Learning and Teaching Resources
6.6 Resource Management
To fully utilise arts learning and teaching resources, schools should manage relevant resources efficiently. Examples of practices are as follows.
Devise strategic plans for the purchase and development of resource materials based on the needs of learning and teaching.
Record and categorise resource materials systematically with regular updating.
Develop an efficient system for easy access, retrieval and borrowing of the resources.
Maintain and upgrade tools and equipment, as well as replacing obsolete items when necessary.
Seven Learning Goals of Primary and Secondary Education
Seven Learning Goals of Primary Education To enable students to
1. know how to distinguish right from wrong, fulfil their duties as members in the family, society and the nation, and show acceptance and tolerance towards pluralistic values;
2. understand their national identity and be concerned about society, the nation and the world, and to fulfil their role as a responsible citizen;
3. develop an interest in reading extensively and cultivate a habit of reading;
4. actively communicate with others in English and Chinese (including Putonghua);
5. develop independent learning skills, especially self-management skills and collaboration skills;
6. master the basics of the eight Key Learning Areas to prepare for studying in secondary schools; and
7. lead a healthy lifestyle and develop an interest in aesthetic and physical activities and an ability to appreciate these activities.
Seven Learning Goals of Secondary Education To enable students to
1. become an informed and responsible citizen with a sense of national and global identity, appreciation of positive values and attitudes as well as Chinese culture, and respect for pluralism in society;
2. acquire and construct a broad and solid knowledge base, and to understand contemporary issues that may impact on students’ daily lives at personal, community, national and global levels;
3. become proficient in biliterate and trilingual communication for better study and life;
4. develop and apply generic skills in an integrative manner, and to become an independent and self-directed student for future study and work;
5. use information and information technology ethically, flexibly and effectively;
6. understand one’s own interests, aptitudes and abilities, and to develop and reflect upon personal goals with aspirations for further studies and future career; and 7. lead a healthy lifestyle with active participation in physical and aesthetic activities,
and to appreciate sports and the arts.
Learning Objectives and Examples of Learning Activities in Music Listening
Key Stage 1 Learning Targets
Learning Objectives Learning Activities CI SP CR AC
Express personal feelings to music
Describe personal feelings to a wide range of music.
Talk about personal feelings with reference to its music elements after listening to a piece of music.
Draw a picture to depict personal perceptions of a piece of music.
Identify the characteristics of sound/ music and describe its features using simple music terms
Identify the strong and weak beats of duple, triple and quadruple time.
Identify patterns and phrases of familiar songs.
Identify the quality of sound produced by classroom instruments and objects, e.g. metal, wood, plastic and glass.
Describe the characteristics of sound produced by different animals, e.g. cat, dog, bird and pig.
Listen to a variety of music and identify the changes in music elements of the pieces, e.g. high/low, loud/soft, long/short and fast/slow.
Listen to and describe peer singing performances, e.g.
tone colour, diction and phrasing.
Describe the functions of music in daily life
Talk about the purposes of music being played in public areas, e.g. restaurants, lobbies, shops and lifts.
Talk about the meaning of singing the school song or the National Anthem of the People’s Republic of China in school functions.
Talk about the functions of different types of music, e.g.
TV jingles, lullabies, marches and wedding music.
Choose music to accompany the parade of athletes and describe its characteristics.
CI: Developing Creativity and Imagination SP: Developing Skills & Processes
CR: Cultivating Critical Responses AC: Understanding Arts in Context
Denote greater emphasis on relevant Learning Target(s)
Listening Key Stage 2 Learning
Targets Learning Objectives Learning Activities CI SP CR AC
Describe and analyse music of simple structures
Listen to and identify music of different textures, e.g.
monophony and homophony.
Listen to some short pieces of music and identify their simple structures, e.g. introduction, interlude, coda; binary form, ternary form and simple rondo form.
Identify the major and minor tonalities through singing and listening.
Identify the changes of tonic and dominant chords in a piece of music.
Describe the relationship between words and music, e.g.
word painting, syllables in English and tones of Cantonese dialect.
Apply predetermined criteria to appraise compositions and performances using appropriate music terms
Appraise peer performances using appropriate music terms.
Use appropriate music terms to appraise a wide range of music, e.g. art songs, folk songs and cartoon music.
Use predetermined criteria to evaluate TV jingles.
Appraise music performances and comment on the mood of pieces of music with reference to the use of music elements.
Write a concert report.
Describe the ways of using voice/
instruments in different contexts
Identify the timbre of Chinese and Western instrumental categories, e.g. strings, woodwind, brass and percussion;
chui (吹), tan (彈), la (拉) and da (打).
Compare the voice production of art songs, Cantonese operatic songs and popular songs.
Talk about the voice production of different types of Chinese folk songs in relation to their social and geographical contexts.
Talk about the sound effects in a certain TV commercial, e.g. ways to use human voice or instruments.
Listening Key Stage 3 Learning Targets
Learning Objectives Learning Activities CI SP CR AC
Describe and analyse music in chosen styles and genres
Listen to and describe specific styles and genres of music to demonstrate one’s understanding of music elements.
Use appropriate music terms in describing and discussing performances and compositions to demonstrate one’s understanding of music, e.g. articulation, structure and form.
Comment on the music characteristics of a certain type of songs, e.g. art songs, folk songs, pop songs and hymns.
Identify the motive or theme of a piece of music and describe how it develops.
Discuss the techniques and approaches on the use of music elements in contemporary music.
Watch an excerpt of banghuang (梆黃) and describe the performance practice and the structure of banshi (板式) in it.
Develop a list of criteria to appraise compositions and performances
Develop a list of criteria to appraise a choral performance and make suggestions for improvement, e.g. balance of parts, pitch accuracy, postures and phrasing.
Use a list of self-developed criteria in terms of
compositional devices, styles and genres, to assess the quality and effectiveness of one’s own and others’ creative works.
Write a concert report and comment on the performance with reference to a set of self-developed criteria, e.g. the ways of interpretation and the level of performance.
Describe music of different
styles/cultures in relation to its contexts
Identify and describe the music characteristics in relation to the cultural and historical contexts.
Discuss the effects of the 19th century nationalism on Western music.
Discuss how Impressionism in visual arts affected the music of Debussy.
Discuss the role of music and the use of sound effects in films.
Discuss how social background and values influence the style and content of popular songs.
Research and discuss the cultural and historical contexts of a particular type of music, e.g. blues, Cantonese pop songs, and songs written for the War of Resistance.
Performing Key Stage 1 Learning
Targets Learning Objectives
Learning Activities CI SP CR AC
Sing and play
instruments to develop basic performing skills through memorising or reading music
Sing a variety of simple unison songs, e.g. nursery rhymes, action songs, dialogue songs, folk songs, singing games and dramatised songs, with basic singing skills.
Respond accurately to conductor’s cues on dynamics, tempo and expressions, e.g. loud/soft, fast/slow, legato/staccato, pause.
Sing songs in a variety of metres, e.g. , , ,
Sing simple two-part rounds.
Play percussion instruments, e.g. triangle, tambourine and claves, with basic skills.
Play rhythmic patterns on percussion instruments with rhythmic accuracy, e.g. rhythmic patterns built on , , ,
, , , in simple time; and , , , in compound time.
Recite a text passage, e.g. rhymes and poems, with steady basic pulse.
Sing different phrases built on d m s and pentatonic scale from rhythmic sol-fa.
Use bass instruments to play a drone bass or an ostinato.
Accompany familiar songs with given simple rhythmic or melodic ostinati.
Performing Key Stage 2 Learning Targets
Learning Objectives Learning Activities CI SP CR AC
Sing in unison and two parts with technical accuracy
Sing a simple song according to given expression markings.
Sing simple two-part songs, e.g. rounds, quodlibets, songs with descants, with accuracy in rhythm and pitch.
Sing an excerpt of a Cantonese opera according to gongchepu (工尺譜).
Observe performance markings while singing, e.g.
Andante, Moderato, Allegro; pp, p, mp, mf, f, ff;
cantabile, dolce, espressivo.
Sing two-part intervals with the use of hand-signs, e.g.
m r d l se l s s d d m l
Play pitched and non-pitched instruments with technical accuracy
Play on a melodic instrument, e.g. recorder, melodica or xylophone, with accuracy in rhythm and pitch.
Play in a small percussion ensemble with accuracy in rhythm and pitch.
Use tonic and dominant chords to accompany simple songs or rounds.
Play rhythmic patterns on percussion instruments with accuracy such as patterns built on , , , ,
in simple time and , in compound time.
Observe performance markings while playing.
Read and notate music using staff and other notations
Sight sing or play short pieces in simple duple, triple and quadruple time.
Play at sight a piece of Chinese music written in jianpu (簡譜)
Notate a simple short melody with appropriate music signs and terms to indicate the expressions.
Notate music using innovative means.
Use graphic notation or IT to record music ideas and sound projects.
Record music through the application of IT
Notate the melody of a simple song using notation software.
Record music ideas with the use of IT.
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Performing Key Stage 3 Learning Targets
Learning Objectives Learning Activities CI SP CR AC
Sing in unison and in parts with technical accuracy
Sing songs to develop singing skills, such as clear diction, good intonation and proper phrasing.
Sing two-part and three-part songs with accuracy in pitch and rhythm.
Sing in parts with attention to the balance of parts and accuracy in pitch.
Sing a Cantonese opera xiaoqu (小曲) according to gongchepu (工尺譜).
Play instruments in unison and in parts with increasing control of techniques
Play a two-part recorder piece with accuracy in rhythm and pitch.
Play an instrumental piece with changes in music elements, such as tempo, dynamics and tone colour.
Rehearse in an ensemble and observe the performance markings, such as Adagio, Allegretto, Lento, Presto, con, molto, più, simile, rubato, allargando, fp, sf, sfz.
Play in an ensemble using different combination of instruments with accuracy and fluency.
Use a melodic instrument to play a counter-melody to a song sung by the class with due attention to the balance of parts.
Creating Key Stage 1 Learning
Targets Learning Objectives Learning Activities CI SP CR AC
Create/ improvise music using basic music skills, simple music ideas and different sounds
Echo to given rhythmic and/or melodic phrases.
Create questions and answers, using rhythmic and/or melodic patterns from familiar songs.
Create singing conversation.
Improvise lyrics for familiar songs.
Improvise simple rhythmic or melodic ostinati for familiar songs using pitched/non-pitched percussion instruments with given rhythmic patterns/ notes.
Explore different sounds that can be produced by classroom instruments or objects.
Explore how different timbres can be produced on an instrument.
Use voice, instrument(s) or electronic means to create sounds to show high/low, loud/ soft, long/short, fast/slow, thick/thin and melodic direction.
Create sound effects for songs, stories and poems as well as invent and use symbols or graphics to record music ideas.
Create/improvise movements to reflect different qualities of music
Express the pulse, strong and weak beats of music with body movements, e.g. tapping, clapping and stepping.
Move, e.g. walking, stepping and skipping, to different metres or rhythms.
Improvise movements to reflect the high/low, loud/soft, long/short, fast/slow and melodic direction of a piece of music.
Create movements to show the tempi, dynamics and atmospheres of a piece of music.
Improvise movements to music or poems.
Creating Key Stage 2 Learning
Targets Learning Objectives Learning Activities CI SP CR AC
Create/improvise music with structure and organisation
Create or improvise melodies, based on given notes or a pentatonic scale, for voice or pitched percussion
instruments.
Create accompaniments for songs using pentatonic scale.
Create rhythmic or melodic patterns to accompany songs, e.g. 2-part to 4-part rhythmic ostinato and short melodic ostinati used to accompany rounds.
Create melodies for given words using simple compositional devices, e.g. repetition, imitation or sequence.
Create a passage of baklam (白欖) to introduce oneself or to describe a journey to school.
Create simple introduction, interlude and coda for songs.
Create a sound project employing different changes of music elements, e.g. tempo, texture, dynamics and tone colours obtained from a wide range of means including the use of IT.
Make use of IT to create music
Create sound effects or sound projects using wave editing software.
Create melodies around 8 bars through the application of notation or sequencing software.
Create the second part for an existing melody through the application of notation software.
Creating Key Stage 3 Learning
Targets Learning Objectives Learning Activities CI SP CR AC
Create/improvise music for specific purposes to demonstrate the grasp of creating skills
Extemporise with given melodic motives or the opening of a phrase.
Harmonise a given song with primary chords and their inversions.
Improvise melodies with simple structure based on primary chords.
Create jingles for TV or radio commercials.
Create a short piece for a video clip or visual image with appropriate use of music elements and compositional devices.
Create a short piece employing contemporary compositional devices.
Make use of IT to create music with structure and organisation
Arrange accompaniments for familiar songs through the application of sequencing software.
Create melodies with accompaniments using simple harmonic progression through the application of notation or sequencing software.
Change the mood or style of an existing piece by
rearranging its harmony, accompaniment or adding a part through the application of notation or sequencing
software.
Learning Objectives and Examples of Learning Activities in Visual Arts
Art Appreciation and Criticism in Context Key Stage 1
Learning Targets
Learning Objectives Learning Activities
CI SP CR AC
Express intuitive feeling towards artwork with simple vocabulary
Verbalise the first impression towards a piece of artwork in simple words, e.g. The Weeping Woman by Pablo Picasso or Ballon Dog by Jeff Koons.
Talk about the overall impression towards a piece of artwork, e.g. Along the River During the Qingming Festival by Zhang Zeduan or Mona Lisa by Leonardo da Vinci.
Describe some of the visual focuses of artwork
Identify and describe a focus of a piece of artwork, e.g. Stripe Fish by Luis Chan.
Tell what can be seen at first sight in a piece of artwork The Birthday by Marc Chagall.
Identify the visual and emotional effects expressed through
individual visual elements
Identify a particular visual element and talk about its visual effects in a piece of artwork, e.g. texture in Soft Toilet by Claes Oldenburg.
Distinguish the moods created by using a particular visual element in art pieces, e.g. colours in Pablo Picasso’s paintings of his Blue period and Rose period.
Guess the message
conveyed by artwork from its visual presentation and show personal preference
Guess the message of a piece of artwork based on the visual elements and subject matters, e.g. what Jan van Eyck intended to express in The Arnolfini Portrait.
Express personal views on a piece of artwork based on its subject matter and composition, e.g. Little Dancer Aged Fourteen by Edgar Degas.
Recognise that art relates to daily life
Realise that art relates to its environment, e.g. compare a toy rubber duck in a bathing tub and the Rubber Duck by
Florentijn Hofman in Victoria Harbour in respect of size, location, etc. and their visual impact.
Recognise that art relates to people’s life, e.g. Rosanna Li’s ceramic figurines Yuanyang Café.
CI: Developing Creativity and Imagination SP: Developing Skills & Processes
CR: Cultivating Critical Responses AC: Understanding Arts in Context
Denote more emphasis on relevant Learning Target(s)
Art Appreciation and Criticism in Context Key Stage 2
Learning Targets
Learning Objectives Learning Activities CI SP CR AC
Describe the overall feeling towards artwork with appropriate
vocabulary
Express the overall feeling towards artwork, e.g. imagine standing underneath Cheung Yee’s work Sculpture 1 – General, talk about the feeling and give reasons.
Talk about the subjective feeling towards artwork with appropriate vocabulary, e.g. The Persistence of Memory by Salvador Dali.
Connect several visual focuses within artwork and recognise their characteristics
Identify and talk about several visual focuses of a piece of artwork, e.g. The Starry Night by Vincent van Gogh.
Find out the relationship among certain visual focuses of a piece of artwork, e.g. the background, the lion and the sleeping woman in The Sleeping Gypsy by Henri Rousseau.
Explore the relationship between visual
elements/principles of organisation and psychological experience
Explain the use of visual elements and its psychological effects conveyed through a piece of artwork, e.g. the psychological effects derived from the form and structure of Henry Moore’s Mother and Child.
Indicate how visual elements and principles of organisation can be used to help express feeling, e.g. space and balance in Two Swallows by Wu Guanzhong.
Explore the key message of artwork based on description and formal analysis, and present judgement on the formal
presentation of artwork
Interpret the message of a piece of artwork based on its subject matters, the medium and way of presentation, e.g.
Bus Riders by George Segal.
Make judgement on a piece of artwork according to its formal presentation, e.g. compare and contrast the
packaging design of moon cake in the 70s and at present.
Distinguish the
characteristics of art of different times or regions
Describe the ways of depicting real objects in artworks of different cultures, e.g. compare and contrast the image of a horse in Five Tribute Horses by Li Gonglin and Napoleon Crossing the Alps by David Jacques Louis.
Distinguish the ways of presentation in different eras, e.g.
compare and contrast a sculpture of a standing human figure in ancient time and in Renaissance.
Art Appreciation and Criticism in Context Key Stage 3
Learning Targets
Learning Objectives Learning Activities CI SP CR AC
Present the overall feeling towards artwork with suitable vocabulary and sentences
Express the overall feeling in sentences towards a piece of artwork, e.g. Yellow Red Blue by Kandinsky.
Describe the overall feeling with details towards a piece of artwork, e.g. The Great Wave off Kanagawa by Katsushika Hokusai.
Discover the details and the relationship among images in artwork
Describe the subject matters and the relationship among images in detail, e.g. study the gesture and facial expression of Jesus and his 12 apostles in The Last Supper by Leonardo da Vinci.
Explain the relationship between the subject matter and the use of visual elements for conveying messages, e.g. the red line in A Big Family by Zhang Xiaogang.
Analyse the use of visual elements and principles of
organisation in creating aesthetic and
psychological effects
Study the use of visual elements for psychological
expression, e.g. analyse the artist’s emotion expressed in the self-portraits of Egon Schiele and Frida Kahlo.
Analyse the relationship between form and function, e.g.
Juicy Salif (a lemon squeezer) by Philippe Starck.
Interpret and judge artwork from different perspectives
Interpret artwork with regard to its past and present
contexts, e.g. the former North Kowloon Magistracy and the former Clubhouse of Royal Hong Kong Yacht Club.
Make informed judgement on artwork from different perspectives, e.g. evaluate the artistic, social and religious values of Qin Terracotta Warriors and Horses.
Recognise the social, cultural and
technological influences on art creation
Explore the social and cultural influences on the subject matter and ways of presentation in different artworks, e.g.
interpret the messages conveyed through ways of depicting the holy figures in Byzantine art and Renaissance art.
Analyse the impacts of technology on art, e.g. the use of photographic technology in Johannes Vermeer’s paintings and Chuck Close’s painting.