RAFFLES GIRLS’ PRIMARY

presents

AESTHETICS CURRICULUM BRIEFING

Agenda

• Mission

• Approach

• Skills

• Special Programmes

• Assessment

Our Objective:

• To nurture confidence and

creativity in our pupils through

a holistic learning experience

in the arts

Guiding Philosophy:

• To inculcate a love for the arts

from young through exposure

and experience of different art

forms

Core Pedagogy (Music)

• Concept approach, whereby units of learning are designed based on music elements/concepts (e.g. rhythm, texture) via the core pedagogy of KEA techniques:

• K: Kinesthetic (Movement)

• E: Ensemble (Playing and creating music together)

• A: Aural (Listening)

Sing and Play Melodic and Rhythmic Instruments individually and in groups

Sing a variety of songs with a sense of the shape of the melody, keeping to a

steady pulse

sing in unison

sing up to 4 part canons

use solfege names and handsigns (for lower primary)

sing in two parts

Play a variety of tuned and untuned percussion instruments with proper playing

and holding techniques

play individually

play in unison

play in sections (up to four parts)

accompany singing where appropriate

Play a tuned instrument (recorder) which requires different techniques from

tuned percussion

play individually

play in unison

Read staff and cipher notation

Skills Focus from P1-P6 (Music)

Create and improvise music

Explore the ways sounds are organised through manipulating, experimenting

and putting it together:

• create sound effects with untuned instruments, body percussion and voice

(e.g. experimenting with different objects and different surfaces, ways of

beating, intensity of strength)

• create sounds and select sound sources in response to a story, descriptive

words and visuals

• use graphic notation to represent sound

Explore the ways sounds/music elements can be combined to create different

effects and moods:

• use a variety of instruments (including voice and electronic gadgets like the

ipad) for different effects

• create different sounds to enhance effects in stories and visuals

• improvise 2-beat rhythmic and melodic phrases and patterns

• create different textures and structures• use staff notation to represent sound

Describe and evaluate music through listening

Respond to amd describe different moods suggested in the music heard

through body movements (e.g. marching, skipping) and visual representations

• describe the mood of the music heard

• identify selected percussion, string, woodwind and brass instruments of

large western ensembles visually and aurally• evaluate music performance (e.g. student’s own performance)

Develop understanding of music elements/concepts

Identify basic music elements/concepts

(e.g. staccato, legato, pitch, tempo, time signatures, dynamics, note values)

Distinguish contrasts in music (e.g. quick/slow, high/low, thick/thin, long/short,

loud/soft)

Identify similar and different rhythmic and melodic patterns

Identify simple structures (e.g. binary, ternary)

Identify the relationship in rhythmic and melodic patterns (e.g. repetition, sequence

Discern and understand from various vultures and of various genres

Distinguish music of Asian and Western cultures

Appreciate music in different art forms

Understand the role of music in daily living

Recognise and talk about how music is featured in daily living:

• advertisements

• cartoon

• computer games

• community and home events

• festive and cultural events

Describe the role of music in dance and theatrical art forms like musicals, wayang kulit etc

Level Music Programme

P1/P2 Music Across Cultures

P3 Choral singing

P4 Choral singing, ipad Garage Band, recorder elementary

P5 Ukulele, recorder intermediate

P6 Recorder advanced, social dance

Music Holistic Assessment

• Formative Assessment (teacher questioning or

student demonstration

• Summative assessment (At least once termly)

• Combination of bite-sized performance tasks,

projects and paper tests, self-evaluation etc…

• Graded once every semester (A, B, C)

S/N Description Agree Disagree Remarks

1) I understand what an anacrusis is.

2) I know the difference between an anacrusis and a

non-anacrusis rhythm.

3) I am able to clap an anacrusis rhythm.

4) I understand the note value of a dotted crotchet and

quaver.

5) I understand the note value of a dotted quaver and

semiquaver.

6) I know how to make use of dynamics in a song.

7) I know what a repeat sign is.

8) I know what the meaning of tempo is.

9) I know how to make use of percussion instruments to

create an ostinato rhythm.

10) I enjoy working with my group mates.

11) I have learnt how to work together in a team to make

music.

Example of Self Assessment Music Rubrics for Project 2: Modification of note values

Teacher’s name: _________________________ Student’s name: ___________________________ P3( )

Index no: ( )

Parent’s signature: ______________________

Core Pedagogy (Art)

• Seeing

Exposing to different elements and practise using

these elements in art (e.g. lines/dots/colours)

• Expressing

Able to talk about their art work (as well as their

peers)

• Appreciation

Critique of art work (self, peers and others)

Skills Focus (Art)

Criteria for P1 Skills indicators

Observation of visual qualities to identify elements of art/principles of

design in a picture

- dot

- line

- shape

- form

- texture

- colour

Use of elements of art and principles of

design

to use the elements of art to create

patterns and ideas (2D and 3D artwork)

Use of media and materials to be able to use crayons, colour pencils,

poster paints, plasticine and computer

software

Use of art vocabulary to articulate artwork using basic art

vocabulary

Criteria for P2 Skills indicators

Observation of visual qualities to identify elements of art / principles of

design in a picture

- form

- texture

- colour

- pattern/repetition

- movement

- variation

Use of elements of art and principles of

design

to use the elements of art to create

patterns and ideas (2D and 3D artwork)

Use of media and materials to be able to use crayons, colour pencils,

poster paints, markers, plasticine and

software

Use of art vocabulary to articulate artwork using basic art

vocabulary

Criteria for P3 Skills indicators

Observation of visual qualities to identify elements of art / principles of

design in a picture

- texture

- pattern/repetition

- movement

- variation

- space

- tone

Use of elements of art and principles of

design

to use the elements of art to create 2D

and 3D artwork

Use of media and materials to be able to use crayons, colour pencils,

poster paints, markers, water colours,

acrylic paints, paper masks, Chinese ink

and scrap materials

Use of art vocabulary to articulate artwork using appropriate

art vocabulary

Criteria for P4 Skills indicators

Observation of visual qualities to identify elements of art / principles of

design in a picture

- pattern/repetition

- movement

- variation

- space

- tone

- scale

- contrast

Use of elements of art and principles of

design

to use the elements of art to create 2D

and 3D artwork

Use of media and materials to be able to use crayons, colour pencils,

poster paints, markers, water colours,

acrylic paints, paper masks and scrap

materials

Use of art vocabulary to articulate artwork using appropriate

art vocabulary

Criteria for P5 Skills indicators

Observation of visual qualities to identify elements of art / principles of

design in a picture

- movement

- variation

- space

- tone

- scale

- contrast

- balance

Use of elements of art and principles of

design

to use the elements of art to create 2D

and 3D artwork

Use of media and materials to be able to use crayons, soft pastels,

poster paints, markers, water colours,

acrylic paints, paper, dye, glass paints

and scrap materials

Use of art vocabulary to articulate artwork using wide range of

art vocabulary

Criteria for P6 Skills indicators

Observation of visual qualities to identify elements of art / principles of

design in a picture

- movement

- variation

- space

- tone

- scale

- contrast

- balance

- proportion

- harmony

Use of elements of art and principles of

design

to use the elements of art to create 2D

and 3D artwork

Use of media and materials to be able to use crayons, soft pastels,

poster paints, markers, water colours,

acrylic paints, paper, dye, glass paints

and scrap materials

Use of art vocabulary to articulate artwork using wide range of

art vocabulary

Level Art Programme

P1 Famous Artists (Picasso), Enrichment workshop, Contact Time Art

P2 Famous Artists (Seurat), Enrichment workshop, Contact Time Art

P3 Famous Artists (Paul Klee), Chinese mask painting, Enrichment

workshop

P4 Famous Artists (Georgette Chen), ceramics (elementary), mixed

media collage, paper collage

P5 Famous Artists (Monet), ceramics (intermediate), Doll Making

Mache

P6 Famous Artists (Andy Warhol), ceramics (advanced), printmaking

Portfolio assessment for Art

• Each art work is graded according to holistic

rubrics

• Final grade is taken as a portfolio average of

all art work in the semester

• Important to keep all art work in folder/art

bag

• Please DO NOT THROW AWAY your art work

S/N Assessment Criteria

Plenty Of Room For Improvement

1 to 2 pts

Proficient

3 to 4 pts

Outstanding

5 pts

Areas for Improvement/Constructive suggestion

A.F.I. or C.S.

1 Design and Composition

� Student shows limited knowledge of the principles and elements of design with regard to the composition of the design.

� Demonstrates little planning in the design with space filled in a haphazard manner.

� Student shows adequate / fairly good knowledge of the principles and elements of design with regard to the composition of the design.

� Demonstrates adequate planning in the design.

� Student shows excellent knowledge of the principles and elements of design with regard to the composition of the design.

� Demonstrates excellent planning in the design.

2 Carving � Demonstrate limited understanding of positive & negative space.

� Grooves created on the foam board are shallow & inconsistent.

� Demonstrate limited carving skills, giving the design little clarity.

� Demonstrate adequate understanding of positive & negative space.

� Grooves created on the foam board are mostly widen and consistent.

� Demonstrate adequate carving skills, giving the design adequate clarity.

� Demonstrate clear understanding of positive & negative space

� Grooves created on the foam board are widen and consistent.

� Demonstrate excellent carving skills, giving the design absolute clarity.

3 Print Quality & Choice of Colours

� Prints are messy, damaged or smeared. Most parts of the image and the edges of the block are neither crisp nor clear.

� Some parts of the print have been painted in.

� Poor choice of colours – little vibrancy. Demonstrates little understanding of contrasting and/or harmonious colours

� Prints are of fairly good quality.

� Most parts of the image and the edges of the block are crisp and clear.

� Fairly good choice of colours–some vibrancy. Demonstrates some understanding of contrasting and/or harmonious colours

� Prints are of excellent quality.

� Almost every part of the image and the edges of the block are crisp and clear.

� Excellent choice of colours–great vibrancy. Demonstrates understanding of contrasting and/or harmonious colours

4 Demonstrate responsibility and a good learning attitude over duration of the lessons

� The student is rarely on task

� Does not follow directions most of the time

� Always delays in cleaning up and leaves a mess.

� Has misused, wasted or destroyed art materials carelessly.

� The student is mostly on task.

� Follows directions for the project most of the time.

� Cleans up her work area well most of the time in a timely fashion.

� The student is always on task.

� Follows the directions for the project all the time.

� Always cleans up her work area well in a timely fashion.

Final

Student’s Name__________________________________ Class: P6___ Date:______________

THANK YOU!!