Guidelines on Safety

Owing to the nature of Visual Arts, a wide range of learning activities, tools, equipment and materials is employed to enrich students’ art experience. The management of learning activities can, therefore, become complex. The safety and health of students and teachers should be the top priority when they are involved in any activities. Teachers should ensure that adequate safety measures are taken, through careful advanced planning, clear instructions, promoting good habits and routines, and establishing suitable work procedures both inside and outside the Visual Arts room. Also, as students are encouraged to engage in self-directed learning, they should be aware of the significance of safety precautions, take responsibility for their own and others’ safety, and understand the safety procedures and measures while participating in any activity. Schools and teachers should refer to the safety guidelines and other documents related to this subject issued by the EDB for detailed guidelines. Teachers should also participate in relevant seminars to enhance their awareness and understanding of safety issues.

Moreover, students should be aware of the need to protect the environment. For example, students should use only what they need, keep the workplace or exhibition venues clean and restore them after use, maintain the shelf-life of wet paint, maximise the utilisation of consumable materials such as paper, DVD, etc; recycle clay for re-use, and avoid using chemicals which may cause damage to the environment.

Appendix 1

Examples of Curriculum Design

The following examples illustrate two learning and teaching designs for senior secondary level which cover the recommended scope of learning in Visual Arts. All through the course of learning, students should be engaged in the following activities: building up and keeping their visual journal; participating in research: searching, selecting and compiling materials for broad/ in-depth studies; participating in interactive dialogue; developing personal views and concepts; experimenting with ideas, media and techniques; and reflecting on and adjusting their own learning.

4-5 Lessons

per week

Learning Objectives Scope of Study and Activities Appreciation and

Criticism + Context

Making Presentation

+ Theme

Production +

Selection of media, materials, skills and

techniques

Theme: My identity Topic: Who am I?

3 weeks Psychological effects

(moods/characters) created by visual elements in painting Describe and analyse the artwork with a focus on the psychological effects created by visual elements and composition

Make use of the

psychological effects of visual elements and composition to express my character Create a 2-dimensional presentation

Select 2 – 3 artists’

self-portraits (e.g.

Rembrandt Harmensz van Rijn/Vincent van Gogh/

Pablo Picasso)

Focus on observing and describing the following:

(i) visual elements (e.g.

colour, brush strokes, tint and shade);

(ii) the character’s facial expressions, postures, etc., and

(iii) the composition

Explore myself from various perspectives (e.g.

inspired by self portraits of other artists, memoirs, biographies, etc.) Develop a drawing /painting of myself (not a likeness of self) by referring to artists’ use of visual elements, their ways of expressing

different characters and compositions

Drawing/painting/

2-dimensional collage

4-5 Lessons

per week

Learning Objectives Scope of Study and Activities Appreciation and

Criticism + Context

Making Presentation

+ Theme

Production +

Selection of media, materials, skills and

techniques

Topic: What is my role at home/school/religious community?

3-4 weeks

Psychological effects

(moods/characters) created by visual elements, and the use of materials and techniques in painting

Describe and analyse the artwork with a focus on the psychological effects created by visual elements, materials and techniques

Make use of the

psychological effects of visual elements, materials and techniques to present my role at home/school/religious community

Select and use appropriate materials and techniques for a 2-dimensional presentation

Study one or a few artists such as Robert

Rauschenberg, Georges Braque who combine paint, collage and other materials, and focus on talking about the materials and techniques used, how they

enhance/affect the messages conveyed

Write a critique on students’

own finished work in terms of the selection of materials, the use of visual elements and compositions, and how they enhance the

expressiveness of the artwork

Develop a drawing/painting to express feelings/ideas about my role at home/school/

religious community Concern about the expressiveness of materials and techniques

Develop at least 3 compositions of self and surroundings Select one of the compositions and further develop it into a finished painting

Use paint and/or other materials

4-5 Lessons

per week

Learning Objectives Scope of Study and Activities Appreciation and

Criticism + Context

Making Presentation

+ Theme

Production +

Selection of media, materials, skills and

techniques

Topic: What is my role in the community?

3-4 weeks

Psychological effects

(moods/characters) created by visual elements (space) and the use of materials and techniques in 3-dimesional artwork/ installation Describe and analyse some local artists’/designers’

artwork with a focus on the psychological effects created by visual elements (space), the use of materials and techniques, and composition Interpret the artwork with reference to the above mentioned description and analysis, and personal experiences and knowledge of context

Make a personal judgement on the significance of the selected 3-dimesional

work/installation in relation to local context

Make use of the

psychological effects of visual elements to present the relation between myself and my community

Select and use appropriate materials and techniques for a 3-dimesional presentation

Study 3-dimesional work/installation of several local artists/ designers Select two artists’/

designers’ work and write one paragraph on each of their work, including comprehensive feelings of individual artwork, analysis and interpretation of how space and other visual elements, materials and techniques are used in the artwork to convey

messages, and evaluation of the significance of the artwork in local context

Study and research on the

development/

characteristics of my community to explore ideas for art making Create a space for the presentation of myself and my community

Assemblage of objects and mixed media

4-5 Lessons

per week

Learning Objectives Scope of Study and Activities Appreciation and

Criticism + Context

Making Presentation

+ Theme

Production +

Selection of media, materials, skills and

techniques

Topic: How would I like people to perceive me?

4-6 weeks

Psychological effects (moods/characters) and cultural meanings created by visual elements (lines, textures, colours, shapes) in Chinese and Western portrait drawings/paintings

Analyse artwork (Chinese and Western) with reference to the psychological and cultural impacts of visual elements Interpret the paintings in the historical or cultural contexts Compare and contrast the expressions of the Chinese and Western paintings Make use of the expression of visual elements and figurative images to present my

character which I would like people to perceive me Select and use appropriate materials and techniques for a 2-dimensional presentation

Research on the portrait paintings of the

Expressionists/the Cubists/

the Realists and Chinese artists (e.g. Gu Hong Zhong’s (顧閎中) “The Night Banquet in the House of Han Xizai” (《韓熙載夜 宴圖》)/Zhang Da Qian (張 大千)/Huang Yong Yu (黃 永玉), briefly describe the historical/ cultural information, analyse and interpret some examples of these conventions in historical and cultural contexts

Select two artists’ works (a Chinese and a Western) as examples and write one paragraph on each piece of artwork

Construct a paragraph:

compare and contrast the two artists’ paintings in terms of visual effects, painting styles and messages

Select a style of drawing/painting and make a figurative self portrait

Explore a variety of dry and wet drawing/

painting materials and techniques

4-5 Lessons

per week

Learning Objectives Scope of Study and Activities Appreciation and

Criticism + Context

Making Presentation

+ Theme

Production +

Selection of media, materials, skills and

techniques

Topic: What would I like my national/cultural identity to be?

4-6 weeks

Signs and symbols for personal or cultural expression in popular art Interpret artwork with reference to the historical and cultural contexts and the use of signs and symbols in context

Create a symbolic presentation of myself in relation to my

national/cultural identity

Design an object (T-shirt, graffiti, etc.) to present myself in relation to my

national/cultural identity Select and use appropriate media for the design

Study artists such as Andy Warhol who made use of images from daily-life objects, look for and study any signs/symbols in his/her artwork in context, make brief notes about the origin, meaning(s), function(s), etc.

of each sign/symbol Study local artists who use daily-life objects (e.g. Red, White and Blue plastic bags) in their artwork Select two artists’ work and write a paragraph for each of them, including:

an interpretation of their work and the use of signs and symbols in context Construct one paragraph about the artwork, including:

comparing and contrasting the messages, the use of signs and symbols, presentation skills, etc. in their work

Select an ordinary daily-life object and create an icon for the presentation of myself in relation to my national/cultural identity

Make use of the icon for a design (T-shirt, graffiti, jeans, bags, etc.) which presents myself in relation to my

national/cultural identity

Explore various materials and techniques such as digital photography and computer graphics for the design

Preparation for the development of personal portfolio

4-6 weeks

Develop ideas/themes

preparing for the development of personal portfolios in the next academic year

Review and evaluate the following:

- Ways of researching and learning;

- Skills and concepts of art appreciation and criticism, and art making;

- Understanding of the relationship between art appreciation and criticism, and art making; and

- Perspectives and views of art in different contexts

Explore areas of interest from previous art learning experiences, visual and textual information, and interaction with peers and teachers for initial idea development

In S5 and S6, students continue their learning in the previous year and put more emphasis on the following:

• an awareness of cultural/ historical/ social context for more in-depth study;

• knowledge of new elements/ concepts/ skills that develop students’ potential; and higher competence in autonomy and independent learning.

Outlines of the Example of SS Visual Arts Curriculum Planning (S4-6)

S4 S5 S6

Art making Art appreciation Focuses of learning Art making Art appreciation Focuses of learning Art making Art appreciation Focuses of learning Drawing –

exploring materials &

techniques, still life

Art as

representation – imitation of nature – cave painting, drawing of the Renaissance

Line, form,

light & dark Observation skills (use of primary source)

SBA – portfolio building –

self-selected theme, e.g. Is Hong Kong a cultural dessert?

What is life?

Writing of art criticism – sentence and paragraph

What is a portfolio?

Portfolio building – purpose, process, content, selecting a theme

Comparing two artworks Linkage of appreciation to art making

Strategies for examination

Photography – Art as representation–

represent reality – Käthe Kollwitz Gustave Courbet, Robert Doisneau, Wu Jie

Composition, light, perspective, motion

Observation skills (use of primary source)

Ceramics – materials and techniques

Compare of Yixing teapots, Wedgwood tableware and Johnson Tsang’s work

Form and function Cultural context

Installation /

Public art Question about the definition of art

Post-modern art Drawing –

portrait & figure Painting – portrait - wet/

dry media

Art as expression – Post-Impressionism to Matisse

Methods &

components of art criticism

Link art appreciation with art making

Colour,

composition Understanding self

Research on artist

& artwork (use of secondary source)

Sculpture–materials and techniques An interesting aspect/

environment in the society

Pop art – Niki de Saint Phalle, Claes Oldenburg, Rosanna Li

Space and volume, balance, movement and texture

Design – fashion design

Fashion figure drawing

Alexander McQueen, Pacino Wan

Focuses for appreciating fashion design

Transformation of idea

Painting – may incorporate collage/ ready made object

Art as presentation – compare Chinese &

Western portrait paintings – Hans Holbein, Frida Kahlo, Wang Mien, Guan Shan Yue

Context in art Sign and symbol

Understanding self

Creative thinking – mind-map, brainstorming

Design – corporate design

Graphic software:

Illustrator, Photoshop

Context in design Compare local, Western & Chinese designers’ work Alan Chan, Douglas Young

Cultural context Colour – in context Sign and symbol

Creative

thinking – 5W1H

(Extended learning) Drawing – landscape Printing/

Painting

Compare Western &

Chinese landscape painting

Space and perspective Aesthetic views of Chinese &

Western culture

Drawing – technical drawing

Design – 2D – packaging design (Extended learning) Design – 3D – product design

Design

conventions – Art Nouveau, Bauhaus, Minimalism – background, features, significance

Pattern design/

illustration proportion &

scale, visualise 3D outcomes in 2D form

Design Design works with use of typography Kan Tai Keung, Odermatt & Tissi

Typography:

Chinese &

Western typography

Strategies for creativity – breaking the rules, SCAMPER Design – 2D

design Graphic software:

Illustrator, Photoshop

Art as function Function of design Barbara Kruger

Text and image Composition

Social critic Research skills (use of secondary source)

Use creative process to meet a self-set brief

Example of SS Visual Arts Curriculum Design Theme: Seeing things from different perspectives

No Week Topic Learning Objectives

Students will learn to:

Art Appreciation

& Criticism Art Making

Theme + Presentation Art Production 1 4 – 5 Observation

of object from daily life

 observe and record objects, and experiment with different materials and skills on sketchbook/

different surfaces

 understand the different purposes and appreciate the selected drawings with different styles

analyse the use of line, form, and light and dark in cave painting and drawings of the Renaissance

 appreciate the beauty of nature and man-made objects, and develop a habit of using visual diary to record their observations, ideas, feelings and insights

 use drawing in a creative way to produce a work with the theme “Object from daily life”

 appreciate cave painting and drawings of the Renaissance in terms of functions, formal qualities, and in context

 appreciate and analyse the selected drawings of different styles in different contexts (past and present) in terms of : – formal qualities, such as line,

form, and light and dark – materials

– ground/ surface – skills

– styles

 observe and record in details the objects from daily life, which may include natural form (e.g. vegetables, trees, rocks) and man-made objects (e.g. machine, architecture)

 experiment different styles of drawings

 make a drawing in a creative way

 experiment a range of dry & wet media (e.g.

charcoal, pastel, graphite, coloured pencils, rubber, Chinese ink, paint, mixed media, digital media) and skills of mark making with different surfaces (e.g.

drawing paper, rice paper, cloth, textured, torn and layered surface, surface of founded objects)

2 4 The

community in my eyes

 explore different ways of recording such as taking notes, drawing, photography and video recording to record the community (e.g. the place, the people)

 appreciate drawing(s) of Käthe Kollwitz, a painting of Gustave Courbet, the photographic works of Robert Doisneau, the movie of Wu Jie, analyse how artists use visual language to convey messages, and understand that art is a way to represent reality

 manipulate the skills of taking photograph with the use of composition, light, perspective and motion for expressing feelings or ideas

 raise an awareness on the life of people/ the community by developing a body of documentary photography/ video to represent the reality of the community from a personal perspective

 appreciate realist works of arts, for example, drawing(s) of Käthe Kollwitz, a painting of Gustave Courbet, the photographic works of Robert Doisneau, the movie of Wu Jie, and analyse how artists use visual language to convey message, and interpret their work in context

 appreciate realism in visual arts and other arts forms

 identify a person/

persons of specific group/ place in the community as subject matter

 try to talk with people/ observe the place in a specific time so as to enhance an

understanding of the people/ place

 explore ways to record in visual form the life/ action of the people/ a specific aspect of a place

 experiment and manipulate the basic skills of photography and with the use of composition, light, perspective and motion

 develop a body of documentary

photography/ video to represent the reality of the community from a personal perspective

3 4 – 5 Exploring my inner world

 analyse how artists use visual elements (in particular colour) and composition in portrait paintings for expressing mood and feelings, and interpret their portraitures in context

 research on artists and their work; describe, analyse, interpret and judge the artists’ work in context

 investigate the changing roles and ways of presentation of portraiture from the past and present in relation to contexts

 experiment and use colour, composition and painting techniques with dry/ and wet media to create a self-portrait painting that expressing the inner world

 analyse and interpret several portraits with students focusing on – facial expression & poses

– the use of visual elements (in particular colour)

– contexts

– the mood and feelings

 (Task) choose at least 2

portraitures of 2 different artistic styles (students are encouraged to visit gallery/ museum to

experience art)

– research on the artists and the portraits, and briefly introduce the artistic styles

– analyse how the artists used visual elements (especially colours), the facial expression/ pose and composition to express mood and feelings

– interpret the works with contextual perspectives

 drawing exercises of portraits

experimenting different poses (e.g.

bust, half length, full length, sitting, with movement,

individual, groups) and compositions (focal point, balance, asymmetry,

complexity, etc.)

 play game to help students understand themselves

 develop a self-portrait

expressing your inner world with the present of the portrait

 colour exercises to express mood and feelings (e.g. use of bright colours and dull colours)

 explore on the use of colours, composition, and painting

techniques in wet/ dry media for creating a self-portrait that expressing the inner world

4 5 Self-portrait without people

 understand the close relationship between art and context

 analyse and interpret several paintings from the Western/ Chinese contexts on using symbols/

metaphors to convey message

 compare and contrast portrait paintings from the Western and Chinese contexts in terms of

materials & skills, ways of presentation, ideology and artistic views

 use brainstorming/ mind-map to develop students’ fluency in generating ideas for art making

 use composition and symbols/ metaphors, or juxtaposing of imagery to create meaning for developing a self-portrait painting without the image of a person

 apply painting techniques (including using collage/ ready-made objects) for creating a painting with the theme “Self-portrait without

 discuss with students on the cultural/ symbolic meanings of objects (e.g. cross, moon cake), so as to understand that there are contexts behind an object

 analyse and interpret several paintings from the Western/

Chinese contexts on using symbols/

metaphors to convey messages (e.g. “The Ambassadors” by Hans Holbein, “The Little Deer” by Frida Kahlo, Wang Mien《墨梅圖》and Guan Shan Yue《俏不爭春》), compare and contrast the works with focuses on

– intention

– materials and skills

– use of symbols/ metaphors – ways of presentation

 ask students to bring an object/ objects that is/ are

meaningful to him or her/ reflect his or her personality

 consider that

object/those objects can be a symbol/

symbols to represent you

 use mind-map/

brainstorming to explore ideas for creating a

self-portrait painting without people

 make several sketches to explore the ways of presentation (e.g.

representational, abstracted, symbolic, using metaphor)

 make a self-portrait painting without the image of a person but object, and with the use of composition, symbols/ metaphors, or juxtaposing of imagery to create meanings

 may use collage or ready-made objects for the painting

74

5 4 – 5

Endless

possibilities  develop students’ creativity (especially fluency and flexibility) for art making with the use of strategies for creativity such as SCAMPER, What if? Why not?

 introduce to fundamental concepts and terminologies about typography

 appraise the graphic works of Western and Chinese designers with a focus on the use of typography

 use drawing methods and apply knowledge of Chinese and English typography as well as strategies for creativity to design the type of his/her English name illustrating the multi-faceted of you and the type design for expressing the meaning of a Chinese idiom creatively

 appreciate and analyse several design works with the use of creative techniques: SCAMPER, What if? Why not?

 analyse and interpret of Western (Jan Tschichold (Bauhaus), Odermatt & Tissi) and Chinese (Kan Tai Keung) designers with a focus on the use of typography – (Task) collect at least 2 examples of

Chinese and Western typography from newspapers/ magazines, and analyse the type design in terms of font, format (e.g. size, vertical/

horizontal), and effect (e.g. curved/

rotated/ distorted, embossed/

shadow)

 games – triggers students to think out of the box

 (Task) think about his or her personality/

interest, apply knowledge of Western typography and creative

techniques:

SCAMPER for

designing the type of his/her name

showing the multi-faceted of him/her; and present your designs in drawings

 (Task) choose a Chinese idiom, apply knowledge of

Chinese typography and creative

techniques such as What if? Why not?

for expressing the meaning of the idiom creatively

 introduce the

fundamental concepts and terminology of typography

 exercises –use drawing methods to practice Chinese and Western typography

在文檔中 Visual Arts (頁 75-88)