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Membership of the Curriculum

Development Council Committee on Arts Education

(from 1.9.1999)

Chairperson:

Ms. LAM Yee-wah, Evelyn Principal, CCC Heep Woh College (Member from 6.9.2000 to 31.8.2001; Chairperson from 1.9.2001)

Mr. TSANG Kui-woon Vice School Head, NTWJWAL Leung Sing Tak Primary School (AM) (Member from 1.9.1999 to 31.8.2000; Chairperson from 1.9.2000 to 31.8.2001)

Mr. CHANG Cheuk-cheung, Terence Principal, Jockey Club Ti-I College (from 1.9.1999 to 31.8.2000)

Vice-chairperson:

Mrs. YEN CHUNG Chui-lan Arts Education Section, Curriculum Development Institute, Education and Manpower Bureau

(from 1.1.2003 to 31.8.2003)

Dr. CHAM LAI Suk-ching Arts Education Section, Curriculum Development Institute, Education Department

(Ex-officio member from 1.9.1999 to 2.7.2000; Vice-chairperson from 3.7.2000 to 14.7.2002)

Mr. SOU Hon-poo Arts and Physical Education Section, Curriculum Development Institute, Education Department

(from 13.12.1999 to 2.7.2000)

Mr. KWAN Siu-kam Arts and Physical Education Section, Curriculum Development Institute, Education Department

(from 1.9.1999 to 12.12.1999)

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School Heads:

Sr. WONG Kam-lin, Margaret St Pauls Convent School (from 1.9.2000)

Mr. LEE Fu-sing YCH Choi Hin To Primary School (from 1.9.1999)

Mr. NG Shun-cheong NG Clans Association Tai Pak Memorial School (from 1.9.1999)

Mrs. TOO SO Kwok-chun St. Stephens Girls College (from 1.9.1999 to 5.9.2000)

School Teachers:

Mr. CHENG Ho-kit Farm Road Government Primary School (from 1.9.2001)

Ms. CHEUNG Shuk-yee Stewards Pooi Tun Secondary School (from 1.9.2001)

Ms. NG Bo-yin Salesian Yip Hon Primary School (PM) (from 1.9.2001)

Ms. WONG Siu-to Ying Wa Girls School (from 1.9.2001)

Ms. CHEUNG Wai-fong Hong Kong School for the Deaf (from 1.9.1999)

Ms. KWOK Yuk-mei Tack Ching Girls Middle School (from 1.9.1999)

Ms. LEUNG Mei-mei, Marietta Delia Memorial School (Broadway) (from 1.9.1999 to 31.8.2001)

Ms. TSE Sui-wah Creative Primary School (from 1.9.1999 to 31.8.2001)

Mrs. WONG NG Yuk-fai CCC Kei Heep Secondary School (from 1.9.1999 to 31.8.2001)

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Member from CDC Committee on Early Childhood Education:

Ms. LAI Fung-har YCH Wing Lung Child Care Centre (from 1.9.2001)

Ms. CHENG Mei-lin School of Early Childhood Education, The Hong Kong Institute of Education

(from 1.9.1999 to 31.8.2001)

Member from CDC Committee on Special Educational Needs:

Mr. CHU Kai-man John F. Kennedy Centre (from 1.9.1999)

Members from Tertiary Institutions:

Prof. CHAN Wing-wah Department of Music, The Chinese University of Hong Kong (from 1.9.1999)

Dr. CHEUNG YUNG Wai-yee Department of Creative Arts, The Hong Kong Institute of Education

(from 1.9.1999)

Ms. HU Ka-gee, Catherine School of Design, The Hong Kong Polytechnic University (from 1.9.1999)

Member from Hong Kong Examinations and Assessment Authority:

Mr. YU Shu-tak Hong Kong Examinations and Assessment Authority (from 1.9.1999)

Members from Related Professional Bodies or Related Field:

Mr. HO Siu-kee The Art School, Hong Kong Arts Centre (from 30.4.2001)

Mr. WONG Tim-keung, Simon Ming Ri Institute of Arts Education (from 1.9.1999)

Mr. CHOI Kam-chuen, Jimmy Film and Video Department, Hong Kong Arts Centre (from 1.9.1999 to 29.4.2001)

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Co-opted Members:

Ms. LUK Yun-mee Sacred Heart Canossian College (from 6.11.2001)

Mr. TSAO Sing-yuen, Willy Hong Kong City Contemporary Dance Company (from 17.1.2000 to 31.8.2001)

Ex-officio Member:

Mr. YEUNG Wai-fung Inspection Section, Quality Assurance Division, Education and Manpower Bureau

(from 5.12.2000)

Secretary:

Mr. FONG Kam-yuen, Francis Arts Education Section, Curriculum Development Institute, Education and Manpower Bureau

(Secretary from 29.1.2001 to 14.7.2002 and from 1.1.2003; Vice-chairperson from 15.7.2002 to 31.12.2002)

Mr. YEH Cheung-shing Arts Education Section, Curriculum Development Institute, Education Department

(from 1.9.1999 to 16.1.2000; from 1.8.2000 to 28.1.2001; from 15.7.2002 to 31.12.2002)

Dr. NG NG Yuen-fun, Fanny Arts Education Section, Curriculum Development Institute, Education Department

(from 17.1.2000 to 31.7.2000)

Recorder:

Mr. CHAN Che-kwong Arts Education Section, Curriculum Development Institute, Education and Manpower Bureau

(from 25.10.1999)

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Membership of the Ad Hoc

Committee of Visual Arts Curriculum Development

(from 27.2.2001 to 23.5.2003)

Convenor�

Ms. LI Lok-wa, Vanessa Arts Education Section, Curriculum Development Institute, Education and Manpower Bureau

(from 1.11.2002)

Ms. HO Pui-fan, Jessie Arts Education Section, Curriculum Development Institute, Education and Manpower Bureau

(from 27.2.2001)

Mr. CHAN Che-kwong Arts Education Section, Curriculum Development Institute, Education and Manpower Bureau

(from 27.2.2001) Members:

Ms. HUNG Suet-yee Immanuel Lutheran College (from 27.2.2001)

Mr. WONG Tim-keung, Simon Ming Ri Institute of Arts Education (from 27.2.2001)

Mr. CHU Kai-man John F. Kennedy Centre (from 27.2.2001)

Mr. HO Siu-kee The Art School, Hong Kong Arts Centre (from 30.7.2001)

Mr. YU Shu-tak Hong Kong Examinations and Assessment Authority (from 1.11.2002)

Ms. NG Heung-sang Department of Creative Arts, The Hong Kong Institute of Education

(from 27.2.2001)

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Mr. LEE Wai-kit Sheung Kwai Chung Government Secondary School (from 24.10.2002)

Mr. CHAU Kin-wah Inspection Section, Quality Education Division, Education and Manpower Bureau

(from 27.2.2001)

Ms. LEUNG Sau-fan Shanghai Alumni Primary School (from 27.2.2001)

Ms. LEUNG Fung-kuen Kowloon Tong Government Primary School (from 27.2.2001)

Mr. HUI Wing-hong Inspection Section, Quality Education Division, Education and Manpower Bureau

(from 27.2.2001)

Ms. KWOK Kit-ling Sacred Heart Canossian College (from 27.2.2001)

Mr. CHAN Hung-tin Technology Education Section, Curriculum Development Institute, Education and Manpower Bureau

(from 30.7.2001)

Ms. LUK Yim-kam Ng Clans Association Tai Pak Memorial School (from 27.2.2001)

Mr. MAK Chi-keung, Peter Department of Creative Arts, The Hong Kong Institute of Education

(from 27.2.2001)

Mr. TSANG Kui-woon NTWJWAL Leung Sing Tak Primary School (AM) (from 27.2.2001)

Mr. YEUNG Chor-kit SKH Mung Yan Primary School (PM) (from 27.2.2001)

Ms. LAU Mei-yee SKH All Saints Middle School (from 27.2.2001 to 17.5.2002)

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Ms. LAU Ching-yee PLK Wu Chung College (from 27.2.2001)

Ms. TANG Fong-chor TWGHs Kap Yan Directors College (from 27.2.2001 to 31.10.2002)

Ms. TANG Sui-ying Tin Shui Wai Catholic Primary School (from 27.2.2001)

Mr. SIU King-chung School of Design, The Hong Kong Polytechnic University (from 27.2.2001)

Ms. YIM Lai-ping SKH Lui Ming Choi Memorial Primary School (PM) (from 27.2.2001)

Secretary :

Mr. LAM Kwai-kwong Arts Education Section, Curriculum Development Institute, Education and Manpower Bureau

(from 27.2.2001)

Ms. WONG Pok-kan Arts Education Section, Curriculum Development Institute, Education and Manpower Bureau

(from 27.2.2001)

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Preamble

The Visual Arts Curriculum Guide (Primary 1 Secondary 3) (Visual Arts Curriculum Guide) is one of the series prepared by the Curriculum Development Council, Hong Kong for use in primary and junior secondary schools.

The Curriculum Development Council is an advisory body giving recommendations to the Hong Kong Special Administrative Region Government on all matters relating to curriculum development for the school system from kindergarten to sixth form. Its membership includes heads of schools, practising teachers, parents, employers, academics from tertiary institutions, professionals from related fields or related bodies, representatives from the Hong Kong Examinations and Assessment Authority and the Vocational Training Council, as well as officers from the Education and Manpower Bureau.

This Curriculum Guide is recommended by the Education and Manpower Bureau for use in primary and junior secondary schools. The Curriculum Development Council will review the curriculum from time to time in the light of classroom experiences. All comments and suggestions on the Visual Arts Curriculum Guide may be sent to:

Chief Curriculum Development Officer (Arts Education) Curriculum Development Institute

Education and Manpower Bureau Room 407, 4/F, 4 Pak Fuk Road North Point

Hong Kong or email to:

arts@emb.gov.hk

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1 Introduction

1.1 Rationale

The Curriculum Development Council (CDC) provides quality curriculum for schools with a view to enhancing students capabilities in meeting the changing needs of society. At the end of 2000 the Council put forward the consultation paper Learning to Learn - The Way Forward in Curriculum Development. After public consultations, the CDC in June 2001 issued its report on the proposed document Learning to Learn - The Way Forward in Curriculum Development (Learning to Learn), and published in 2002 the Basic Education Curriculum Guide - Building on Strengths (Primary 1 Secondary 3) (Basic Education Curriculum Guide) and Key Learning Area curriculum guides, including the Arts Education Key Learning Area Curriculum Guide (Primary 1- Secondary 3) (Arts Education Curriculum Guide). The Visual Arts¹ Curriculum Guide (Primary 1 - Secondary 3) (Visual Arts Curriculum Guide), written in support of the Arts Education Curriculum Guide, provides a curriculum framework, learning and teaching objectives and other Visual Arts references in alignment with the aims of Arts Education.

The Visual Arts Curriculum Guide is based on the premise that the intelligence and abilities required for participation in the visual arts are not innate. Students need to learn through systematic and thematic study in order to be able to understand and manipulate aesthetic expressions, coding systems, and visual structures presented by visual languages and visual forms. They can then make use of visual images to convey their personal feelings and thoughts as well as appreciate and judge the significance and value of various artistic pursuits and artifacts. Students can develop their artistic potential and values and establish global and diversified views towards the world and a variety of cultures. The curriculum framework of the Visual Arts Curriculum Guide is

1 To align with the trend of development in art education and the arts, the Curriculum Development Council Committee on Arts Education endorsed in 2001 the change of subject names from Art and Craft (in primary schools) and Art and Design (in secondary schools) to Visual Arts. The change aims to stress that the subject is to include a wide and diverse coverage of art learning activities and experiences such as appreciation, criticism, and the making of conventional and unconventional visual arts forms using traditional, contemporary and emerging materials, tools and technologies; art from the past and present;

and art from diverse geographical and cultural contexts.

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human-oriented meaning students learning is the central concern. The Guide seeks to accommodate and address three basic concerns: (1) the essence of the visual arts; (2) the theories, scope and hypotheses of various curriculum orientations; and (3) the meanings and feasibility of curriculum implementation in education. Together with these three basic concerns, the design of the curriculum framework integrates various forms of representation² and selects appropriate modes of learning congruent with the direction of local education reform in order to contribute to students whole-person and meta-cognitive³ development.

1.2 Key Initiatives in Visual Arts Curriculum

The Visual Arts Curriculum Guide identifies the following key initiatives in learning and teaching:

1.2.1 Directions in Visual Arts Curriculum

�� Planning School-based Visual Arts curriculum

With reference to the Visual Arts Curriculum Guide and other related documents, schools can plan Visual Arts curricula that best suit their own situations and the needs of their students.

�� Developing the capabilities of Learning to Learn⁴

While developing students visual arts abilities, the Visual Arts curriculum should also develop students generic skills for Life-long Learning⁵.

2 Eisner (1981) states that what an individual knows takes shape in the empirical world only through a vehicle or vehicles that make knowing public and the vehicles used for this purpose are the forms of representation. Forms of representation include visual, auditory, verbal, etc.

3 Cole and Chan (1994: 400) state that metacognition, which is often considered as "thinking about thinking", is the term first given prominence by Flavell, a developmental psychologist. Baker and Brown (1984) further elaborate that metacognition involves at least two components: knowledge which refers to an awareness of the skills, strategies and resources that are required for the effective performance of a task; and regulation which requires the ability to use self-regulatory mechanisms to ensure the successful completion of the task.

4 The Curriculum Development Council (November 2000: 3) states that "Learning to Learn" is a means to achieve the aims of education.

5 Education Commission (September 2000: 34) states that "Life-long Learning" is one of the visions of the education reform.

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�� Nurturing an attitude for aesthetic learning

The Visual Arts curriculum encourages students participation in art appreciation, criticism and making in order to nurture an attitude for aesthetic judgment.

�� Exploring effective modes of learning and teaching

To comply with the directions stated in the document Learning to Learn, schools can adopt the Four Key Tasks⁶: reading to learn, project learning, information technology for interactive learning, and moral and civic education to provide students with opportunities to participate in meaningful visual arts learning.

1.2.2 Principles of Learning and Teaching

�� Students active learning investigation

Under the principle of guiding students actively to explore the characteristics of their surroundings in visual arts learning, a clear understanding of the learning objectives, meanings and focus of assessment should be attained prior to employing any teaching references or exemplars. The employment of pre-packaged material kits or teaching exemplars with only one art making form for art learning is not encouraged. All art making and teaching references should primarily be aimed at generating students intrinsic motivation for investigation and presentation, as well as providing room for choices and manipulation in art-making activities.

�� Integrative approach in curriculum planning

Under the principle of an integrative approach, art appreciation, criticism and art making should be integrated and combined rather than being compartmentalized in learning and teaching. A thematic approach with a learning focus is recommended in Visual Arts curriculum planning.

6 Curriculum Development Council (June 2001: 7) emphasizes the use of "Four Key Tasks" to promote effective learning and teaching.

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�� Diversified learning and teaching strategies

Under the principle of developing students characters and potential, diversified learning and teaching strategies such as life-wide learning and integrative learning in the arts are encouraged in order to accommodate students differing learning needs.

�� Emphasizing assessment for learning

Under the principle of assessment for continual improvement in learning, visual arts learning should employ clearly defined assessment domains and assessment criteria, as well as implement diverse assessment modes at different stages of learning.

1.3 Future Directions for the Development of Visual Arts Curriculum

In order to comply with the direction of curriculum development, the Visual Arts Curriculum Guide provides the following guidelines.

Visual arts learning should strive to:

�� Extend students views on art making, appreciation and criticism by studying the arts of different cultures, thus enriching their visual arts experiences as well as enabling them to keep pace with the development of contemporary arts;

�� Explore alternative means of arts production through learning about visual culture and various methods of arts creation and presentation generated from information technology; and

�� Employ a human-oriented teaching approach, cultivate students

abilities, intelligence and attitudes for self-study, and help them develop their interests in life-long pursuit of the arts.

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http://www.yaalmi.com/emb/s- ep-01.pdf

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2 Curriculum Framework

2.1 Aims

1. To develop students perceptual abilities, with special emphasis on visual, aesthetic and arts experience;

2. To enable students to express personal feelings and thoughts through artistic presentations;

3. To develop students visual cognition, generic skills and metacognition through art making, appreciation and criticism;

4. To broaden students perspectives through exploration of the arts of diverse cultures; and

5. To cultivate students emotions, personal refinement, morals and sense of commitment towards the nation and the world.

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2.2 Curriculum Framework

*KS1 Key Stage 1 (Primary 1 - Primary 3)

*KS2 Key Stage 2 (Primary 4 Primary 6)

*KS3 Key Stage 3 (Secondary 1- Secondary 3)

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2.3 Learning Targets

For Visual Arts curriculum design, appropriate and assessable learning objectives and content, various curriculum organizations, diversified learning and teaching strategies, and methods of assessment should be provided.

Learning activities should be designed in accordance with the Four Key Learning Targets, i.e. developing creativity and imagination, developing skills and processes, cultivating critical responses and understanding arts in context.

Considerable efforts should be made to integrate art appreciation and criticism with art making to achieve the aims of Visual Arts curriculum.

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�� Developing creativity and imagination

Through active participation in art appreciation, criticism and making, students will develop new and different ways to enhance their power of imagination, creative thinking and presentation skills. Students can use visual arts to express themes and topics related to themselves, their surroundings and the works of other artists.

�� Developing skills and processes

Students will learn to use visual language, different visual arts forms and a variety of materials and techniques for visual arts making. They will develop their skills in using verbal language to describe, analyse, communicate, and carry out a dialogue as well as develop a positive attitude for continual exploration and experimentation through the process of making, illustrating and presenting their artistic ideas.

�� Cultivating critical responses

As students learn to understand works of visual arts, they acquire the abilities to give critical, informed and intelligent responses based on a well-explored background of information about the artwork, the artist, and just as importantly, with reference to their own experience, training, culture and personal judgment.

�� Understanding arts in context

Students will learn to understand the meaning and value of works of visual arts in their own and other contexts including the art historical, personal, social, cultural, ideological and political.

2.4 Learning Objectives Leading to the Four Learning Targets

In order to achieve the Four Learning Targets, students should achieve relevant learning objectives through a variety of learning activities. Students abilities should be enhanced gradually in accordance with the progression of learning stages. Appropriate learning objectives and activities are to be selected in accordance with students levels of ability, learning needs and the learning and teaching context.

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Learning Objectives Leading to the Four Learning Targets

Developing Creativity and Imagination Learning Objectives

1. record direct responses to visual arts forms in nature and man-made environments by verbal / non-verbal presentation;

2. develop ideas from observations, memories, imagination and experiences;

3. explore ideas with visual elements and principles of organization; and

KEY STAGE 1 Students will learn to 4. explore alternative ways of expression by using different materials and

techniques.

1. seek, select and organize information for the purpose of art creation;

2. use direct observation and various experiences to explore ideas;

3. explore visual elements and principles of organization to express ideas and feelings;

4. explore alternative visual effects by re-composing and by various combination methods;

5. use sketching to explore a range of possible outcomes for finishing a piece of work; and

KEY STAGE 2 Students will learn to

6. interact with others to develop artistic ideas.

1. record responses and conceptualize ideas, experiences and imagination by using verbal and non-verbal presentation;

2. use new / different perspectives to interpret / re-interpret concepts, reality and visual forms;

3. employ a common procedure for visual arts making:

��define aims and purposes;

��generate ideas from observation, experience, memory and imagination, and from nature, man-made environments and objects, etc.;

��develop ideas by searching for and processing visual information and by manipulating visual elements based on aesthetic logic and principles of organization, etc.;

��explore alternative ways of expression by re-composing or by various combinations; and

��evaluate alternative ways of expression based on aims, purposes, aesthetic logic and principles of organization, etc.

4. use sketching, drawing, information technology or other appropriate tools and resources to stimulate and develop ideas;

5. use collaboration skills to develop ideas and enhance the learning of visual arts; and

6. explore the relationship between the visual arts and other arts disciplines for creative ideas.

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Developing Skills and Processes Learning Objectives

1. use visual elements to express ideas and feelings;

2. recognize the characteristics of different visual arts media;

3. safely and correctly use appropriate tools, materials and techniques for a purpose; and

KEY STAGE 1 Students will learn to 4. experience connections between the visual arts and other learning

areas.

1. apply visual arts knowledge, techniques and processes to create visual arts works for the expression of feelings and thoughts;

2. convey ideas in a selected medium;

3. explore and use a variety of visual arts media, tools and techniques;

and

KEY STAGE 2 Students will learn to 4. recognize the relationship between learning in the visual arts and other

learning areas.

1. select appropriate visual arts knowledge, skills and processes to communicate ideas and feelings in understanding and making the visual arts;

2. visualize a theme in a medium and criticize the work from an aesthetic perspective;

3. explore and apply skills and knowledge of traditional and emerging technology in visual communication; and

4. employ knowledge and skills of the visual arts and other art forms or disciplines in visual arts activities.

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Cultivating Critical Responses Learning Objectives 1. talk about the content of the visual arts work;

2. describe visual elements applied in the visual arts work; and KEY STAGE 1 Students will learn to

3. express opinions and listen to others ideas about the visual arts work.

1. describe and analyse artwork;

2. interpret visual arts work based on techniques, visual elements and principles of organization;

3. express and give reasons for their opinions / preferences; and

KEY STAGE 2 Students will learn to 4. apply criteria in assessing visual arts work.

1. use visual arts experiences to respond to various visual phenomena;

2. employ processes of visual arts appreciation and criticism: describing, comprehensive feeling, analysing, interpreting and judging artwork;

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;

4. be confident in their own artistic judgment, performances and capabilities; and

KEY STAGE 3 Students will learn to

5. develop criteria for assessing visual arts works.

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Understanding Arts in Context Learning Objectives

1. talk about art in their community and identify the use of the visual arts in daily life;

2. recognize the diverse cultures, customs and living patterns reflected in the visual arts, artifacts and festivals; and

KEY STAGE 1 Student will learn to 3. identify the characteristics of the visual arts works in particular social,

cultural and historical contexts.

1. recognize art heritage and its role in society;

2. recognize visual arts works with distinctive use of local materials and local environmental features; and

KEY STAGE 2 Student will learn to

3. recognize differences in the functions of the visual arts in varying cultural contexts, past and present.

1. discuss and compare the functions, contents and significance of the visual arts in past and present contexts;

2. identify the trends of contemporary art in Hong Kong;

3. differentiate among the contributions of the visual arts in different cultures and societies;

4. understand how social, cultural and political contexts influence the artists forms of expression and techniques for creation; and

KEY STAGE 3 Student will learn to

5. appreciate and analyse how visual arts forms in various cultural contexts can express human feelings.

(Please refer to Appendix IV for Examples of Learning Activities in Relation to the Four Learning Targets.)

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2.5 Generic Skills

Generic skills assist students in building a foundation for Learning to Learn.

Such skills help students learn how to meet the changing needs of society and improve their surroundings. The learning of the visual arts and the development of generic skills complement each other. In the process of experiencing art and developing art abilities, students can develop the nine generic skills stated in Learning to Learn. However, at the initial stage of designing a school-based Visual Arts curriculum, focus can be put on cultivating students creativity, communication skills, and critical thinking skills, gradually expanding coverage to the other generic skills.

In the process of visual arts making, students explore their own themes and look for ways of expression and solving problems, resulting in the enhancement of their creativity and problem-solving skills. While collaborating with their peers in exploring themes and making art, students discuss and cooperate with others, thus learning to respect and accept others opinions. Their self- management and collaboration skills can also be strengthened. The use of information technology in making art, and in searching for, compiling and presenting information strengthen students information technology skills.

Moreover, the use of verbal and written language to respond to works of art can enhance students critical thinking, as well as their language and communication skills.

2.6 Values and Attitudes

From an understanding of individuals to an understanding of society, nations and different ethnic groups, visual arts education assists students in attaining positive values and attitudes towards life. Learning in the visual arts enables students to:

1. Understand the relationship between the visual arts, society, and culture;

2. Experience and analyse the arts and culture of the motherland and different parts of the world;

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3. Adopt an open-minded and respectful attitude towards different cultural viewpoints and the beliefs of various ethnic groups and countries;

4. Develop personal global views and theories; and

5. Cultivate national commitments as well as meaningful individual values.

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3 Curriculum Planning

3.1 Principles to Guide Actions

The Visual Arts curriculum adopts a balanced and diversified framework with emphasis on integrating three visual arts learning domains (Please refer to Section 3.4 for more details). Since students have differing abilities and every school is unique, it is necessary to consider students abilities and interests, and the learning context in school-based Visual Arts curriculum design. Some principles for curriculum planning are suggested:

�� Catering for diverse needs in overall curriculum design

Students individual learning needs are to be addressed by means of appropriate curriculum design, corresponding learning and teaching strategies and other related activities.

�� Integrating visual arts learning domains into themes

All visual arts learning domains: visual arts knowledge, visual arts appreciation and criticism, and visual arts making, are to be integrated using themes or topics for a balanced and comprehensive curriculum design. Learning and teaching content should be organized systematically in order to enable students to construct knowledge from their life experiences and previous knowledge.

�� Selecting learning content from a variety of cultural contexts

Diversified learning content selected from a variety of cultural contexts helps students widen their scope of view for art appreciation, criticism, and making, enrich their visual arts experience, and keep pace with the development of the arts.

�� Stimulating active participation

Interactive learning activities stimulate students intrinsic expressive motivation, feelings and ideas. Students should be able to participate in learning activities which provide them with choices and room for development in art appreciation, criticism and making activities.

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�� Continuous evaluation

The Visual Arts curriculum should be continuously evaluated, adjusted and revised in accordance with the learning and teaching context.

3.2 Central Curriculum and School-based Visual Arts Curriculum Development

The Visual Arts Curriculum Guide is prepared by the CDC to set the directions for Visual Arts curriculum development. The central Visual Arts curriculum provides an open and flexible curriculum framework with learning targets and objectives, learning and teaching strategies, and assessment methods and criteria. In order to achieve the Four Learning Targets, schools can modify their current Visual Arts curriculum, or adapt the central Visual Arts Curriculum Guide for their own school-based curriculum through varying the selection or organization of:

�� learning and teaching objectives, content, context and examples;

�� the pace of learning and teaching; and

�� modes of assessment, etc.

Curriculum development is an on-going process. With a view to providing quality visual arts education, the school-based Visual Arts curriculum should be modified whenever necessary.

(Please refer to Basic Education Curriculum Guide - Building on Strengths (Primary 1 Secondary 3) (2002) and Arts Education Key Learning Areas Curriculum Guide (Primary 1- Secondary 3) (2002) for details of Development of School-based Curriculum.)

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3.3 Time Allocation

3.3.1 Classroom Learning

For the purpose of providing students with sufficient time in the arts, about 10- 15% and 8-10% of lesson time is recommended for arts education in the formal curriculum at primary and junior secondary levels respectively ⁷. Therefore, about three periods (with at least one double period) per week/cycle can be allocated to Visual Arts at both primary and junior secondary levels.

The arrangement of consecutive periods is recommended since visual arts learning activities usually require extra time for handling visual aids, and delivering, manipulating and tidying up tools, equipment and materials.

3.3.2 Coordination between Inside and Outside School Hours The Visual Arts curriculum should incorporate the planning of formal, informal and non-formal learning. It assists students in experiencing a wide range of visual arts activities, knowledge and skills, and also enhancing self-learning abilities and attitudes, thus fostering the notion of Learning to Learn. Students can also make good use of extra-curricular activities and venues outside schools to broaden their visual arts learning experiences.

3.4 Learning Domains

The study of Visual Arts includes three learning domains: visual arts knowledge, visual arts appreciation and criticism, and visual arts making. The integration of these domains is much preferred over their separation in curriculum design. The three visual arts learning domains provide the key learning content and activities of the Visual Arts curriculum. Each domain can bear different weighting and become a focus of study in a particular learning topic. However, encompassing all three learning domains to provide a more balanced and comprehensive Visual Arts curriculum is recommended.

7 Curriculum Development Council (2002a: 12).

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�� Visual arts knowledge

Visual arts knowledge involves the study of visual language, knowledge related to visual arts forms, media, skills and materials, and contextual knowledge of the arts and aesthetics. Visual arts knowledge helps students observe and appreciate the natural and man-made environments, as well as artworks of the past and present. Students can also apply visual arts knowledge to art making activities in order to enhance the expressiveness of their visual arts works.

�� Visual arts appreciation and criticism

Through observation and direct experience, students describe, feel, analyse, interpret and judge the value of visual arts works, thus developing their personal aesthetic values. In the course of appreciating and criticizing artwork, students study the visual arts in social, cultural and historical contexts. They pursue understandings of the relationship among the visual arts, societies and cultures. As students are exposed to a wide range of visual arts works, they also become familiar with the characteristics, ways of communication and making processes of different media.

�� Visual arts making

Students express their feelings and convey their ideas by manipulating visual arts media to create visual images and objects. Students explore and develop ideas through a variety of approaches, as well as select and handle visual arts forms, media and forms of presentation appropriate for specific themes. They also learn to manipulate the psychological effects or symbolic meanings derived from various visual elements and principles of organization so as to transform a medium into a piece of aesthetically appealing visual arts work.

3.4.1 Visual Arts Knowledge

�� Visual language

Visual language refers to visual elements and principles of organization found in visual arts works or visual phenomena. Through the application of visual language, students describe, analyse, interpret and judge their own and others

artwork, as well as the visual phenomena of their surroundings. Through

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manipulation of visual elements and by adopting the principles of organization, as well as by skilful control of media, students present their feelings and ideas aesthetically.

Visual elements such as lines, shapes, forms, space, colours, tone and value, and textures are the basic elements of the visual arts. These visual elements also appear in the natural environment. By manipulating these elements, a variety of visual arts works can be produced. Artists organize visual elements to enable an audience to appreciate the aesthetics and presentation of visual arts work.

The principles of organization include balance, repetition, unity, contrast, rhythm, proportion, emphasis and movement.

(Please refer to Appendices I and II for details of Visual Elements and Principles of Organization respectively.)

�� Knowledge about visual arts forms, media, skills and materials The visual arts incorporate a variety of visual arts forms and media such as drawing, painting, design, craft, sculpture, or mixed media works. New visual arts forms and media such as video, digital art and web art have merged as a result of the introduction of new materials, techniques and concepts for aesthetic presentation. Through exposure to and understanding of the characteristics of various forms and media, students can explore new alternatives for innovative and creative art making activities and make appropriate selection of forms and media for their own artistic productions.

A variety of materials, skills and techniques can be applied to present images and ideas. Knowledge about materials, skills and techniques including basic skills and medium/material specific skills helps students make appropriate choices in their own art making. Through practical experiences, students manipulate and enhance, innovate and ultimately break through the limitation of skills and techniques, and even develop new forms for visual arts making.

(Please refer to Appendix III for details of Visual Arts Forms and Media.)

�� Arts in context

Students study the visual arts in social, cultural and historical contexts. They seek to explore various socio-cultural factors that influence the appreciation and making of the visual arts as well as the relationship among those factors and

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themselves. The convenience of communication and transportation nowadays enables students to have wider and more frequent exposure to various cultures.

They realize the existence of cultural differences between themselves and others.

Through learning the visual arts in various cultural contexts, students understand the visual arts from multiple perspectives. They learn to respect and develop an inclusive attitude towards different cultures. In the process of pursuing the arts in context, students learn how to analyse and select, then develop their own values and beliefs in the arts.

While studying the arts in context, students observe visual entities and understand the meanings of the arts in various social, cultural and regional contexts. Through integrating different levels of intellectual understanding and affective appreciation derived from language and emotions, students comprehend the content and acquire an understanding of art in context from various perspectives. The scope of study includes periodic development, characteristics of styles and the trends of changes of the visual arts, as well as the artistic and socio-cultural values of key artists and their representative artwork. Students also seek to explore relationships among artistic presentations of various periods, and the political, social, cultural and technological contexts/development corresponding to that period. They also question causes and effects related to the occurrence of important events in the arts as well as other possible influences on the arts. Contextual knowledge of the arts also inspires students to think about the meanings and values of the visual arts in societies, cultures and history.

�� Aesthetics

Aesthetics is a branch of philosophy. It helps students inquire into issues related to the characteristics, meanings and values of the arts. Aesthetics pursues such key questions as What is art? What are the artistic values of a particular piece of artwork? Aesthetics also involves the understanding and criticism of aesthetic experience emerging from nature and human culture.

Students develop their personal views on the arts and aesthetic values through studying aesthetics. Approaches to learning aesthetics should not be restricted to direct transmission, but should also integrate personal observations and feelings with cognitive thinking through discussion and exploration processes.

Students aesthetic knowledge may then be developed from their personal experiences and cognitive process.

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The judgment of artistic values is affected by socio-cultural and individuals

values and attitudes. Aesthetic standards vary with the change of time and differences of cultures. In the process of visual arts appreciation, criticism and making, students explore the aesthetic qualities of visual arts works, pursue various aesthetic theories, as well as artists and art critics aesthetic viewpoints, thus enhancing their aesthetic understanding and sensitivity in judgment.

Students also develop insights from aesthetic knowledge thus inspiring and improving their visual arts making.

3.4.2 Visual Arts Appreciation and Criticism

When students respond to their own visual arts works and those of others, they express their personal preferences, describe, analyse, interpret and make informed judgments regarding the significance and value of the visual arts.

Students understand and comprehend the messages and meanings embedded in artworks and values in various social, cultural and historical contexts. By doing so, they can experience the joy of art appreciation and criticism. In the process of appreciation and criticism, students also learn the theories of criticism and aesthetics.

�� Appreciation and criticism approaches

There are various approaches to visual arts appreciation and criticism each having its particular focus, theoretical base and activities. Teachers can adopt any approach deemed suitable for their learning and teaching context or modify and enrich the suggested stages/process in accordance with individual situations.

Throughout the process of art appreciation and criticism, relevant formal, factual and contextual knowledge should be infused appropriately into various stages. Students should be assisted in consolidating and synthesizing the aspects experienced and knowledge acquired in the process of appreciation and criticism. Although the stages of art appreciation and criticism are discussed separately in the following, they actually interweave with one another and overlap among themselves. Stages/process of art appreciation and criticism can include:

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Literal description Description is a process in which relevant data are identified and gathered from a piece of artwork.

Students are encouraged to observe and describe carefully the features of the artwork. In the process of description, students capabilities of concentration and focused observation can be strengthened.

Comprehensive feeling Due to individual differences in experience and knowledge, personal feelings about a piece of artwork, shaped by associations and imagination, vary. In the process of visual arts appreciation, students are encouraged to express their feelings and opinions towards the artwork freely so as to facilitate communication.

Formal analysis Formal analysis is based on the literal descriptions of and comprehensive feeling towards the artwork. In the process of formal analysis, students analyse the skills of making, manipulation of materials, and composition and visual effects of the artwork.

Interpretation of meanings With reference to information acquired from literal description, formal analysis and the factual and/or contextual knowledge of the artwork, students interpret the embedded messages and ideas of the artwork in its particular cultural context. Students realize that works of art reflect artists responses to their surroundings. As such, students can also explore the socio-cultural context in which the artwork was produced.

Value judgment Through the processes of literal description, comprehensive feeling, formal analysis, and interpretation of meanings, students can make rational, affective and comprehensive judgments concerning the significance and value of the artwork.

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3.4.3 Visual Arts Making

Students make art to express feelings and ideas. They integrate their art making ideas with visual arts knowledge, select and manipulate appropriate materials, media and visual arts forms thus presenting their ideas in visual images. In the process of making art, students observe their own surroundings, explore the works of artists and imagine possibilities. They identify, interpret and synthesize themes that reflect their own experiences and feelings in particular contexts. Students visualize and materialize their concepts with the use of visual language and suitable forms of presentation: expression, representation and presentation in order to communicate meaning and thematic content. In the process of visualizing their concepts, students can also review and arrange their responses or inner thoughts towards the world.

The visual arts is shaped and constructed through media and materials. While considering images, ideas, and themes, students experiment with, control, and choose appropriate media, tools, materials and techniques appropriate for the selected theme. As society and technology continue to change, so too the concepts, forms and skills of art making vary continuously. Students explore the commonalities and differences among various arts forms. They integrate different visual arts forms and attempt to extend the horizons of visual arts making.

Students art making activities should be related to their daily life experiences or be about important events, issues, people, etc. They can also look to existing art works and the community for artistic ideas. Importantly, students art making should not be separated from other visual arts learning domains. Idea development for art making should take place in connection with art appreciation and criticism. Students can compare and contrast their work with that of others, thus helping them put theories into practice.

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3.5 Learning and Teaching Plan

With reference to the Visual Arts Curriculum Guide and the educational aims of developing generic skills, values and attitudes in students, learning objectives and learning and teaching plans should be designed for various levels. A yearly plan consisting of the implementation schedule and the systematic organization of the curriculum contributes to the achievement of the Four Learning Targets.

While designing the curriculum, learning objectives, learning and teaching processes, tools and equipment, materials and resources for individual units are to be carefully planned. In addition, copyright policy should be carefully observed and handled while editing learning materials.

An Overview of Curriculum Design illustrating the integration of visual arts learning domains is provided for reference.

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3.5.1 An Overview of Curriculum Design

Learning Domains Learning Activities

(1) Visual language/

formal knowledge (Different

experiences: general experience, aesthetic experience and arts experience)

Every visual element and organization stimulates peoples senses directly. It can be associated with different experiences and psychological effects. It can generate several strata of meanings through the interpretation of different historical and cultural contexts.

Select appropriate level of experiences and meanings according to students abilities and learning objectives and context in the learning of visual language/formal knowledge.

(2) Visual arts appreciation and criticism

(Different ways of appreciation/ways of seeing in context)

Use Learning Domain (1) visual language/formal knowledge, complement with individual presentation in context for affective appreciation and rational criticism.

(3) Visual arts making (a) Presentation

(Forms of presentation congruent with various themes:

expression, representation and presentation)

Use the effective and meaningful ways of appreciation and seeing stimulated in Learning Domains (1) and (2), complying with relevant learning objectives and themes for art making to stimulate and generate choices of forms of presentation.

(b) Production (Selection and manipulation of visual arts forms, media, skills and techniques, and materials to cope with particular themes/context)

Make use of the cognitive understanding and

experiences acquired in Learning Domains (1)-(3a) for actual visual arts making.

The broad sense of art making includes data collection, investigation, research, discovery, exploration,

application and reflection before making.

Committee of Visual Arts Curriculum Development

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Membership of the Curriculum

Development Council Committee on Arts Education

Membership of the Ad Hoc

Committee of Visual Arts Curriculum Development

Preamble

1 Introduction

1.1 Rationale

1.2 Key Initiatives in Visual Arts Curriculum

1.3 Future Directions for the Development of Visual Arts Curriculum

2 Curriculum Framework

2.1 Aims

2.2 Curriculum Framework

2.3 Learning Targets

2.4 Learning Objectives Leading to the Four Learning Targets

2.5 Generic Skills

2.6 Values and Attitudes

3 Curriculum Planning

3.1 Principles to Guide Actions

3.2 Central Curriculum and School-based Visual Arts Curriculum Development

3.3 Time Allocation

3.4 Learning Domains

3.5 Learning and Teaching Plan

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