Cluster of professions/

trades/industries related to the course

Contexts could include but are not limited to:

- design studies that focus on the understanding, appreciation and production of designed images, products, environment or services, using visual, aural, written and electronic forms.

Design can include graphic design, product design, interior and transport design, services design

- creative writing that develops skills in different genres (including fiction, poetry, playwriting, screenwriting, literary hypermedia and translation). Students marshal emotions and ideas into constructed artworks for targeted audiences

- performing arts that focus on appreciating, creating and delivering aural and physical performances within different contexts. Students learn the techniques of staged and impromptu performances and the impact of culture on the genres and styles of performance - media arts that focus on art works

conveyed by multimedia products (including videos, films, computer animation and computer games).

Students use the characteristics and limitations of different media and software packages to reflect their ideas

Curriculum Components Area Specific Examples 1.1.2 Future global and local

outlook

- The ability of creative individuals to add value to services or products is highly prized by all societies, benefiting all aspects of society, including business - Hong Kong is distinguished by its fusion

of Chinese and Western cultures, values and technical knowledge and skills. The unique products, services and performances that result from this fusion provide Hong Kong with a market niche - However, students should be aware of

the factors in the macro and micro environments which sustain this niche.

They should understand how political and social developments influence the content and style of creative products and services, and how economic and especially technological advances can alter the media of creative communication both globally and locally 1.1.3 Beginners’ skill set to

facilitate entry to further studies and/or work

Students will be able to:

- develop an understanding of legal and ethical issues related to creative activities (e.g. plagiarism, appropriation, data privacy, intellectual and cultural property and copyright)

- acquire knowledge of artistic practice in a variety of creative domains and the ability to discuss it in terms of originality, artistic and aesthetic choices, and the appeal made to the intended audience

- demonstrate the skills of research, analysis and presentation to support the business viability of a product, service, production or performance

- develop an ability to compare and evaluate cultural and artistic works and to deploy appropriate critical terms in a variety of domains

- demonstrate the ability to work independently on diverse materials and with different media, form sound and autonomous judgements, and present ideas and views effectively in creative communications

Curriculum Components Area Specific Examples

- select an appropriate medium for a message, and apply the features and techniques of that medium to maximise the impact of their self-expression

- acquire and enhance Information Technology skills to access creative materials from diverse sources and use various media to communicate effectively - gain experience in meeting goals and defining, structuring and setting boundaries for a performance or creative product or service

- explore the aptitudes and abilities required in selected career clusters in the creative industries, and develop a personal roadmap to articulate to different levels of qualifications

1.1.4 Foundation knowledge developed in basic

education and Secondary 4

Built upon the foundation acquired in:

- Personal, Social and Humanities Education, such as historical and contemporary perspectives to show the interrelationship between words and images in design and ways of representing and interpreting the past and culture, beliefs and behaviours of different nations

- Arts Education and Technology Education, such as understanding of technology as a value-added process, understanding of the rapidly changing environment of technologies, and appreciation and critiques in arts

- Chinese Language/English Language Education such as language and communication skills

- Mathematics Education such as measurements and scale

1.1.5 Possible further study and career pathways

design studies

- post-secondary courses in jewellery design, visual communication, fashion design, product development

- career development: fine artist, photographer, designer in various media, corporate communication designer, commercial artist, illustrator, caricaturist, courtroom artist

Curriculum Components Area Specific Examples

creative writing

- post-secondary courses in applied literary studies, English application

- career development: writer, translator, playwright, novelist

performing arts

- post-secondary courses in performing arts (drama, dance, music, theatre and technical management)

- career development: musician, voiceover artist, narrator, composer, music arranger, dancer, performance artist, stage illusionist, choreographer, theatre designer

media arts

- post-secondary courses in digital media arts, computer games and animation, multimedia web development, digital entertainment

- career development: computer graphics artist, computer game developer, web designer

1.1.6 Relations with core

subjects and other elective subjects

enhancing and enriching, e.g.

- Applied Learning courses in design studies, creative writing, performing arts and media arts enhance the breadth and depth of Visual Arts and language studies by applying the concepts to specific fields cross fertilisation, e.g.

- the knowledge base of Applied Learning is rooted in that of other Key Learning Areas, i.e. product design requires scientific and technological knowledge, services need a strong humanities background, etc. By contrasting learning in Applied Learning courses and school subjects, students will better consolidate and reinforce the learning of both

Curriculum Components Area Specific Examples expanding horizons, e.g.

- students specialising in Science or Humanities may broaden their horizons and enhance their all-round development through enrolling in Applied Learning courses in Creative Studies

consolidating and synergising students’

studies, e.g.

- students undertake an in-depth study into a topic/domain of their own choice, which is not limited to the area or any area(s) of Applied Learning, where they have the opportunity to draw upon and integrate the knowledge and skills acquired and developed in their prior learning

1.1.7 Relations with other areas of studies/courses of Applied Learning

Applied Learning courses in Creative Studies can be enriched by the knowledge and skills from other areas, and vice versa. For instance,

- the underpinning principles of Hospitality Services in the area of Services can be applied to customer service requirements in fields related to Creative Studies

1.2 Understanding and interpreting workplace requirements through practising the basic skills in an authentic or near authentic environment

1.2.1 Practice learning within at least one representative domain related to the course

Students are given hands-on experiences in an authentic or near authentic environment to explore at least one activity, product or service in depth. For example,

- to understand requirements in the design industry, students can undertake projects involving each stage of a typical design:

starting from the formation of ideas, to materials sourcing, prototyping, production, testing and performance or presentation

- to understand requirements in the design of services, students can develop business agility through using

“experience prototyping” to test services, and manage the services through applying a “service blueprint”

Curriculum Components Area Specific Examples

- to understand requirements in creative writing, students can develop scripts with the features and techniques of a specific genre, and can contrast this genre with others to derive best practice techniques - to understand requirements in performing

arts, students can present a group drama or dance and use appropriate props, lighting and stage effects (e.g. music) to stage it. Within the performance, individuals can play different performing and producing roles

- to understand requirements in media arts, students can develop an animated cartoon sequence to exemplify a game format, and explore the capacity of different software packages to alter or enhance effects

1.2.2 Experiencing workplace requirements through practice

- For example, students of creative writing may also consider the creative parallels within interior design, where designs must be feasible, durable and stylish but also in accordance with the safety requirements for materials and ergonomics. Students can discuss these features and the trade-offs made between them in developing a final product and present their ideas in written text. Wherever possible, students should be given the opportunity to demonstrate their understanding in practical work

- Similarly, students in performing arts can consider the creative parallels of performance with digital media. The characteristics and effectiveness of different computer software used to present ideas can be discussed, and informed critiques can be made of their advantages and limitations in creating impacts on an audience

1.2.3 Acquiring the knowledge and skills essential to enable further learning within the area

In addition to the generic skills acquired in the duration of a Creative Studies course, students need a firm understanding of:

- the effects of culture, age and other characteristics of audience in selecting

Curriculum Components Area Specific Examples

an appropriate medium of communication - the key features of a range of media and their comparative strengths and weaknesses to convey messages

- the history that has shaped the media and their current place in contemporary society

- the techniques, craft knowledge and specialist vocabulary that characterise a creative domain

- the importance of identifying the key ideas or themes that underpin a product, service or performance, and defining the creative angle that may add impact to them

- the ability to stand back and critique one’s own products or performances, and those of others, and identify their cultural and intellectual assumptions

1.2.4 Transferring learning to unfamiliar situations within related domains

- Students can, for example, adopt different roles in the creative domain. In performing arts, students can play the role of a marketing agent, a stage or film producer, or a production manager to extend their skills as a performer. Other roles they can play include lighting designer, film editor, play director or choreographer

- In creative writing, students can try their hand at adapting an existing art work to a new genre, e.g. transferring a work of fiction to a television script; or altering the audience for an existing work from adults to young children

- In all domains students can demonstrate interpersonal, teamwork and leadership skills in new contexts which require writing, design or performance. For instance, students of dance can try their hand at choreographing a dance on a known theme, setting it to music, and extending some of the ideas to a new theme

Curriculum Components Area Specific Examples

1.3 Developing and applying conceptual, practical and reflective skills to