Appendix IV Examples of Learning Activities in
Developing Creativity and Imagination
Learning Objectives Examples of Learning Activities
� Collecting images from magazines and selecting appropriate images to create a surrealistic poster.
1. seek, select and organize
information for the purpose of art
creation; � Collecting some creative packaging designs and analysing their design features and functions in order to explore ideas for a design project.
� Observing different facial expressions of oneself in a mirror to explore ideas for a self-portrait painting.
2. use direct observation and various
experiences to
explore ideas; � Recording human movements in sketches, and according to the sketches, using various materials to construct dynamic forms.
� Creating a centre of interest in a piece of artwork by using 'contrast'.
3. explore visual elements and principles of organization to express ideas and feelings;
� Observing several sculptures, paying special attention to the use of positive and negative spaces so as to stimulate ideas for creating a new sculpture on a theme such as 'Merging' or 'Contrast'.
� Re-organizing images from magazines to tell a story in visual form.
4. explore alternative visual effects by re-composing and by various
combination methods;
� Combining different geometrical figures to show human movements and comparing the visual effects among various combinations.
� Using sketches to explore and develop ideas for creating a toy robot.
5. use sketching to explore a range of possible outcomes for finishing a piece of work; and
� Drawing sketches of puppets of fairy tale characters, considering the choice of materials and the linkages of joints of the puppets.
� Visiting an artists studio or an exhibition to inspire students with ideas to create a new piece of artwork.
KEY STAGE 2 Students will learn to
6. interact with others to develop artistic ideas.
� Holding discussions with classmates to stimulate ideas for creating a piece of artwork on a theme such as 'Migration to Space' or 'The Future Houses'.
Developing Creativity and Imagination
Learning Objectives Examples of Learning Activities
� Using sketches, texts or photographs to depict and capture different views and impressions of an object or a scene.
1. record responses and conceptualize ideas, experiences and imagination by using verbal and non-verbal presentation;
� Using a visual diary to illustrate ones own research processes on a particular theme in order to generate and modify ideas.
� Interpreting the art concept of Cubism and applying the interpretation of the concept of space in a still life painting.
2. use new / different perspectives to interpret / re-interpret concepts, reality and visual forms;
� Interpreting the art concepts of Chinese architecture and applying those concepts in redesigning the Hong Kong Central Library from a new perspective.
3. employ a common procedure for visual arts making:
define aims and purposes;
� Making an outfit design which can reflect the character of a classmate and a list of
requirements for the design.
� Designing a promotional item for a selected tourist spot, listing out its aims and purposes.
� Observing the different postures of birds to inspire the creation of a sculpture on the theme of bird.
KEY STAGE 3 Students will learn to
generate ideas from observation, experience, memory and imagination, and from nature, man-made
environments and objects, etc.;
� Observing and using objects and images from popular culture to develop and evolve ideas in a relief.
Developing Creativity and Imagination
Learning Objectives Examples of Learning Activities
� Collecting, selecting and organizing visual information on an environmental problem, using visual elements based on the organizational principle of emphasis to express viewpoints and feelings towards the environmental problem through a collage.
develop ideas by searching for and processing visual information and by manipulating visual elements based on aesthetic logic and principles of organization, etc.;
� Searching for information on the features of different animals, using collected information and making sketches of some unknown creatures (figurative & geometric forms), then making a totem with clay.
� Using the idea of changing the usage or appearance of an object and combining it with other objects to form an interesting and creative new object.
explore alternative ways of expression by re-composing or by various
combinations; and � Combining the features of an animal with the appearance and functions of a designed product to explore new ideas.
� Evaluating and making suggestions for improvements of ones own poster design using criteria based on the function, manipulation of visual elements, principles of organization and creative ideas.
evaluate alternative ways of expression based on aims, purposes, aesthetic logic and
principles of
organization, etc. � Repainting a famous picture with self-selected colour scheme and principles of organization, then comparing it with the original one and evaluating the work.
� Searching for information about street displays in Hong Kong from books, magazines, internet, on-site study and survey to develop ideas for a Hong Kong tourist promotional brochure.
KEY STAGE 3 Students will learn to
4. use sketching, drawing, information technology, or other appropriate tools and resources to stimulate and develop ideas;
� Using sketches, photographs and computer-generated images to stimulate and develop ideas for a painting on a selected theme.
Developing Creativity and Imagination
Learning Objectives Examples of Learning Activities
� Working in groups to collect pictures and information on the scenery, people and special features of the beaches in Hong Kong for developing and creating ideas for an artwork.
5. use collaboration skills to develop ideas and enhance the learning of visual arts; and
� Working in groups to develop ideas for an installation and displaying their work in the visual arts room/school hall.
� Reading a poem with scenic descriptions and imagining its imagery and looking for background information in order to explore ideas for a painting.
KEY STAGE 3 Students will learn to
6. explore the relationship between the visual arts and other arts disciplines for
creative ideas. � Exploring ideas in creating a mask with African elements by making reference to the lives of African tribal people and making connection to the music and dance of traditional African rituals.
Developing Skills and Processes
Learning Objectives Examples of Learning Activities
� Expressing different densities of falling rain with lines of different length and thickness.
1. use visual elements to express ideas and
feelings; � Using warm colours to create a greeting card showing love and care to the recipient.
� Recognizing the characteristics of paper- sculpture and exploring techniques for making paper-sculpture.
2. recognize the characteristics of different visual
arts media; � Exploring different techniques of oil pastels.
� Using scissors safely and appropriately to create a simple paper cutting.
3. safely and correctly use appropriate tools, materials and techniques for a purpose; and
� Using appropriate cloth or paper in lantern making in order to achieve a translucent effect.
� Adapting an episode from a story learnt in a language lesson and expressing the episode in painting.
KEY STAGE 1 Students will learn to
4. experience connections
between the visual arts and other
learning areas. � Creating an interesting visual effect by replacing some strokes of the Chinese characters with visual images.
� Using bright colours to express the visual impact of joy in a painting about the celebration of an event.
1. apply visual arts knowledge, techniques and processes to create visual arts works for the expression of feelings and thoughts;
� Using colour effects to paint a scene to express the feeling of harmony.
� Using clay to create forms to illustrate facial expression.
2. convey ideas in a selected medium;
� Adapting ideas from some interesting themes in current affairs or daily life and expressing them in a four-framed comic.
� Exploring and using different materials and techniques to make a lantern in traditional style.
KEY STAGE 2 Students will learn to
3. explore and use a variety of visual arts media, tools and techniques;
and � Exploring the techniques and tools for making a wire sculpture to form human figures in motion.
Developing Skills and Processes
Learning Objectives Examples of Learning Activities
� Appreciating Eschers printmakings, and analysing how the artist made use of the concept of mathematical patterning for art creation, and creating a pattern design.
KEY STAGE 2 Students will learn to
4. recognize the relationship between learning in the visual arts and other learning
areas. � Expressing the imageries of a poem in painting, and comparing the ways of expression between poetry and painting.
� Using the drawing method (e.g. front, rear, side views, etc.) with appropriate drawing tools in expressing the three-dimensional structure of a designed product.
1. select appropriate visual arts
knowledge, skills and processes to communicate ideas and feelings in understanding and making the visual arts;
� Selecting appropriate colour scheme and medium to make a landscape painting.
� Using sculpturing processes and techniques to make a three-dimensional form and making necessary adjustment according to an aesthetic perspective.
2. visualize a theme in a medium and criticize the work from an aesthetic
perspective; � Visualizing ideas connected to the theme of 'War and Peace' with a selected medium, criticizing and revising the work from an aesthetic perspective.
� Applying skills of traditional graphic communication to design the layout of a promotional brochure on a selected topic and exploring skills in using graphic and publishing software to produce the brochure.
3. explore and apply skills and
knowledge of traditional and emerging technology in visual
communication;
and
� Exploring a range of traditional and non-traditional skills and processes of printmaking; selecting and applying appropriate skills in making their own exlibris.
� Using IT skills and composition skills learnt in music lessons to create a piece of animation with music effects.
KEY STAGE 3 Students will learn to
4. employ
knowledge and skills of the visual arts and other art forms or
disciplines in visual arts activities.
� Applying visual arts knowledge acquired in fashion design and tailoring skills acquired in Home Economics lesson and create a dress item.
Cultivating Critical Responses
Learning Objectives Examples of Learning Activities
� Describing the various modes of life illustrated in the ceramic work 'Tea, please!' (�����!) by local ceramicist LI Weixian (���).
1. talk about the content of the visual arts work;
� Describing the people and scene in the painting 'Dreamland' ( � � � ) by local painter CHEN Fushan (���).
� Observing or touching sculptures and describing their forms and textures.
2. describe visual elements applied in the visual arts
work; and � Describing the rhythmic pattern of a visual artwork from the organization of lines with different qualities.
� Visiting an artists studio or an exhibition, and listening to the artist talking about his/her creative ideas.
KEY STAGE 1 Students will learn to 3. express opinions
and listen to others ideas about the visual arts
work. � Expressing personal opinions on the content and mode of expression of childrens visual arts work.
� Describing and analysing the use of colour, composition and contents of some Chinese New Year woodblock prints.
1. describe and analyse artwork;
� Describing the form and analysing the relationship between the subject matter and the use of material of the work 'Crab# 4' (�
���) by local sculptor ZHANG Yi (��).
� Studying the sculptures by Henry Moore to understand the concept of void and solid form.
2. interpret visual arts work based on techniques, visual elements and principles of organization;
� Appreciating the painting 'Shrimp' (� ) by QI Baishi (���) and understanding how the artist uses Chinese painting techniques and ink & brush to create the shape of objects.
� Expressing personal opinions on the characters (form) and composition of a popular comic.
3. express and give reasons for their opinions /
preferences; and � Based on some contextual knowledge, expressing personal opinions on 'Guernica' by Picasso.
� Assessing a poster design based on its effectiveness in communication and artistic qualities.
KEY STAGE 2 Students will learn to
4. apply criteria in assessing the visual arts work.
� Evaluating an artwork according to the appropriateness of the selection of materials for the expression of a particular theme.
Cultivating Critical Responses
Learning Objectives Examples of Learning Activities
� Analysing the design features, function and context of a selected piece of furniture during an on-site visit to a furniture shop.
1. use visual arts experiences to respond to various
visual phenomena; � Using appropriate art terminology and language to respond to an artwork shown in an exhibition of a local museum.
� Appreciating and criticizing Andy Warhols 'Marilyn Diptych': describing and analysing the use of visual elements, principles of organization and techniques forming a personal interpretation of the message conveyed by the artwork and making a comprehensive judgment on the work.
2. employ processes of visual arts appreciation and criticism:
describing, analysing, interpreting and
judging artwork; � Comparing two different visual arts works on the same theme using the processes of
describing, analysing, interpreting to make an informed judgment and writing a review on the visual arts works.
� Evaluating a mask created by oneself or a classmate in terms of the symbolic use of visual elements, production techniques and the quality of expression.
3. make an informed judgment of a piece of visual arts work based on its communication effect: e.g. the formal structure, the techniques and the overall
expressive quality;
� Selecting a few pieces of artwork from different periods and with similar images, comparing their use of visual elements and principles of organization, techniques, ways of expression, and the messages conveyed by the artworks.
� Commenting, analysing, and raising personal viewpoints on an interior design project by other classmates and clarifying the criteria used in the critique.
4. be confident in their own artistic judgment,
performances and
capabilities; and � Appraising a piece of self selected artwork with supportive information through research and presenting orally to the class on the appraisal of the artwork.
� Making a list of criteria for the evaluation of design products according to personal and aesthetic needs and using these criteria to assess ones own design and his/her classmates work.
KEY STAGE 3 Students will learn to
5. develop criteria for assessing visual arts work.
� Developing criteria to assess ones own or his/her classmates wire sculpture, then analysing and making judgments on one anothers work.
Understanding Arts in Context
Learning Objectives Examples of Learning Activities
� Talking about the sculptures in housing estates and identifying their functions in the environment.
1. talk about art in their community and identify the use of the visual
arts in daily life; � Sharing personal opinions on the sculpture 'Please' (�) by the local sculptor VAN Lau (��) and discussing why the particular sculpture is located at a tourist centre of Hong Kong.
� Through making Mid-Autumn Festival lanterns, understanding the relationship between the visual arts, festivals and customs.
2. recognize the diverse cultures, customs and living patterns reflected in the visual arts, artifacts and festivals; and
� Recognizing the relationship among 'Yangliuqi (���) woodblock printing' for Chinese New Year, traditional culture, customs and life pattern.
� Analysing the functions and design features of red packets.
KEY STAGE 1 Students will learn to
3. identify the characteristics of the visual arts works in particular social, cultural and historical contexts.
� Identifying the characteristics of Chinese folk paper-cuts in their social and cultural contexts.
� Understanding the relationship among the characters, form and culture presented by ceramic figures created by Hong Kong artists.
1. recognize art heritage and its role in society;
� Understanding Chinese/Western culture as reflected in temples/churches in Hong Kong.
� Exploring the relationship between local sculptures and public spaces.
2. recognize visual arts works with distinctive use of local materials and local
environmental features; and
� Analysing and discussing the relationship between folk-tales of traditional Southern and Northern 'lion-head' designs and folkloric customs.
� Recognizing the function of Christmas cards in relation to Western culture.
KEY STAGE 2 Students will learn to
3. recognize
differences in the functions of the visual arts in varying cultural contexts, past and present.
� Recognizing the relationship between the forms of Chinese earthenware and their functions.
Understanding Arts in Context
Learning Objectives Examples of Learning Activities
� Collecting copies of contemporary and Tang Dynasty Chinese portrait paintings and their contextual information. Discussing and comparing their styles, content, presentation techniques, and social impacts.
1. discuss and compare the functions, contents and significance of the visual arts in past and present
contexts; � Comparing and contrasting the functions, contents and significance of printmaking in Chinese society in the past and present.
� Collecting pictures and information on printmaking by past and present Hong Kong artists from museums, libraries and internet, identifying the changes in themes, techniques and styles of printmaking in Hong Kong.
2. identify the trends of contemporary art in Hong Kong;
� Collecting information from books, museums or internet to understand the development of installation art in Hong Kong.
� Comparing and contrasting the functions and forms of tea-ware in Chinese and Japanese cultures.
3. differentiate among the contributions of the visual arts in different cultures and societies;
� Investigating the reasons why art is made in different cultures and then categorizing artworks based on their themes/functions such as wishing for everlasting life, acknowledging peoples contribution to society, etc.
� Recognizing the change of forms, production techniques and ways of expression caused by socio-cultural and technological development through comparing Neolithic ( � � � � � ) Chinese pottery with contemporary pottery by Hong Kong artists.
KEY STAGE 3 Students will learn to
4. understand how social, cultural and political contexts influence the artists forms of expression and techniques for
creation; and � Looking at the sculptures of human characters, comparing their techniques and forms of expression in order to understand how social, cultural and political contexts affect the works.
Understanding Arts in Context
Learning Objectives Examples of Learning Activities
� Selecting the most moving painting from Chinese and Western paintings of the 20th century, and orally presenting to the class their understanding and opinions about the work: the content, ways of expression and their personal feelings towards the work.
KEY STAGE 3 Students will learn to
5. appreciate and analyse how visual arts can express human feelings in various cultural contexts.
� Writing an essay on portrait painting, comparing how people express emotion in Eastern and Western cultures.