning of art and crafts.

4

5

AIMS

The revised Art and Crafts Syllabus aims to: • Develop pupils’ ability to see, make and appreciate art • Set a good foundation for the learning of art in secondary schools • Instill in pupils a life-long interest in art Framework The aims of the syllabus are achieved through the framework of Seeing, Making and Appreciating. The framework ensures that pupils are provided with opportunities to observe their environment, generate ideas, create artworks and value the role of art in society. Seeing Seeing art involves observing, enquiring and reflecting about the environment. Learning takes place when pupils respond to and make connections between the environment and their experiences. Making In Making art, pupils generate and express ideas through the creation of artworks based on given themes using a variety of art media. Appreciating In Appreciating art, pupils learn to use appropriate art vocabulary to talk about their own and others’ artworks. In the process, they will understand and value the role of art in society.

6

7

Learning Outcomes The following table reflects the learning outcomes encapsulated under the framework: Seeing, Making and Appreciating. Teachers can use these learning outcomes to plan their art programmes. Two sets of learning outcomes in line with the developmental stages of pupils are identified for the lower and the upper primary. By the end of the lower primary art education (P1 to P4), pupils will be able to:

Seeing

Making

Appreciating

• Have a lively curiosity about things • Have an increased sensory

awareness of nature, objects and artworks around them

• Gather simple visual information • Organise visual information

• Generate ideas with given themes • Explore different ways of using art

materials • Acquire basic competence in

handling 2D, 3D and electronic media

• Create artworks that demonstrate

a basic understanding of art elements

• Convey ideas and feelings through

their artworks

• Enjoy and acquire positive attitude

towards art activities • Talk about art using basic art

vocabulary • Appreciate local art as part of our

history and cultural heritage • Show pride in local art

By the end of the upper primary art education (P5 to P6), pupils will be able to:

Seeing

Making

Appreciating

• Have a lively curiosity about things • Identify and describe visual and

tactile qualities in nature, objects and artworks

• Understand how visual elements

can be used to communicate an idea

• Gather simple visual information • Organise visual information

• Generate ideas with given themes • Explore and use art materials • Acquire basic competence in

handling 2D, 3D and electronic media

• Create artworks that demonstrate

a basic understanding of art elements and principles of design

• Communicate ideas and feelings

through their artworks

• Enjoy and acquire positive attitude

towards art activities • Develop confidence in articulating

about their own and others’ artworks

• Appreciate local art as part of our

history and cultural heritage • Respect others’ ideas through

recognising diversity in art • Show pride in local art

8

9

CONTENT The content of the syllabus consists of three major components, namely, Themes, Practice and Art Appreciation. These three components need to be in place in order to provide pupils with a holistic art experience. They form the foundation through which the aims of the syllabus are achieved. Themes Themes provide context for pupils’ art activities. Themes help to make art fun and meaningful to pupils. A set of broadly defined themes include: • People and Living Things • Objects • Places and Events • Experiences • Traditions and Cultures National Education should be built into the themes as and when appropriate. Practice Practice in art encompasses two distinct but inter-related aspects: • Elements of Art and Principles of Design • Media

10

Elements of Art and Principles of Design Elements of art and principles of design form the language of art and are used in all aspects of artmaking. Pupils are to be taught the following elements of art and principles of design by the end of their primary school art education: Media Each medium has its own unique quality that allows pupils to express their ideas and feelings differently. Pupils are encouraged to explore and acquire competency in the use of different media. To ensure that pupils are exposed to a variety of media, the following core art forms should be covered by the end of their primary school art education: *While core art forms have been identified, it is recognised that other practices could be included, for example, Ceramics, Photography. Art Appreciation Art Appreciation takes place when pupils look at and talk about artworks. It plays an important role in developing pupils’ understanding of art and its role in society. Through art appreciation, pupils will develop cultural awareness and a sense of iden

Elements of Art Principles of Design Dot Balance Line ContrastShape HarmonyForm MovementColour PatternTexture VarietySpace

Core Art Forms Drawing Painting Collage Printmaking

Two-dimensional

Sculpture Assemblage

Three-dimensional

Digital-imaging Electronic

11

tity.

12

TEACHING AND LEARNING APPROACH The teaching and learning approach shapes the way content is delivered to pupils. A good teaching and learning approach ensures that the aims of the syllabus are achieved. The revised Art and Crafts syllabus advocates a teaching and learning approach that places emphasis on the development of ideas and the acquisition of technical skills. The approach centres around the three processes of Exploration, Expression and Evaluation. In order to provide a holistic art education to pupils, all the three processes should be employed in the planning of art programmes. Exploration, Expression and Evaluation are not meant to be used sequentially, they should operate dynamically in all stages of artmaking. When used appropriately, these processes help pupils make sense of the lessons and achieve the learning outcomes of the syllabus. Exploration Exploration is essential to any creative venture. In art, pupils will need to explore ideas and the properties of various media in order to create an original piece of artwork. Some of the possible activities are: • Brainstorming for ideas • Gathering visual information • Recording observations • Experimenting with media and techniques • Engaging in discussions Expression Pupils create artworks to express their knowledge, ideas and feelings. Expression can be manifested through: • Sketches • Completed artworks • Writings • Presentation • Role playing

13

Evaluation Through evaluation pupils review, modify and think about possible solutions and reflect their own learning experiences. Evaluation is demonstrated when pupils: • Look at and talk about their works and the works of others • Make decisions concerning their artmaking Teaching and learning should be extended beyond the classroom. Teachers are encouraged to organise visits and excursions to museums, cultural events and places of interest to enhance the learning of art. Enrichment activities like these will promote understanding of our cultural heritage.

14

15

ASSESSMENT Assessment is an important component of the syllabus. It helps teachers evaluate the effectiveness of an art programme and provide feedback to pupils about what they know and how they can improve. Assessment needs to take into consideration all aspects of pupils’ learning since the process of artmaking is as important as the finished artwork. Hence, assessment needs to be comprehensive and should address all the three processes of Exploration, Expression and Evaluation. Some of the skills that should be assessed are: • Gathering of information • Generation of ideas • Exploration of media • Control of media • Application of the elements of art and the principles of design • Presentation The above list is by no means exhaustive. The skills that teachers choose to assess pupils in will depend on the objectives of the lessons. Art lessons should be fun and enjoyable. As such, the focus of assessment should be to help pupils to enjoy, to learn and to grow from their art experience. This helps to instill in pupils a life-long interest in art.

16