to appreciate and appraise the arts.
Example ➔
writing a critical report on an exhibition
9. NUMERACY SKILLS help students to invent and recognise signs and symbols. The arts contribute to the application of mathematical concepts such as repetition, sequence, variations, spatial relationship, scale, pattern, symmetry, etc.
Example ➔
using figured bass to compose and perform music
8. IT SKILLS help students to select, experiment and apply t e c h n i q u e s o f I n f o r m a t i o n Technology during the process of c r e a t i n g , p e r f o r m i n g a n d evaluating. The use of multimedia provides a whole new range of artistic tools for exploration and application.
Example ➔
creating an advertisement using different media of expressions
7. STUDY SKILLS help students to focus, concentrate, discriminate, study and research into the traditions, styles, performances and pracitices in the arts in different time periods and cultures. It enhances students’ ability to make decisions and judements on the basis of accurate information.
Example ➔
studying how Music and Visual A r t s e x p r e s s t h e i d e a s o f Impressionism
6 . S E L F - M A N A G E M E N T SKILLS help students to develop the ability of self-discipline in the acquisition of knowledge and skills, and in time management.
Example ➔
p r a c t i s i n g a c c o r d i n g t o a self-determined schedule to prepare for a music competition
4. COLLABORATION SKILLS help students to constantly interact and respond, particularly while performing in an ensemble, acting, and making artworks together.
The spirit and quality of team work are highly essential.
Example ➔
working together as a team to perform in a school concert
5. PROBLEM SOLVING SKILLS help students to identify and i n v e s t i g a t e p ro b l e m s , p l a n strategies in rehearsals, tackle technical problems in acting and performing and solve problems w i t h s p e c i f i c c r i t e r i a a n d constraints.
Example ➔
working out programme items and their sequence for a variety show
Generic
Skills
2.2.3 Values and Attitudes
Arts education is an effective means for the development of personal and social values and their associated positive attitudes. Learning in the arts enables students to:
• develop an understanding of how people express their personal beliefs, ideas, values, attitudes and feelings about the world;
• reflect upon and value their lives, communities, societies and cultures in relation to the arts;
• understand how the arts relate to the political and economic environment of society, and how they interact with each other;
• understand how, through their art, artists transmit and reflect upon social and cultural values;
• keep abreast of global trends and adapt these to suit the local context;
• understand, respect and accommodate the diverse cultures and beliefs of different parts of the world; and
• respect, appreciate and demonstrate open-mindedness towards arts expressions that are different from their own.
In the course of achieving learning objectives, teachers can use social and moral issues as themes for study. For example, students can paint a mural for peace, write a script on environmental protection for a drama performance, or compose a song to depict motherly love. In the process of learning in the arts, students develop values such as respecting others in a concert by observing the etiquette of concert performances and valuing other cultures by appreciating artworks of other countries.
✔ Existing Subjects
✧ For the learning of Dance, teachers are advised to refer to the Physical Education KLA Curriculum Guide.
• Schools should restructure the curriculum so as to create more space and flexibility to develop a diversified and balanced arts curriculum.
Schools can start small and gradually introduce drama and other art forms into the formal and informal curriculum as resources allow.
Art &
Craft
Visual Arts
Music Drama Dance Media Arts
Other Emerging
Art Forms Primary Level
Junior Secondary Level
Art &
Design
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•
•
•
•
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✧
✧
✔
✔
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2.3 Curriculum and Subject Organisations
In the course of arts curriculum planning and implementation, two important aspects have to be taken into account: lateral coherence and vertical continuity.
The former aims at providing students with a diversified arts learning experience by exposing them to different art forms across the arts curriculum, while the latter aims at providing students with a smooth transition from year to year and especially from Kindergarten to P1, from P6 to S1, and from S3 to S4. Coherent and diversified arts experiences are made possible if these two factors are taken into account. The following two charts show characteristics of these two aspects:
• achieve the Four Learning Targets of arts education and ensure continuity of work from previous years
• select appropriate learning objectives from other key stages to suit students’ levels if necessary
• enhance the effectiveness of learning through various learning modes such as life-wide learning, project learning , integrative learning in the arts, learning across the arts and across KLAs, as well as learning through the use of IT
• respect the artistic autonomy of the individual and encourage freedom of expression
• accommodate risk-taking
• encourage creativity among young people throughout schooling
• work in
collaboration with parents to help students adapt to the new situations Vertical Continuity of the Arts Curriculum
Common Measures to be taken Interface Features
of the Interface
Measures to be taken for the Interface KG to P1
P6 to S1
S3 to S4
• changes in the patterns of learning in the arts
• changes in the physical settings of special rooms
• differences in learning and teaching approaches
• selection of arts subjects at Secondary 4
• encourage students to continue arts activities that are common in the
kindergarten schooling, e.g. pre-primary students who enjoy doing physical movements with music and group arts activities should be encouraged to continue in their lower primary schooling
• give students guidance in adapting to the new learning environment and using a greater variety of learning resources
• organising consultation sessions to provide a clear overview of the curriculum for students who consider taking the arts subjects, e.g.
Music and Visual Arts, as examinable subjects at senior secondary level.
• discussing with parents and gaining their support.
• inviting senior form students and past students to share their views and experiences.
2.4 Chinese Culture in Arts Education
Arts Education is an effective means to help students experience their own culture and understand its values. It allows students to understand their national identity and be committed to improving the nation and society. (See Exemplar VI for the Learning and Teaching of Chinese culture). In the past, much emphasis was put on Western arts. There is a need for a more balanced curriculum covering both Chinese and Western arts, and also arts from other cultures which our students might come across in their daily lives.
The Education Department endeavours to support teachers in the area of learning and teaching Chinese arts. Different types of support have been given to teachers, including:
• Written material, e.g. A Treasury of Chinese Music Handbook, Symposium on Hong Kong Secondary School Art Education: Chinese Art, etc.
• Internet Homepage / CD-ROM, e.g. An Introduction of Cantonese Opera, Regional Culture and Art Expression, etc.
• Workshops / courses, e.g. Elementary Workshops on Cantonese Opera for Music teachers, Chinese Art Appreciation, etc.