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Arts Education

Key Learning Area

Visual Arts

Curriculum and Assessment Guide (Secondary 4-6)

Jointly prepared by the Curriculum Development Council and the Hong Kong Examinations and Assessment Authority Recommended for use in schools by the Education Bureau HKSAR

2007 (with updates in November 2015)

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Contents

Page

Preamble i

Acronyms iii

Chapter 1 Introduction 1

1.1 Background 1

1.2 Rationale 2

1.3 Curriculum Aims 4

1.4 Interface with the Junior Secondary Curriculum and Post-secondary Pathways

4

Chapter 2 Curriculum Framework 7

2.1 Design Principles 7

2.2 Learning Targets 8

2.3 Curriculum Structure and Learning Objectives 9 2.3.1 The two strands of Visual Arts learning 10

2.3.2 Learning objectives 10

2.4 Practice in Visual Arts Appreciation and Criticism in Context and Visual Arts Making

12 2.4.1 Visual arts appreciation and criticism in context: From self

to context, from context of perception to context of creation

12 2.4.2 Visual arts making: Integrating knowledge constructed

from personal experience and visual arts appreciation and criticism into visual arts making

14

2.5 Learning Opportunities 14

2.5.1 Knowledge 14

2.5.2 Experience and skills 17

2.5.3 Values and attitudes 17

2.6 Broad Learning Outcomes 18

Chapter 3 Curriculum Planning 19

3.1 Guiding Principles 19

3.2 Time Allocation 19

3.3 Progression 20

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3.4 Curriculum Planning Strategies 22 3.4.1 Integrating art learning strands into unit design 23 3.4.2 Moving towards self-directed learning 23

3.4.3 Catering for learner diversity 24

3.4.4 Maximising learning opportunities 24 3.4.5 Integrating conceptual learning across the arts and other KLAs 24 3.4.6 Integrating assessment and learning 25

3.4.7 Using learning time effectively 25

3.5 Curriculum Management 25

3.5.1 Areas of work 25

3.5.2 Roles of different personnel 26

Chapter 4 Learning and Teaching 30

4.1 Knowledge and Learning 30

4.2 Guiding Principles 31

4.2.1 Understanding the directions and targets of learning 31

4.2.2 Building on prior knowledge 31

4.2.3 Teaching to facilitate understanding 31

4.2.4 Adopting a range of pedagogies 31

4.2.5 Creating an interactive classroom 32

4.2.6 Motivating students to engage in learning 32

4.2.7 Catering for learner diversity 32

4.2.8 Using a wide range of resources 32

4.3 Approaches and Strategies 32

4.3.1 Approaches 33

4.3.2 Strategies 38

4.4 Interaction 42

4.5 Building Learning Communities 43

4.6 Catering for Learner Diversity 43

Chapter 5 Assessment 46

5.1 The Roles of Assessment 46

5.2 Formative and Summative Assessment 47

5.3 Assessment Objectives 48

5.4 Internal Assessment 49

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5.4.1 Guiding principles 49

5.4.2 Internal assessment practices 51

5.5 Public Assessment 52

5.5.1 Guiding principles 52

5.5.2 Assessment design 53

5.5.3 Public examination 54

5.5.4 School-based Assessment 54

5.5.5 Standards and reporting of results 56

Chapter 6 Learning and Teaching Resources 60

6.1 Purpose and Function of Learning and Teaching Resources 60

6.2 Guiding Principles 60

6.3 Types of Learning and Teaching Resources 61

6.3.1 Visual and textual references 61

6.3.2 The Internet and technologies 62

6.3.3 Human resources 62

6.3.4 Financial resources 63

6.3.5 Community resources 63

6.4 Resource Management 64

6.4.1 Utilisation of resources 64

6.4.2 Maintenance of resources 64

6.4.3 Sharing of resources 64

6.5 Guidelines on Safety 65

Appendix 1 Examples of Curriculum Design 66

Appendix 2 Resources on the Internet 78

Appendix 3 Reading Materials for Teachers 82

Appendix 4 Reading Materials for Students 90

Glossary 94

References 98

Membership of the CDC-HKEAA Committee on Visual Arts (Senior Secondary) and its Working Groups

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Preamble

The Education and Manpower Bureau (EMB, now renamed Education Bureau (EDB)) stated in its report1 in 2005 that the implementation of a three-year senior secondary academic structure would commence at Secondary 4 in September 2009. The senior secondary academic structure is supported by a flexible, coherent and diversified senior secondary curriculum aimed at catering for students' varied interests, needs and abilities. This Curriculum and Assessment (C&A) Guide is one of the series of documents prepared for the senior secondary curriculum. It is based on the goals of senior secondary education and on other official documents related to the curriculum and assessment reform since 2000 including the Basic Education Curriculum Guide (2002) and the Senior Secondary Curriculum Guide (2009).. To gain a full understanding of the connection between education at senior secondary level and other key stages, and how effective learning, teaching and assessment can be achieved, it is strongly recommended that reference should be made to all related documents.

This C&A Guide is designed to provide the rationale and aims of the subject curriculum, followed by chapters on the curriculum framework, curriculum planning, pedagogy, assessment and use of learning and teaching resources. One key concept underlying the senior secondary curriculum is that curriculum, pedagogy and assessment should be well aligned. While learning and teaching strategies form an integral part of the curriculum and are conducive to promoting learning to learn and whole-person development, assessment should also be recognised not only as a means to gauge performance but also to improve learning. To understand the interplay between these three key components, all chapters in the C&A Guide should be read in a holistic manner.

The C&A Guide was jointly prepared by the Curriculum Development Council (CDC) and the Hong Kong Examinations and Assessment Authority (HKEAA) in 2007. The first updating was made in January 2014 to align with the short-term recommendations made on the senior secondary curriculum and assessment resulting from the New Academic Structure (NAS) review so that schools and students could benefit at the earliest possible instance. This updating is made to align with the medium-term recommendations of the NAS review made on curriculum and assessment. The CDC is an advisory body that gives recommendations to the HKSAR Government on all matters relating to curriculum development for the school system from kindergarten to senior secondary level. Its membership includes heads of schools, practising teachers, parents, employers, academics from tertiary institutions, professionals from related fields/bodies, representatives from the HKEAA and the Vocational

1 The report is The New Academic Structure for Senior Secondary Education and Higher Education – Action Plan for Investing in the Future of Hong Kong, and will be referred to as the 334 Report hereafter.

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Training Council, as well as officers from the EDB. The HKEAA is an independent statutory body responsible for the conduct of public assessment, including the assessment for the Hong Kong Diploma of Secondary Education (HKDSE). Its governing council includes members drawn from the school sector, tertiary institutions and government bodies, as well as professionals and members of the business community.

The C&A Guide is recommended by the EDB for use in secondary schools. The subject curriculum forms the basis of the assessment designed and administered by the HKEAA. In this connection, the HKEAA will issue a handbook to provide information on the rules and regulations of the HKDSE Examination as well as the structure and format of public assessment for each subject.

The CDC and HKEAA will keep the subject curriculum under constant review and evaluation in the light of classroom experiences, students’ performance in the public assessment, and the changing needs of students and society. All comments and suggestions on this C&A Guide may be sent to:

Chief Curriculum Development Officer (Arts Education) Curriculum Development Institute

Education Bureau

Room W326, 3/F, West Block

Education Bureau Kowloon Tong Education Services Centre 19 Suffolk Road

Kowloon Tong Hong Kong Fax: 2590 6763

E-mail: ccdoae@edb.gov.hk

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Acronyms

ApL Applied Learning

C&A Curriculum and Assessment CDC Curriculum Development Council

EDB Education Bureau

EMB Education and Manpower Bureau

HKALE Hong Kong Advanced Level Examination HKDSE Hong Kong Diploma of Secondary Education

HKEAA Hong Kong Examinations and Assessment Authority HKSAR Hong Kong Special Administrative Region

KLA Key Learning Area

S1/2/3/4/5/6 Secondary 1/2/3/4/5/6 SBA School-based Assessment

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Chapter 1 Introduction

This chapter provides the background, rationale and aims of Visual Arts as an elective subject in the three-year senior secondary curriculum, and highlights how it articulates with the junior secondary curriculum, post-secondary education, and future career pathways.

1.1 Background

The HKSAR Government endorsed the recommendation of the Education Commission in 2000 to adopt a three-year senior secondary and four-year undergraduate academic system to facilitate the implementation of a more flexible, coherent and diversified senior secondary curriculum. After a period of public consultation, the EMB concluded, in the 334 Report in 2005, that the implementation of the senior secondary curriculum would commence in September 2009.

Visual Arts is one of the elective subjects in the Arts Education Key Learning Area (KLA).

To continue the visual arts development offered in basic education, the senior secondary Visual Arts curriculum is a three-year course designed for students who choose Visual Arts as an elective subject, and go through the public assessment process that replaces the Hong Kong Certificate Examination of Visual Arts and the Hong Kong Advanced Level Examination (HKALE) of Visual Arts. This Visual Arts Curriculum and Assessment Guide (Secondary 4-6)(2007) is one of the series of documents prepared for the senior secondary curriculum. This C&A Guide is based on the goals of senior secondary education confirmed in the 334 Report, and other related documents on curriculum and assessment reform since 2000.

This Visual Arts curriculum builds on the Visual Arts curriculum set out in the Arts Education Key Learning Area Visual Arts Curriculum Guide (Primary 1-Secondary 3) (2003). It assists students to acquire artistic and aesthetic experience, knowledge, skills, values and attitudes. This senior secondary Visual Arts curriculum is different from the Art and Design syllabuses for senior secondary education in several ways:

• It adopts an open and flexible curriculum framework, replacing examination-oriented teaching syllabuses with elements like key concepts, skills, values and attitudes that are essential to the learning of the arts;

• It emphasises both art2 appreciation and criticism, and art making;

• It puts more emphasis on studying the contextual character of art; and

• It emphasises the further development of the mind to which art can contribute.

2 In this curriculum, art refers to the visual arts.

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1.2 Rationale

As a subject in the senior secondary curriculum, Visual Arts is designed to further develop students’ aesthetic and artistic potential, and their values and attitudes, thus empowering them to be better prepared for their own future and for contributing to that of Hong Kong.

As a place of diverse cultures, Hong Kong is influenced by a mix of local, Chinese and Western art. It has become increasingly important to rediscover links to the Chinese artistic heritage and connections to the art of Asia and other cultural contexts. Hong Kong has a high penetration of information and communication technologies. Electronic technology, and web-based, digitised and published visual information abound. Young people here need to have a good understanding of how to interpret the meanings of these phenomena. Art study, therefore, meets the specific artistic, creative and intellectual needs of the community.

Students studying the subject will be in a good position to fill the demand for creative manpower.

Studying art can be justified in the following ways:

• The power and pervasiveness of the aesthetic experiences found in art contribute to the quality of life. Art embodies physical, cultural and spiritual aspects of life and plays a significant role in promoting students’ all-round individual development. Art functions as an important communication system through which meanings are construed in ways that are different from other language systems. The study of art helps students to explore insights and attitudes towards the world and human experience that cannot be explored through other means.

• Studying art contributes to the development of cognitive abilities that are particularly relevant, as it invites imagination, looking at things from different perspectives, and interpretation. The study of art promotes the development of abilities to think beyond “right-or-wrong” modes of enquiry, deal with multiple perspectives, make judgements in ambiguous situations, understand the relationships between parts and the whole, solve qualitative problems, and exercise self-monitoring and self-awareness.

• Studying art develops individual and social values. One of the ways human beings come to understand each other better is by creating art and sharing their values and culture through art. Students’ pursuit of artwork in diverse social and cultural contexts contributes to the cultivation of an interest in and appreciation of other people and their cultures.

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• The cross-curricular links between art and the other KLAs ensure greater coherence within the curriculum as a whole, and serve to strengthen students’ learning. For example, in art appreciation and criticism, students transform their initial feelings and thoughts into language to interpret art and make themselves understood. The language skills acquired in art appreciation enhance learning in other subjects while the development of reading, writing, and verbal language skills enhances students’

abilities to investigate and discuss art with teachers and peers, thus strengthening their critical appreciation and artistic production. Knowledge of and skills in art – such as visual elements, principles of organisation, observation skills, and skills for art appreciation and criticism – can be applied to and strengthen students’ learning in other subjects such as Literature, Liberal Studies, Design and Applied Technology and Applied Learning (ApL).

• Studying art nurtures and develops the aesthetic potential of young people and enables them to participate in the fast-growing creative industries of Hong Kong.

Many of these creative industries are related to art, including professional fine art, visual communication, fashion, industrial design, interior decoration, creative crafts, museum and gallery curatorial work, photojournalism, advertising, film and video production, art and film criticism, architecture and cultural history. With the wide range of art forms available in the study of Visual Arts, students may choose areas, such as design, to focus on in their individual portfolios and to prepare themselves for future studies and careers.

• The skills and abilities developed through studying art can be applied in many aspects of daily-life and work. For example, visual communication skills help people to present their ideas more clearly at work, and heightened sensitivity and observation skills enable them to pay greater attention to fine visual details, which contribute to the quality of life.

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1.3 Curriculum Aims

The aims of the Visual Arts curriculum are to enable students to:

• enrich their aesthetics and arts experience;

• strengthen their abilities to appreciate and create various forms of visual arts work aesthetically and critically;

• develop perceptual abilities, generic skills, multiple perspectives and metacognition through autonomous and open-ended processes of enquiry in art learning;

• enhance cultural and cross-cultural understanding through exploration of the art of diverse cultures;

• cultivate personal refinement, positive values and attitudes, self-identity and a sense of commitment towards the community, the nation and the world; and

• acquire a foundation for pursuing education and career opportunities in the art and creative industries.

1.4 Interface with the Junior Secondary Curriculum and Post-secondary Pathways

The senior secondary Visual Arts curriculum builds on the Visual Arts curriculum in basic education to provide students with a coherent curriculum for pursuing broader and deeper art learning experiences.

At the basic education level, students learn through three domains: visual arts appreciation and criticism, visual arts making and visual arts knowledge which are integrated in thematic learning units to achieve the aims of the Visual Arts curriculum and the four key Learning Targets. Under the guidance of teachers and through interaction with teachers and peers, students are expected to learn basic art knowledge, including formal knowledge, skills and experiences of art appreciation and criticism, and art making.

At the senior secondary level, students further develop their art abilities through visual arts appreciation and criticism in context and visual arts making. They are encouraged to increase the breadth and depth of their study and engage independently in pursuing different layers of meaning of art in context, and to transfer their knowledge, experience and skills to other aspects of learning. (For progression, please refer to Chapter 3 for more information.) The selection of Visual Arts as an elective subject in students’ senior secondary studies has a long-lasting effect, as it helps to lay a firm foundation for further artistic, academic and intellectual development, further study and future careers. The study of Visual Arts at the senior secondary level connects well with other subjects for further development in various areas, examples of which are provided below.

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The study of Visual Arts together with Music, Design and Applied Technology or ApL contributes to the building up of a fundamental base preparing students for development in creative industries, such as fashion design, product design, interior design, image design, visual communication, advertising, and multi-media, web-page, television, theatre and film production.

Visual Arts studies complement those in other subjects/KLAs contribute significantly to students’ development in a wide range of areas. For example,

• knowledge of and skills in making and appraising art, and writing art criticism together with Languages contribute to students’ development in arts administration, comparative literature, script and creative writings, art critiquing and mass media;

• an aesthetic sense and art making ability together with Physics contribute to students’ development in engineering and architecture;

• knowledge and understanding of art in context together with History contribute to students’ development in art history and anthropology;

• art appreciation and art making experience together with Psychology contribute to students’ development in art therapy; and

• spatial ability and direct observation skills contribute to students’ development in Geography.

Studying Visual Arts at the senior secondary level plays a significant role in students’ adult life. The development of visual and verbal communication skills, observation skills, multiple perspectives, and imagination enhances students’ performance at work and in daily-life. The development of emotional and aesthetic sensitivity nurtures an individual’s development of taste, enriches daily-life and raises awareness of how to pursue quality in life.

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Chapter 2 Curriculum Framework

The curriculum framework for Visual Arts embodies the key knowledge, experience, skills, values and attitudes that students are to develop at the senior secondary level. It forms the basis on which schools and teachers plan their school-based curriculum and design appropriate learning, teaching and assessment activities.

2.1 Design Principles

The design of the senior secondary Visual Arts curriculum is founded on the following principles, which are in line with those recommended in the Senior Secondary Curriculum Guide (2009).

• Addressing the essence and characteristics of art and ensure coherence within the curriculum;

• Adopting a student-oriented curriculum by making student learning the central concern;

• Building on the knowledge, experience, skills and positive values and attitudes that students have developed through the Visual Arts curriculum in basic education;

• Achieving a balance between breadth and depth in art learning to facilitate students’

further studies and career development;

• Emphasising the significance of both theoretical and applied learning;

• Providing flexibility to cater for diversity in student learning;

• Promoting independent learning through developing students’ skills in learning how to learn;

• Ensuring a close alignment between curriculum and assessment; and

• Taking into account the feasibility of implementing the curriculum in the local education context.

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2.2 Learning Targets

To facilitate the achievement of the curriculum aims, art learning activities should be designed according to the four key Learning Targets set out in Figure 2.1.

Figure 2.1 The Four Key Learning Targets

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 artwork to express themes and topics related to themselves, their surroundings and the works of other artists. They can also make critical appreciation of artwork and learn to see art from different or new perspectives.

Developing Skills and Processes

Students will learn to use visual language, different art forms and a variety of materials and techniques for art making. They will develop their skills in using verbal language to describe, analyse, communicate their thoughts, and develop a positive attitude to continuous exploration and experimentation through the process of making and presenting their ideas.

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Cultivating Critical Responses

As students learn to understand artwork, they acquire the ability to give critical, informed and intelligent responses based on a well-explored background of information about the artwork, the artist, and, just as important, with reference to their own experience, education, culture and personal judgement.

Understanding Arts in Context

Students will learn to understand the meaning and value of artwork in their own and other contexts, e.g. art historical, personal, social, cultural, ideological and political contexts.

2.3 Curriculum Structure and Learning Objectives

In the Visual Arts curriculum, students construct a range of knowledge such as an understanding of facts and information, concepts, know-how, personal beliefs, perspectives, insights; acquire experience and skills; and develop values and attitudes. They learn through a balanced programme of study consisting of two intertwined and inter-related strands:

visual arts appreciation and criticism in context and visual arts making. This underlying concept forms the fundamental Visual Arts curriculum framework. The strands are closely related and should be learned in an integrative manner. The relationship of the two strands is illustrated in Figure 2.2:

Figure 2.2 The Two Strands of Visual Arts Learning

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2.3.1 The two strands of Visual Arts learning

Visual arts appreciation and criticism in context

Visual arts appreciation and criticism in context refers to all the processes in which students engage in direct response to the sensory appeal and critical appreciation of artwork and art phenomena created by their own efforts and those of artists from different contexts. Students are expected to construct knowledge, develop skills, enrich their aesthetic and artistic experience, and cultivate positive individual and social values and attitudes through the learning of visual arts appreciation and criticism in context.

Visual arts making

Visual arts making refers to all the conceptual and practical processes in which students integrate and apply knowledge and experience acquired in visual arts appreciation and criticism in context, recording from observation and other means to create a variety of artwork for expressing moods and feelings, presenting ideas and solving problems. Students are expected to display the skills of handling media, materials and art language, to enrich their aesthetic and artistic experience, and to cultivate positive individual and social values and attitudes through the learning of visual arts making.

2.3.2 Learning objectives

The learning objectives and opportunities for the construction of knowledge, acquisition of experience and skills, and development of values and attitudes in visual arts appreciation and criticism in context and visual arts making are indicated in Figure 2.3.

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Figure 2.3 Learning Objectives and Opportunities

Learning

Targets3 Visual Arts Appreciation and Criticism in Context Learning

Targets Visual Arts Making

C I S P C R

A

C Learning objectives Learning opportunities CI SP CR AC Learning objectives Learning opportunities

Knowledge

Students should learn to:

ª understand how artists, craftspeople and designers in various contexts use formal knowledge to express moods and feelings, present ideas and solve problems.

Study artwork/art phenomena selected from at least two cultural contexts (e.g. Chinese, Western, local and Asian) and focus learning on the following:

ª formal knowledge: e.g. visual elements and principles of organisation, and knowledge of art forms, media, materials, techniques

ª signs and symbols in different contexts

ª types of image and image development strategies ª modes of artistic presentation:

e.g. expression, representation, presentation

ª knowledge of history and ways of seeing: ways of seeing, which involve both image makers’ and viewers’

knowledge, interest, belief, desire and so forth, are in part historically and culturally specific

ª knowledge in context (including knowledge, values, artistic language, etc.):

interpret the meaning of artwork and art phenomena in context

ª acquire experiences: (e.g.

general experience of daily-life events; psychological experiences: psychological effects of colours, rhythm;

aesthetic experience: aesthetics of natural and human-design environments; and artistic experience: artistic styles, artists’ perceptions) through the study of artwork, art phenomena and visual culture ª participate in art appreciation

and criticism activities ª express feelings and

communicate ideas about students’ own and others’

artwork verbally and in writing

Students should learn to:

ª be aware and make use of different layers of meanings in using formal knowledge in context.

ª apply and integrate knowledge constructed in visual arts appreciation and criticism in context to visual arts making for exploring personal responses to the world, expressing feelings, and presenting personal views and ideas

ª explore students’ own deeply-felt experiences which influence their selection and investigation of subject matter or themes for expression ª develop themes and ideas

through visual and contextual research

ª participate in image development processes ª experiment with different art

media (e.g. painting, drawing, ceramics, sculpture, fashion design, graphic

communication, video, installation, new media) and processes

ª participate in art production processes

ª act as an audience, and reflect on and evaluate continuously their own learning process and artwork

ª be aware of the use of signs and symbols and

their meanings in context.    ª use materials and

techniques to realise their intention of making art with increasing level of competence.

  ª be aware of individual artistic styles and notions.

  ª acquire an understanding of the historical, social, cultural and technological contexts in which artwork is perceived and created.

  ª develop conceptions of what counts as art in different contexts.

   ª describe, analyse, interpret and judge artwork and art phenomena in context.

Experience and Skills

   ª develop personal responses to the visual environment, artwork and art phenomena.

   ª develop concepts and ideas of self and the world.

  ª select and manipulate media, materials, techniques and visual language for expression and communication.

   ª explore artwork as expressive or unique objects.

  ª transform experiences, emotions, feelings, knowledge and ideas into visual forms.

  ª develop perceptual skills, and other thinking skills such as observation, association, imagination and creativity.

   ª develop self-reflective skills and attitudes towards their own art learning.

  ª use critical thinking skills to analyse and interpret meanings of artwork and art phenomena.

  ª employ verbal and written skills to communicate feelings and ideas.

Values and Attitudes

Visual Arts Appreciation and Criticism in Context and Visual Arts Making

Learning objectives Learning opportunities

Throughout the process of learning in the two strands, students should learn to:

ª cultivate positive individual and social attitudes through the pursuit of aesthetic and artistic values in art.

ª explore significant values and positive attitudes through pursuing artwork/art phenomena of relevant topics/themes in Chinese and other cultural contexts, and interaction and collaboration with others throughout the process of art learning

   ª develop an open-minded and respectful attitude towards different viewpoints, functions and the significance of art in different cultures.

  ª ascertain identity and role of their own.

   ª nurture concerns, curiosity, sensitivity, enthusiasm and appreciation of other people and the world.

3 Learning Targets: CI – Developing creativity and imagination SP – Developing skills and processes

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2.4 Practice in Visual Arts Appreciation and Criticism in Context and Visual Arts Making

The following sections elaborate on practice in the two learning strands: visual arts appreciation and criticism in context and visual arts making, leading to the achievement of the learning objectives.

The curriculum emphasises the integration of visual arts appreciation and criticism in context and visual arts making. This integration enables students to play dual roles as audience and creator. Students move back and forth across these two perspectives and put theories into practice, thus strengthening the learning of both art appreciation and criticism, and art making.

2.4.1 Visual arts appreciation and criticism in context: From self to context, from context of perception to context of creation

Art appreciation involves the audience in feeling and enjoying a piece of artwork directly from their perceptual experience and intuition. Art criticism should take into account the context of perception and creation, and focus on the interpretation of artwork/art phenomena. In this curriculum, visual arts appreciation and criticism in context refers to both emotional and intellectual responses, and perceptions from the audience’s and artist’s perspectives.

Students appreciate and appraise artwork/art phenomena from the context of appreciation to the context of creation. In addition to their emotional responses, students are encouraged to explore the embedded messages conveyed in a work of art. Students express their feelings and views verbally and in writing which helps them to make sense of their responses and obtain other people’s views, thus enhancing their own perceptions and promoting the development of values and attitudes.

Students may participate in several activities for art appreciation and criticism. These may include:

• 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’

concentration and focused observation can be strengthened.

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• Comprehensive feeling - Owing to individual differences in experience and knowledge, personal feelings about a piece of artwork, shaped by associations and imagination, vary. In a broad initial appreciation of a piece of artwork, students are encouraged to express their feelings and opinions towards the artwork freely to enhance communication and explore a range of perceptions.

• Formal analysis - Formal analysis is based on the literal description of and comprehensive feeling towards a piece of artwork. Students:

- examine how the visual elements are combined according to principles of organisation;

- examine how compositions achieve certain effects;

- analyse the image sources and image-development strategies used in the work;

- identify the materials used to create the image and the processes and technologies applied;

- recognise the signs and/or symbols used; and

- identify cultural or stylistic aspects represented in the artwork.

• Interpretation of meanings - Drawing from personal experience and information acquired from formal analysis, and the contextual knowledge about the artwork/art phenomenon, students reflect on, discuss and interpret the meanings and embedded messages of the artwork in its particular context.

• Value judgement - Drawing on all of the above, students can make reasonable, affective and comprehensive judgements about the significance and value of the artwork.

The activities mentioned above are inter-related and inter-dependent, and should not be seen as separate. Nor should they be seen as forming an unalterable sequence. Students should have sufficient time to experience and respond to what they see. They may focus on particular areas/perspectives for broad or in-depth investigation, and can go back and forth among the activities throughout the process of appreciation and criticism.

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2.4.2 Visual arts making: Integrating knowledge constructed from personal experience and visual arts appreciation and criticism into visual arts making

Visual Arts making should take place in connection with art appreciation and criticism and draw on everyday life experiences, such as record from direct or guided observation, emotional response, and important events, issues and people. Art appreciation and experience help students to obtain ideas and concepts for art making, since they inform their ways of seeing, ways of thinking and ways of making.

Students are encouraged to participate in a series of activities for art making. They may include:

• Development of themes and ideas - Students develop themes/topics, ideas and ways of making art for personal expression, idea presentation, or identify problems, through exploring personal experiences, observing, researching on daily-life events and the natural environment, and studying artwork and art phenomena. Students are also encouraged to express their emotions and feelings directly in order to experience the emotional and intellectual characteristics of art;

• Image development - Select appropriate modes of presentation, types of image and art forms, and develop images by using various image development strategies;

• Experimentation and exploration of media and technique;

• Production of artwork; and

• Reflection on the art making processes and their outcomes.

2.5 Learning Opportunities

The following section elaborates on the learning opportunities provided in visual arts appreciation and criticism in context and in visual arts making.

2.5.1 Knowledge

Knowledge in Visual Arts studies refers to: formal knowledge (visual language, art forms, media, materials and techniques), the study of signs and symbols in different contexts, types of image and image development strategies, modes of presentation, knowledge of history and ways of seeing, and knowledge in context. The study of artwork and art phenomena should be integral to the process of art appreciation and criticism, and art making. Students select and study artwork/art phenomena (e.g. fine art, applied art, popular art) from a wide range of contexts such as Chinese, Western, local and Asian, and in traditional, modern and contemporary periods.

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(1) Formal knowledge

Visual language is made up of visual elements: lines, shapes, forms, space, colours, value and texture; and principles of organisation: balance, repetition, unity, contrast, rhythm, proportion, emphasis and movement. Visual language can be associated with different experiences and psychological effects, and generate several layers of meaning through the interpretation of art from different historical and cultural contexts. At the basic education level, students focus mainly on understanding the physical and psychological characteristics of visual language in relation to their personal and aesthetic experience. They also realise that visual language varies in meaning in different contexts and can be used for personal expression and communication. At the senior secondary level, students focus on pursuing the different layers of meaning of art through various learning activities.

Art forms and media may include drawing, painting, printmaking, graphic communication, three-dimensional design, fashion design, sculpture, craft, fabric, calligraphy, photography, seal engraving, and mixed and technology-based media such as digital arts, video, installation and other new media. At the basic education level, students experience and acquire an understanding of a variety of forms and media. At the senior secondary level, they further explore the unique expressive quality of visual forms, media and techniques appropriate to the presentation of selected themes or the solution of particular problems.

(2) Signs and symbols

Signs and symbols are often employed in the everyday environment, artwork and art phenomena. They can be used to represent people, things, events or activities. At the senior secondary level, students explore the signs and symbols employed in various artwork/art phenomena, develop their awareness of and sensitivity to signs and symbols in visual phenomena, and understand their meanings in context. In visual arts appreciation and criticism in context, students can consider how artworks can be read and their meanings understood in terms of how specific signs and symbols refer to the world. In visual arts making, students can explore the communicative value of their works in the selection and use of signs and symbols.

(3) Types of image and image development strategies

There are different types of image and they may be developed by various image development strategies such as imitation, distortion, elaboration, rotation, reversal and simplification. Students explore the appearance and expressive capacity of different types of image and their development strategies from a variety of artwork. They also practise developing images suitable for their own artistic presentations.

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(4) Modes of presentation

To visualise and materialise feelings, concepts and ideas, artists use visual language, and employ suitable types of image, modes of artistic presentation - expression, representation and presentation - to express their intentions. They produce artwork through employing a range of appropriate forms, media, tools, materials and techniques. At the senior secondary level, students should understand and use different modes and forms of artistic presentation.

(5) Knowledge of history and ways of seeing

To interpret and evaluate art in context requires knowledge of the history of artwork and ways of seeing art. The historical context is the evolution of art from past to present. The knowledge of history comprises the history of artists, the societies in which they worked, and accounts of developments in the arts and of individual art objects. Artists’ descriptions of their intentions can be very useful for interpreting their artwork, even though the observer has space to develop his/her own interpretation. In addition, it is helpful to understand the cultural context in which the artwork/art phenomenon is perceived and created. This may involve some understanding of the beliefs, religions and customs, which, in part, form ways of seeing in different settings. Students are encouraged to make reference to different ways of seeing throughout history and to develop their own personal perspectives.

(6) Knowledge in context

All works of art are created and perceived within several contexts, including the personal, social, technological, cultural and historical contexts. Viewers are active participants in determining the meanings of a piece of artwork. To be able to see, students bring their own personal experience, emotions, feelings and knowledge to the appreciation, interpretation and appraisal of the artwork and art phenomena. Therefore, the meanings of the artwork are not limited to what the artists intended them to mean, but are connected to other texts, people, pieces of information and the audience’s own perceptions. Any artwork will allow a range of interpretations and each of them shows different aspects of the artwork.

Interpretations are not so much right or wrong, but are more or less reasonable, convincing, informative, and enlightening. Concurrently, students integrate and apply their knowledge in context to explore emotions and develop personal ideas for art making.

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2.5.2 Experience and skills

At the senior secondary level, students should enrich their experience for the development of emotions, feelings, ideas, concepts, and artistic ways of presentation. Experience may include general personal experience from everyday living, aesthetic experience from natural and human-design environments, and artistic experience from artwork, art phenomena and their own production processes. Students learn to transform general and aesthetic experiences into artistic experience for art appreciation and criticism, and art making.

To develop ways of seeing, ways of thinking and ways of making, students continue to enhance skills such as observation, expression, association, empathy and imagination, and develop their critical thinking skills through communicating their emotional response, objective analysis and intellectual interpretation of artwork, the visual environment and visual culture in verbal and written language.

Students should explore and study different media, materials, techniques and processes to make an appropriate selection and manipulation for their own art productions. They are encouraged to concentrate gradually on enhancing their techniques and skills in using certain media, and selecting materials suitable for their own art making requirements.

2.5.3 Values and attitudes

Art is an effective means to help students to experience their own and other cultures. It allows them to understand their national identity and be committed to improving the nation and society. There is a need for students to come across artwork of the motherland and other cultural contexts. Through exploring messages conveyed in artwork/art phenomena, and interacting with peers and teachers as to their response to them, students can explore issues and the values and attitudes embedded within them. They learn to be open-minded and develop a respectful attitude towards different viewpoints. They learn to see the functions and significance of art in different contexts. They develop concerns, curiosity, sensitivity, enthusiasm and appreciation of other people and the world, and may also explore the contributions and roles of artists, craftspeople, designers, critics and others to life in a particular period or place. The development of positive values and attitudes is important to whole-person development, and should be taken into consideration in learning and teaching.

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2.6 Broad Learning Outcomes

The Broad Learning Outcomes are linked to the learning objectives of the curriculum. They refer to those qualities which students can demonstrate in art appreciation and criticism, and art making, and are stated in terms that are observable for assessment. Assessment should take place during the learning process and at the end of a period of learning.

Figure 2.4 Broad Learning Outcomes

Visual Arts Appreciation and Criticism in Context Visual Arts Making Students should be able to:

express their initial impressions of visual phenomena and artwork/art phenomena with suitable vocabulary;

describe visual phenomena, artwork/art phenomena and the connections among visual elements, images and focuses;

perform formal analysis and express personal feelings and ideas on the aesthetics, style and symbolic meanings of the objects of appreciation and criticism, based on their visual elements and organisation;

discern the style and implications of art creations of different cultures, regions, times and artists;

interpret artwork/art phenomena in various contexts with appropriate use of knowledge of social, cultural, historical and other aspects;

produce informed judgements on the appropriateness of the selection of form in accordance with the message/function, and the significance or values of a particular piece of artwork in the context of appreciation and creation;

perform art appreciation and criticism verbally, in dialogue and in writing; and

supplement or modify the discourse of art appreciation with the integration of description, analysis, interpretation and judgement in the process of

student-teacher interaction.

Students should be able to:

develop themes of personal feelings or ideas, social-related issues, or identify problems through the use of observation, experience, imagination, technology and other skills;

transform experiences and knowledge constructed from art appreciation and criticism – including analysis,

interpretation and selection of signs and symbols – into art making /

problem-solving practice;

select appropriate visual language, media, tools and skills in accordance with the communication of a theme/solving of a particular problem;

demonstrate basic competence in manipulating selected visual language, materials, media, tools and techniques;

select and manipulate appropriate

techniques, perspectives, imageries and art forms for a unique and creative

communication of a theme / problem- solving;

compare and contrast the artistic quality of their own and others’ artwork using appropriate art vocabulary, concepts and theories with an open mind in the process of student-teacher interaction;

modify their own art creations accordingly;

show concern for the living environment and the historical context; and

integrate and apply perspectives and experiences constructed from the learning of the arts and other subjects.

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Chapter 3 Curriculum Planning

This chapter provides guidelines to help schools and teachers to develop a flexible and balanced curriculum that suits the needs, interests and abilities of their students, and the context of their school, in accordance with the central framework provided in Chapter 2.

3.1 Guiding Principles

Schools should design a coherent school-based curriculum emphasising the active role of students in the learning process. When planning and developing their own Visual Arts curriculum at the senior secondary level, schools and teachers are encouraged to:

• ensure that there is continuity with the junior secondary Visual Arts curriculum to provide effective progression;

• develop a curriculum that guides students to move gradually towards autonomy and independence in their learning;

• set clear and manageable curriculum goals for the development of art abilities, critical thinking skills, communication skills, creativity, strategies for learning how to learn, and positive values and attitudes;

• plan and devise appropriate and purposeful learning tasks, activities and materials for achieving the curriculum goals;

• take account of students’ strengths, interests and learning pace, and design suitable learning and teaching activities and assessment modes to cater for their diverse learning needs;

• design appropriate assessment tasks to inform students of their progress in learning and to provide information to adjust learning and teaching as necessary;

• take into consideration the public assessment4 for appropriate allocation of learning and teaching time and resources;

• develop and make good use of learning resources to suit students’ needs; and

• allocate sufficient lesson time and use it effectively to promote learning.

3.2 Time Allocation

Schools need to provide sufficient lesson time for students who take Visual Arts as their elective subject. Over the three years of senior secondary education, ten per cent of the total

4 Public assessment of Visual Arts consists of School-based Assessment (SBA) (50%) and public examination (50%). The SBA comprises a research workbook (20%) and artworks (30%) while the public examination comprises art appreciation and criticism (10%) and art making (40%).

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lesson time (approximately 250 lesson hours5) should be allocated to Visual Arts. For instance, it is suggested that a school that allocates 40 lessons per week in its timetable should provide four to five lessons for Visual Arts per week. In order to integrate the two strands effectively, i.e. visual arts appreciation and criticism in context and visual arts making, the lesson time should be organised and used flexibly and effectively. This will sometimes involve the use of double periods or even larger chunks of time to provide adequate time for imagination, experiment, creation and reflection. As usual, setting-up and cleaning-up time must also be taken into account.

3.3 Progression

The SS Visual Arts curriculum is built on the foundation of students’ prior learning experiences gained in basic education. At the senior secondary level, students should progress along a continuum, from acquiring a range of different art experiences to working on a self-selected style, from self and local context to historical and other cultural contexts, and from relatively teacher-directed learning to more self-directed learning. Concurrently with increasing art knowledge, skills and experience, students are encouraged to engage in their own personal pursuit of art.

The scope of learning involves students in studying artwork/art phenomena selected from more than one cultural context (preferably including Chinese art) and experiment with different media. However, students are encouraged to investigate further according to their interests and aptitudes. This might be achieved by, for instance, greater specialisation in a

5The lesson time for Liberal Studies and each elective subject is 250 hours (or 10% of the total allocation time) for planning purpose, and schools have the flexibility to allocate lesson time at their discretion in order to enhance learning and teaching effectiveness and cater for students’ needs.

“250 hours” is the planning parameter for each elective subject to meet local curriculum needs as well as requirements of international benchmarking. In view of the need to cater for schools with students of various abilities and interests, particularly the lower achievers, “270 hours” was recommended to facilitate schools’

planning at the initial stage and to provide more time for teachers to attempt various teaching methods for the SS curriculum. Based on the calculation of each elective subject taking up 10% of the total allocation time, 2500 hours is the basis for planning the 3-year senior secondary curriculum. This concurs with the reality check and feedback collected from schools in the short-term review, and a flexible range of 2400±200 hours is recommended to further cater for school and learner diversity.

As always, the amount of time spent in learning and teaching is governed by a variety of factors, including whole-school curriculum planning, learners’ abilities and needs, students’ prior knowledge, teaching and assessment strategies, teaching styles and the number of subjects offered. Schools should exercise professional judgement and flexibility over time allocation to achieve specific curriculum aims and objectives as well as to suit students' specific needs and the school context.

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particular medium or process; extended development of a particular theme, ideas, or concepts; and more rigorous exploration of an inter-disciplinary or multi-disciplinary approach.

In planning the 3-year senior secondary Visual Arts curriculum, adequate time should be allocated to students for learning the relevant art knowledge and skills and self studying, e.g.

building their portfolio and reviewing their own progress of learning. Students experiment with a range of media and skills at an early stage of study, and develop certain level of competence in selected media for building their portfolio of artworks. In portfolio building, students work on a selected theme and show their progression of learning.

Progression through the three-year course (S4-6) is illustrated in Figure 3.1.

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Figure 3.1 Progression

Learning in visual arts appreciation and criticism in context

Learning in visual arts making

S4

Students explore ways of searching and researching, and extending research into practical work.

With increased knowledge of and skills in learning, students should gradually move into areas of individual study.

The teacher can play the role as a tutor /an adviser who provides students with guidance on developing knowledge and skills.

Students acquire an understanding of basic art concepts and the practice of art analysis and criticism.

Students explore, appreciate and appraise a range of artwork in diverse contexts.

Students experiment with a range of media and skills. Students also develop increased

independence and competence in the selection and application of media, and acquire studio techniques.

S5

Students select a topic/theme of interest through searching and researching textual and visual materials, and discussing with the teacher for the development of their own portfolio.

The teacher can act as a facilitator and stimulate students to develop ideas, concepts and themes for building their own portfolios.

With student-teacher interaction, students employ their knowledge of history and other art knowledge to support their analysis and interpretations of artwork/art phenomena.

Students explore diverse social and cultural concepts embedded in different forms of artwork/art phenomena.

Through appreciation and criticism of artwork/art phenomena, students acquire insights for selecting the modes of presentation, image making strategies, art form(s), medium/ media, materials, skills and techniques appropriate for presenting their messages in art making.

S6

Students develop greater competence and independence in selecting their own focuses of study.

The teacher can become a critical friend, encourage students to reflect and provide assistance in enhancing learning whenever needed.

Students employ their knowledge of history and other knowledge, and develop an understanding of the selection of art forms from different perspectives, and the messages conveyed in embedded details of artwork/art phenomena in diverse cultural contexts, for appreciation and criticism.

Students show progression in the expression of their concepts such as greater competence and independence in applying a particular medium, or employing ways of presentation for their individual and unique art making.

The example in Appendix 1 illustrates two learning and teaching designs which cover the recommended scope of art learning, and enable students to acquire different experiences, knowledge and skills.

3.4 Curriculum Planning Strategies

Teachers are encouraged to consider adopting the following strategies to enhance learning

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and teaching when planning their school-based curriculum.

3.4.1 Integrating art learning strands into unit design

Integrating visual arts appreciation and criticism in context and visual arts making into thematically or conceptually related units helps students to play the dual roles of audience and creator and make better connections in art learning. Themes provide a broad and helpful focus for learning and engage students in interdisciplinary and in-depth study of events, issues, concepts, attitudes, values and so forth. Unit design based on themes related to students’ personal experiences or daily-life events can also make it easier to link classroom learning to real-life experience, and so make learning more meaningful. Students, in consultation with teachers, may select their theme(s) for exploration, especially in developing their portfolios for School-based Assessment (SBA). An example of a thematic unit design is provided in Figure 3.2 for reference.

Figure 3.2 An Example of Thematic Unit Design

Lesson Hours

Theme and Topic (A focus for art making, and art appreciation and

criticism)

Learning Objectives

Appreciation and Criticism

+ Context

Making Presentation

+ Theme

Production + Selection of Media, Materials,

Skills and Techniques Theme 1 / Topic 1

Theme 1 / Topic 2 Theme 1 / Topic 3

Theme 2 / Topic 1 Theme 2 / Topic 2

3.4.2 Moving towards self-directed learning

To achieve the goal of lifelong learning, students are encouraged to move towards autonomy and independence. Teachers should regard self-access learning as an integral part of students’ learning experience. At an early stage of the senior secondary course, teachers may develop more structured or pre-designed thematic units to help students to acquire learning skills and broaden their art learning experience. As students become more competent in art learning, teachers should support students in engaging in more independent and individualised art learning activities. (Please refer to Paragraph 3.3 for recommendation on how to assist students to move to self-directed learning.) It is important to help students to understand their learning needs and enable them to make decisions on what, when and

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how to learn, and through this to develop knowledge, skills and positive attitudes for lifelong learning.

3.4.3 Catering for learner diversity

Students differ in their abilities, interests, learning styles, social and economic backgrounds, and such differences give rise to learner diversity. To cater for students’ diverse learning needs, schools should design suitable learning, teaching and assessment activities. The curriculum should provide for both students who have exceptional abilities and those who are less motivated and less able in the study of art. For example, teachers can extend able students’ studies beyond the basic requirements of the course or focus more on areas of their special concerns, such as an art genre, a style of presentation, or art of a particular cultural context. More importantly, students should have ample opportunity to make choices among artwork/art phenomena, media, materials, techniques and themes/topics, so that they can learn and perform better.

3.4.4 Maximising learning opportunities

Learning takes place anytime and anywhere. To maximise learning, schools should engage students in life-wide learning, which takes place outside and inside the classroom. Life-wide learning offers real contexts and wider exposure to students. Learning experiences gained in different environments, such as the classroom, school, home and community, complement each other. For example, students may visit an art exhibition or participate in a community art event in a group for interactive art appreciation leading to informed discussion and art making. Students may also choose to study man-made objects such as design products found in their living environment for individual portfolio development.

3.4.5 Integrating conceptual learning across the arts and other KLAs

Students should be provided with opportunities to integrate concepts and experiences acquired in learning activities in the arts and other KLAs into their Visual Arts learning. For example, students can investigate the cultural and historical contexts of a piece of artwork for an interpretation of it. Teachers might expose students to a variety of learning environments and provide them with opportunities to associate their arts experiences such as rhythm in music and dance, time in films and music, and light in theatre to enrich their emotions, perceptions and conceptual understanding of the visual arts.

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