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Types of Learning and Teaching Resources

在文檔中 Visual Arts (頁 71-74)

Chapter 6 Learning and Teaching Resources

6.3 Types of Learning and Teaching Resources

Schools and teachers may explore and use different types of resources, such as visual and textual references, Internet resources, technologies, human resources and community resources to support the learning and teaching of the senior secondary Visual Arts.

6.3.1 Visual and textual references

The learning and teaching of this subject relies heavily on the use of visual materials such as original artwork, reproductions of artwork, still and moving images, and objects in artificial and natural environments. In addition, textual resources can be very useful, for example reference books, journals, magazines and newspapers which provide important information about artwork, artists, art events, art movements, art theories, art history and related social problems, activities and issues. The visual and textual references can be real objects, or in printed and digitised formats. It is strongly recommended that students should be able to access these resources for self-directed learning and to promote reading to learn to develop their thinking skills, enrich their knowledge, enhance their language proficiency and broaden their artistic and life experiences. To assist schools to meet the curriculum change, the EDB will provide references/learning and teaching materials for schools’ and teachers’

reference. These supportive materials are grouped into the following two categories:

• Learning and teaching:

- Learning and teaching examples - Assessment for learning

• Enriching knowledge:

- What is art criticism - Chinese culture and art - Western culture and art - Local culture and art

- Examples of art appreciation and criticism: Chinese, Western and local artwork

Teachers can select suitable resources from a wide range of sources. (Please refer to Appendices 3 and 4 for lists of recommended reading materials for teachers and students respectively, and the website of the EDB for up-to-date information).

6.3.2 The Internet and technologies

The massive increase in the quantity of information available on the Internet has led to the adoption of new approaches to learning and teaching. Teachers need to help students to search for information and work on it in order to turn it into knowledge. The strategic use of information technology, with appropriate guidance, enhances student engagement, improves access and makes learning more convenient. (Please refer to Appendix 2 for a list of resources on the Internet.)

Information technology supports art learning by providing:

• textual/audio/visual materials for multiple-sensory learning of different concepts;

• a large quantity of information for students’ art research theme/topic, for example about issues/events, artists and their artwork, and processes and techniques of art making; and

• a substantial amount of artwork from different historical and cultural contexts for appreciation without the limitation of time and location, as a growing number of museums, galleries and archives maintain websites of artwork with free access.

It also:

• acts as a platform for interaction between the students, teachers and resources;

• enhances collaboration between students and teachers; and

• allows students to learn at their own pace.

In addition, technologies such as computer software, newly developed materials and ways of tackling materials play a significant role in studying art. They open up boundless possibilities for exploring ideas and producing artwork, such as video art, multimedia art and environmental art. Students are encouraged to make good use of technologies to enhance their creativity and presentations in art making. Teachers should therefore keep abreast of the changes in technology which have an impact on learning and teaching strategies as well as the creation of artwork.

6.3.3 Human resources

The professionalism of Visual Arts teachers and teaching assistants is vital for the successful implementation of the subject in schools. Schools should make good use of their teachers’

specialisms in leading the development of the subject, as well as in planning and implementing the curriculum. Schools should therefore support the professional

development of all teachers to enhance their competence in teaching and learning.

The principal and administrative personnel are significant decision-makers on school policies which help to promote the subject; and school librarians play a vital role in selecting, purchasing and promoting the use of reference materials.

With suitable planning, the participation of teachers of other subjects, parents and alumni may also enhance the effectiveness of learning and teaching. Artists and art educators can collaborate with school teachers to bring innovative art experiences into schools. Artists may share their own artwork together with their creative process, messages and personal theories of art with students for an authentic understanding of how creativity occurs. Art educators can collaborate with teachers to try out new curriculum initiatives, learning and teaching strategies, or curriculum designs.

6.3.4 Financial resources

To assist schools in implementing the senior secondary curriculum, the EDB will continue to provide them with additional funding and encourage flexibility in the use of resources to cater for their diverse needs. Schools are advised to refer to the relevant and latest circulars issued by the EDB from time to time. They may also explore and apply for non-government funding from other organisations.

6.3.5 Community resources

Apart from the resources allocated to schools, a wide range of community resources are very useful for enriching students’ learning experiences and so fostering a positive attitude towards lifelong learning – for instance, galleries, art museums (e.g. Hong Kong Museum of Art, Hong Kong Heritage Museum, Hong Kong Film Achieve, the Hong Kong Visual Arts Centre and Sam Tung Uk Museum), libraries, art/ art education organisations, artists in the community and school networks. For instance, students can visit galleries and museums to experience the impact of real artwork and borrow reference materials from libraries; and schools may collaborate with different organisations for project learning, or with artists to bring new insights on art concepts. The community can also provide venues for students to exhibit their artwork in public. Students can use these opportunities to make contact with the public, understand people’s different viewpoints and widen their own perspectives.

在文檔中 Visual Arts (頁 71-74)

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