3 Rationale for Development … … … . … … … . … … … .. … … 4

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C

ONTENTS

1 Introduction … … … . … … … . … ... 1

2 Background … … … . … … . 2

3 Rationale for Development … … … . … … … . … … … .. … … 4

4 Phases of Development … … … . … … … . … … 6

4.1 Short-term (2000-2005) … … … . 6

4.2 Medium-term (2005-2010) … … … 7

4.3 Long-term (2010+) … … … . 7

5 The Framework … … … ... 9

5.1 Overall Aims … … … … . … … … . 9

5.2 Learning Targets … … … ... 9

5.3 Components of the Framework … … … . . 10

5.3.1 Strands … … … 10

5.3.2 Generic Skills … … … . . 11

5.3.3 Values and Attitudes … … … 12

5.4 Modes of Curriculum Planning … … … . . 13

5.5 Teaching, Learning and Assessment … … … . . 14

5.5.1 Teaching and Learning . … … … 14

5.5.2 Resources and Support … … … . … … … . 14

5.5.3 Assessment … … … . 16

5.6 School-based Curriculum Development … … … ... 17

5.7 Life-wide Learning … … … ... 18

5.8 Connections with Other Key Learning Areas … … ... … … … 19

6 Conclusion … … … .... 21

Appendices 1 Curriculum Development for Different Stages of Schooling for Arts Education … … … . 23

2 Learning Objectives Leading to the Four Learning Targets (Music, Visual Arts & Drama) … … … . 25

3 Examples of Learning Objectives Leading to the Four Learning Targets … … … . . 41

4 Exemplars of Developing Generic Skills in Arts Education KLA … … … 59

5 Exemplars of Developing Values and Attitudes in Arts Education KLA … … … ... 79

6 Other Possible Modes of Curriculum Planning … … … . . 85

7 Means of Assessment … … … . . 89

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1 INTRODUCTION

This document on the key learning area (KLA) of Arts Education is written in support of the consultation document Learning to Learn prepared by the Curriculum Development Council (Nov 2000) and should be read together with it. The Learning to Learn document is the outcome of the 3rd stage of the Holistic Review of the School Curriculum conducted by CDC beginning in 1999, which is done in parallel with the Education Commission’s Education System Review.

In the review exercise, arts education is regarded as an essential domain/key learning area to provide whole-person development for students.

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2 BACKGROUND

Creative people change the world. There is a need to cultivate creative individuals in the 21^st century. One of the most effective ways to develop creativity is through arts education. The virtues of openness, flexibility, originality, aesthetic sensitivity and related values developed in arts education help to nourish the young generation and therefore need to be treasured in the school, in the workplace, and in the environment they live in.

The problems of arts education at present are:

• In the past, our society did not sufficiently value arts education. The arts were not accorded great importance and the learning of the arts was mainly taken up as a pastime;

• The role of arts education in school was considered as a compensatory measure to balance students’ cognitive growth through studying academic subjects;

• The existing arts curriculum is ill-adapted to the new needs in the 21^st century, i.e. limited exposure to different art forms, skill-based curriculum, insufficient emphasis on the development of creativity and aesthetic appreciation, etc.; and

• Community resources are not fully utilized for the development of arts education.

In the long run, a more broadened arts curriculum is hoped for, contributing to students’ whole-person and aesthetic development as stipulated in the aims of education. Arts education is one of the five essential learning experiences in the overall aim of education set out by the Education Commission: “To enable every person to attain all- round development in the domains of ethics, intellect, physique, social skills and aesthetics according to his/her own attributes so that he/she is capable of life-long learning, critical and exploratory thinking, innovating and adapting to change.”¹ In the proposed arts curriculum, Music and Visual Arts are still the two basic arts subjects within the existing formal curriculum. Some elements of dance are taught in Physical Education while drama is generally organized in extra-curricular activities. If human and financial resources are sufficient, schools normally provide students with more opportunities

1 Education Commission, September 2000. Learning for Life, Learning through Life - Reform Proposals for the Education System in Hong Kong. Hong Kong: HKSAR, p. 4.

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to be exposed to different art forms, in fulfillment of their entitlement as an active audience and/or practitioners in the arts.

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3 RATIONALE FOR DEVELOPMENT

Rationale for the development of arts education:

• In this modern world, education is considered not only as knowledge transmission, but also as an important step towards helping students learn how to learn;

• We strongly believe that all students can learn, and opportunities should be provided for them to learn the knowhow;

• The paradigm of teaching and learning has been shifted from a teacher-centred to a student-centred approach;

• The role of the teacher is more of a coach and facilitator, who encourages students to learn how to learn, actively engage them, poses questions and gives direction in the process of teaching and learning. The teacher should facilitate students to generate their knowledge and apply the skills in real and authentic contexts;

• Life-long learning and learning to learn attitudes should be developed among teachers in order to provide a model for students’ learning in the arts; and

• Teachers in the arts are not necessarily excellent artists or performers. However, they should at least be lovers and practitioners of the arts for students to catch their enthusiasm, and to treasure the arts learning experience.

It is also beyond doubt that arts education contributes significantly to the development of generic skills, values and attitudes. Basic attitudes, skills, knowledge and virtues for life-long learning can be facilitated through arts education by furnishing students with an all-round and balanced curriculum, and with enjoyable artistic experience.

Reforming the curriculum aims at providing a comprehensive and balanced learning experiences, including arts learning experience.

As arts education holds the key to the all-round development of the whole person, the significant role of arts education in the total development of the child should be heavily stressed. We need, therefore, to develop the mission and vision to uphold the status of arts education.

There are undeniably certain barriers to the development of quality arts education. At present, the examination-oriented culture, which results in a stronger emphasis on academic subjects, the deficiency in the number of teachers trained in arts subjects, and the over-emphasis on skills acquisition in the teaching of the arts have all hampered the development of quality arts education. However, with our concerted

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efforts in the promotion of arts education, we believe that such hurdles can be overcome.

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4 PHASES OF DEVELOPMENT

Curriculum development in the arts takes a form of evolution rather than revolution. The aim of reforming the curriculum is to put emphasis on “building on strengths” of the existing practices in the arts rather than effecting drastic changes in a very short period of time.

Moreover, a fair amount of flexibility and autonomy for the delivery of the proposed arts curriculum should be ensured. To think big but start small is one of the desirable attributes in the proposed reform. As such, phases of implementation are proposed in the arts curriculum framework. (see Appendix 1 for curriculum development for different stages of schooling for arts education).

4.1 Short-term (2000-2005)

The objectives in the short-term are:

Schools and Teachers:

• To provide at least nine years of basic education both in music and visual arts as the basis of the arts curriculum. About 10-15% and 7.5-10% of learning time should be allocated at primary and junior secondary levels respectively;

• To allocate learning time at the senior secondary level for arts education;

• To introduce drama and/or other art forms into the curriculum.

Schools may devise a 5-year strategy so as to provide opportunities for more exposure to arts experiences for students in the formal and/or informal curriculum;

• To adapt to the changing roles of arts teachers, such as:

(a) be competent in designing school-based curriculum;

(b) facilitate life-wide learning in the arts, i.e. organizing Artists-in-Schools programme, attend concerts and visits to galleries, museums and exhibitions;

(c) learn how to learn and be a life-long learner; and

(d) be equipped with various necessary skills for quality teaching in arts education, e.g. IT skills.

Education Department:

• To propose and implement strategies for life-wide learning in arts education. For instance, schools may collaborate with government and non-government organizations such as

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galleries, museums and performing bodies for the provision of wider exposure for students;

• To conduct pilot projects on the proposed arts curriculum framework.

Supporting materials including a curriculum handbook, research and development projects will be published to provide concrete suggestions on teaching and learning in the arts. Clearly, there are implications for the initial training of teachers, and also in-service teacher education; and

• To build up networks of schools and arts teachers to support teaching and learning. For instance, web-sites on arts education can be developed for information, communication and sharing of experiences in the arts.

Curriculum Development Council:

• To revise the Visual Arts Curriculum at Primary, Junior and Senior Secondary levels; and

• To develop the Music Curriculum at Primary, Junior and Senior Secondary levels.

4.2 Medium-term (2005-2010)

The objectives in the medium-term are:

• To provide at least 5% of learning time for students at the senior secondary level. It is proposed to provide senior secondary students with essential learning experience and/or 1-2 examinable or non-examinable subjects in arts education, and to ensure that students have the opportunity to learn through life-wide learning;

• To develop references and exemplar materials for assessments in the arts; and

• To develop linkages in teaching and learning within the arts and across the whole curriculum.

4.3 Long-term (2010 +)

The objectives in the long-term are:

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• To provide more space for the emergence of new art forms and allow opportunities for students to choose and pursue their preferences in the arts.

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5 THE FRAMEWORK

5.1 Overall Aims

Arts education helps students:

• to develop a creative mind, and to nurture aesthetic sensitivity, imagination, appreciation, creativity, effective communication and cultural awareness;

• to equip them with proper attitudes, values, generic skills and knowledge;

• to gain delight, enjoyment and satisfaction through participating in arts activities; and

• pursue learning in the arts as their life-long interest.

5.2 Learning Targets

Experiences for aesthetic development in school are essential for whole person development. Arts education is unique and distinctive because it requires students to use sensory systems to communicate and express meaning. Students use light, colour, sound, tactile experience, physical movement and so on to formulate and develop artistic ideas. In the learning of the arts, students acquire facilities in four learning targets. These four targets are inextricably intertwined.

They are equally important and should be developed concurrently.

They are:

• Developing Creativity and Imagination

Students should be able to conceptualize ideas through imagination and creativity by participating in creating and/or performing in arts activities;

• Developing Skills & Processes

Students should be able to know and use arts materials, elements and resources to facilitate learning;

• Cultivating Critical Responses

Students should be able to respond to and appraise issues in the arts as well as in the inner and outer worlds; and

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• Understanding Arts in Context

Students should be able to understand the cultural dimensions of the arts and its contributions to people’s lives and society at large.

Learning Targets 5.3 Components of the Framework

5.3.1 Strands

The following conceptual framework is intended to provide a platform for different forms of the arts to be included in the school curriculum:

ARTS EDUCATION

Learning objectives to be experienced and supported by learning in other KLAs Developing Creativity

& Imagination

Developing Skills

& Processes

Cultivating Critical Responses

Understanding Arts in Context

Visual Arts

Media

Arts² Dance Drama Music Other

Emerging Art Forms Generic

Skills

Values and Attitudes

Diversified Arts Curriculum +

Effective Teaching , Learning and Assessment Overall Aims of Arts Education

2. Media arts include multi-media, film and video, photography, etc.

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The four learning targets, viz., Developing Creativity and Imagination, Developing Skills and Processes, Cultivating Critical Responses and Understanding Arts in Context, are the core of the proposed arts curriculum. There might be different routes to achieve these major learning targets. At present, students are expected to achieve them through at least two of the art forms: music and visual arts. In addition, to allow space for more school-based development, schools have the option to provide a diversified arts curriculum with additional art forms (in addition to music and visual arts) in achieving these major targets. For instance, if resources allow, the learning of media arts, dance or drama, etc. could be provided as options in learning the arts.

In order to devise a continuous and progressive arts curriculum suitable for the interests and abilities of the students, teachers should clearly understand the learning objectives which eventually lead to the four learning targets of arts education. It should be noted that each arts activity devised for the learning objective(s) contributes to all these four targets, though the coverage or depth may vary (see Appendices 2 and 3 for suggestions of learning objectives and examples of different art forms under the four learning targets).

5.3.2 Generic Skills

Generic skills are defined as creativity, critical thinking skills, collaboration skills, communication skills, Information Technology (IT) skills, numeracy skills, problem solving skills, self-management and study skills. Arts education makes a major contribution to these generic skills in the following ways (See also Appendix 4 for exemplars of developing generic skills in Arts Education):

CREATIVITY Making, presenting, composing, performing and listening require students to actively participate in exercising their minds to create and imagine.

Originality, flexibility and fluency are essential elements in the process of arts making.

CRITICAL

THINKING SKILLS Students develop thinking skills through critically reflecting on and evaluating arts experiences.

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making art works together, develop the skills of working with others. The spirit and quality of team work are highly essential.

COMMUNICATION

SKILLS Students communicate and express their ideas through presenting, acting, composing and performing, which demand ability to present ideas clearly by using language, body, materials, sounds, etc. as a medium of communication.

IT SKILLS Evidence points to the fact that there is an increasing use of IT in the learning of the arts.

Students’ selecting, experimenting and applying media, techniques, technology and Information Technology during the process of creating, performing and evaluating undoubtedly enhance IT skills.

NUMERACY SKILLS Through the invention and recognition of signs and symbols, the arts contribute to the application of numbers such as pattern, repetition, sequence, variation and note-values.

PROBLEM

SOLVING SKILLS

The planning of strategies in rehearsals; tackling of technical problems in acting and performing;

solving arts problems within specific criteria and constraints in acting, making and composing, all contribute to the development of problem solving skills.

SELF-

MANAGEMENT SKILLS

Arts practices and performances require the ability of self-management and self-discipline both in time, knowledge and skills.

STUDY SKILLS Research into and study of the traditions, styles, performances, and practice of the arts in different times and cultures can enhance students’ ability to make decisions and judgements on the basis of accurate information.

5.3.3 Values and Attitudes

The development of personal and social values and their associated attitudes is undoubtedly a major aim of the arts curriculum. Learning

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in arts education enables students to (see also Appendix 5 for exemplars of developing values and attitudes in Arts Education):

• identify their cultural values and attitudes as well as understand their origins and histories;

• develop an understanding of how people express their personal beliefs, ideas, values, attitudes and feelings about the world;

• reflect upon and value their lives, communities, societies and cultures in relation to the arts;

• understand and value the relationship of the arts to the political and economic environment of society and how political and economic considerations influence arts practice;

and

• understand how the arts transmit and reflect social and cultural values.

5.4 Modes of Curriculum Planning

Apart from the traditional ways of organizing arts activities through the formal and informal curriculum, schools may consider other possible modes of curriculum planning as follows (see Appendix 6 for details):

• Enhanced arts programme;

• Interdisciplinary learning approach;

• Across the arts approach;

• Artists-in-Schools programme;

• Community-focused approach;

• Half-day sessions for arts activities; and

• Interest group programme.

Different schools have different priorities in the provision of arts education in their school curriculum. As all students are entitled to aesthetic development, each school should select suitable mode(s) of curriculum organization and have a policy on arts education, so as to ensure that necessary time, status and resources are provided for a balanced school curriculum.

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5.5 Teaching, Learning and Assessment 5.5.1 Teaching and Learning

The culture of learning to learn should be cultivated broadly in arts education. In the teaching and learning of the arts, teachers’ guidance and students’ self-learning are of great importance. Arts teachers, as facilitators and providers of learning elements, play a significant role in this aspect by providing students with directions, opportunities, inspirations, flexibility, effective learning methods, a learning environment, etc. On the other hand, students are encouraged to take initiatives and develop their ability to self-access information and knowledge, so as to achieve the targets of learning in the arts.

During the process of learning, much importance should be accorded to a firm foundation for the learning of an individual art discipline.

However, to enrich artistic learning, schools may consider adopting an integrated approach to allow more flexibility and variety for the arts curriculum. The following are four common approaches for teachers’ consideration:

• Mixing/combining media and processes in exploring aesthetic knowledge, techniques and skills;

• Connecting arts experiences in the context of other key learning areas/subjects to enhance effective learning under a theme;

• Incorporating other arts experiences in one art form for enhancing effective learning of that particular art form; and

• Incorporating arts experiences from different art forms to fuse a new and experimental presentation of aesthetic ideas.

To adopt these approaches effectively, close interaction between/among disciplines and collaborative work among teachers and students is required. Thematic or topical projects using integrated approaches complement and enrich students’ learning by widening their experiences within the arts and across various disciplines.

5.5.2 Resources and Support

There is a wide range of arts references and resources that can be derived from the human, financial, community, and Information Technology domains. The following provide a reference to serve the purpose of supporting arts education development but they are by no

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means exhaustive.

• Human resources

(a) Beginning in 2000/01 school year, the Education Department has established the Regional Education Service with an aim to strengthen partnership with schools. It provides a one-stop all-round service for schools and the public, so as to support school development as a whole and allow the effective use of community resources for educational purposes. The role of the district colleagues will become that of a “partner” and

“facilitator” of their client schools, contributing towards the various aspects of the schools’ performance in helping them to meet the challenges of the education reform;

(b) The policy of the government has always been to encourage schools to operate classes with a small number of students taking examination subjects at the senior secondary level. To this end, split class teacher provisions have been made available to schools since 1986 to improve the quality of teaching, including the teaching of subjects related to the arts;

and

(c) It is also recommended that experienced and subject-trained teachers in different arts disciplines need to take the lead and bear the full responsibility for arts subjects. In addition, teachers in other subjects, upper form students and artists who have talent and training in the arts can also be valuable resources to assist in the promotion of arts activities in schools.

• Financial resources

(a) With the implementation of School-based Management, each school, according to its mission and emphasis, will be responsible for the allocation of government funding such as the annual Non-Recurrent Grant for furniture and equipment for each arts discipline, the Subject Grant and School and Class Grant, the Subject and Curriculum Block Grant for Government Schools, the Operating Expenses Block Grant for Aided Schools, the Grant To Enhance Teachers’ Capacity, etc.;

and

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(b) In addition, schools can look for funding from other sources, e.g. the Hong Kong Jockey Club Music and Dance Fund, the Hong Kong Arts Development Council, the Quality Education Fund, the Parent-Teacher Associations, the Alumni Associations, etc.

• Community resources

In general, community resources refer to galleries, arts organizations/communities, libraries, museums, artists, etc.

Schools can make connections with these bodies, and encourage their students to participate in various arts activities by using these community resources.

• Information Technology

The resources of Information Technology (IT) open up a new paradigm of teaching and learning by presenting vast arrays of information and a powerful device for accessing information.

5.5.3 Assessment

Assessment is an integral part of teaching and learning. It provides useful information and feedback on students’ learning progress and achievement. The different aspects for assessment are as follows:

• Students need feedback and information on their abilities and level of attainment;

• Schools and teachers need information about the effectiveness of their practices; and

• Parents, institutions for further education and future employers require information about students’ progress and attainment for reference.

Desired Attributes of Assessment

• Focus

Assessment should be focused on the four learning targets of arts education;

• Validity

Assessment should be diversified in types to suit different purposes and achieve validity of assessment (see Appendix 7 for means of assessment);

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• Fairness

Assessment should take into account students’ differences in gender, cultural background, languages, socio-economic circumstances and abilities;

• Self-monitoring

Students should be able to set goals, review the progress, reflect and refine their progress/work through self-evaluation and/or peer assessment;

• Authenticity

Assessment should be related to students’ experiences in their daily lives;

• Process and Product

Assessment should address both the process and the product in arts learning; and

• Diversity

Assessment should accommodate different types of arts learning tasks, ranging from the involvement of only one art form to the involvement of other key learning areas. Generic skills, values and attitudes developed should also be assessed.

The assessment should be based on objectives of both formative and summative assessment:

• Formative assessment

Teacher will observe the class and record students’

participation and performance in the task. In addition, students’ portfolios will reflect their learning and progress.

Formative assessment should also include students’ self- evaluation, peer and group assessment; and

• Summative assessment

Teacher will use summative assessment to record and report on students’ work and sum up some narrative descriptions to provide feedback students’ attainment in attitudes and generic skills.

5.6 School-based Curriculum Development

The promotion of arts education in schools depend, to a large extent, on the support of the school administration, with the joint efforts of the principal, subject panel and other subject teachers. An arts

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In an age of eclecticism, it is the entitlement of all students at all levels to have the opportunity to be exposed to different art forms as active audience and as practitioners. The following are some principles of school-based curriculum development in the arts:

• By the end of secondary schooling, students should develop competence and interest in participating in arts activities so as to maintain and enjoy the arts throughout their lives;

• To ensure life-wide learning experience, formal, non-formal and informal learning activities should be organized to enrich students’ experience in the arts. These activities must be diversified and structured with aims appropriate to the learning targets;

• The promotion of arts education should be an integral part of the school policy. Each school has to formulate its own school-based arts education policy so as to devise a proper arts curriculum for students;

• Students’ learning in the arts should be tailored according to their own inclinations and aptitudes, interests and family background. In organizing arts learning experiences, schools should consider the strengths and constraints of their own situation and context;

• Students who are gifted in the arts should also be encouraged to undertake programmes for a more extended arts learning experience both inside and outside the school walls, e.g. in the Jockey Club Ti-I College (Visual Arts) and the Junior Student Programme (Music & Dance) of the Hong Kong Academy for Performing Arts; and

• Panel heads and others involved in arts education should recognize their roles as curriculum developers and facilitators in the development of the school-based arts curriculum.

5.7 Life-wide Learning

To cope with the development of arts education, arts organizations and communities should play a supportive role in the development of arts education as advocated in the Education Reform: “Schools should make better use of various public and community facilities, such as libraries, museums, cultural and art facilities and various learning

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resources centres, to raise the effectiveness of teaching and learning.”³ The role and value of arts education have to be made known to the public in a systematic and convincing manner for the emergence of a mission shared by different sectors of society. Community resources such as libraries, museums, cultural and recreation centres should be fully utilized and suitably geared to arts education in schools.

To ensure life-wide learning experience, it should be noted that learning in the arts can happen at any time and anywhere in any subject. As the Education Commission proposes: “Learning must transcend the constraints of academic subjects and examinations.

Students should be able to take part in a comprehensive range of learning activities both inside and outside the classroom.”⁴ These various forms of learning activities are not mutually exclusive and they should not be replaced by one another. There are arts activities that need to be conducted inside the classroom; on the other hand, there are arts activities that need to be engaged in outside the timetable so as to be effectively conducted, e.g. bands and orchestras;

while some arts activities are conducted in outside the school walls, e.g. exhibitions and concert performances. Sometimes, arts activities with parents’ participation can stimulate students’ learning motivation and enhance parents’ understanding of arts education.

These modes of learning complement and enrich students’ arts learning experiences and students should not be deprived of any of these chances.

5.8 Connections with Other Key Learning Areas

Learning in the arts contributes to various aspects of developing an all-round person, for example:

• The arts enable students to develop their intellectual abilities;

• The arts develop students’ various generic skills;

• The arts provide students with the pleasure and satisfaction to maintain a life-long pursuit of self-improvement;

• The arts provide students with opportunities to explore, express and communicate their ideas and feelings;

• The arts offer students a direct way to reinforce and question

3 Education Commission, 2000. Review of Education System: Reform Proposals – Excel and

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existing values and convey ways of thinking through their experiences;

• The arts develop students’ understanding of the cultural diversity in their community and of the world they live in;

and

• The arts deepen students’ understanding of their personal and national identities.

While learning through the arts, students understand a broader historical, technological, cultural and social context of the arts.

Successfully relating the arts with the elements of other key learning areas (KLAs) helps students to have better understanding and deeper insight in other curriculum areas. The following are some examples of how students’ learning in the arts can be connected with other KLAs.

• Chinese Language Education: using written or oral skills for expression and communication in arts activities and using Chinese written works as sources of creative ideas;

• English Language Education: using written or oral skills for expression and communication in arts activities and using English written works as sources of creative ideas;

• Mathematics Education: using mathematical concepts to realize the spatial, temporal and logical relations of elements in the arts and to apply mathematical processes in problem solving;

• Science Education: using knowledge of science to understand and apply the properties of sound, light and materials in making art works;

• Technology Education: applying technological skills and knowledge to investigate and explore ideas and to enable the realization and presentation of artistic ideas;

• Physical Education: developing a range of skills to use body language and physical movements for artistic expression and communication; and

• Personal, Social and Humanities Education: investigating how the arts contribute to cultures and heritage, and how the social, cultural and political contexts shape the arts.

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6 CONCLUSION

The document has highlighted the general principles of learning in the arts as well as the development of knowledge, attitudes and various skills for life-long learning through education in the arts and across the other KLAs. The proposed arts curriculum is to provide students with comprehensive and diversified learning experiences in the arts through various teaching/learning activities. Schools may combine and connect students’ learning experiences in the arts and other disciplines through a carefully designed school-based curriculum. It is also important for schools to ensure life-wide learning experiences for students within and outside schools through a better use of community resources, including facilities, arts professionalism and human resources in the community.

Teachers play a significant role in the promotion of arts education.

When teaching the arts, teachers may take on the roles of facilitators, mediators, questioners and partners. Teachers may not be professional artists, but should be art lovers and practitioners, as well as life-long learners. In the teaching and learning process, students should be encouraged to have self-initiative and be proactive in learning. In this connection, schools and teachers need to provide a favourable environment for developing a culture of learning to learn.

Collaboration among schools, parents and various community sectors to make joint efforts is essential for the effective implementation of the curriculum.

You are welcome to send your views to the Curriculum Development Council Secretariat by post, by fax or by e- mail on or before 15 February 2001.

Address: Curriculum Development Council Secretariat Room 1329, Wu Chung House

213 Queen’s Road East Wan Chai

Hong Kong

Fax Number: 2573 5299 / 2575 4318 E-mail Address: cdchk@ed.gov.hk

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Appendix 1

Curriculum Development for Different

Stages of Schooling for Arts Education

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Appendix 1

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Curriculum Development for Different Stages of Schooling for Arts Education

Stages Existing curriculum Curriculum 2000+

Primary

Level Art & Craft, Music and Dance (in PE) as separate subjects

Ÿ Separate arts subjects with broad learning experience inter-related to different art forms and other

disciplines; and

Ÿ Another model of broad-based arts curriculum, which includes visual arts, music, dance, drama and other art forms.

Junior Secondary Level

Art & Design, Music and Dance (in PE) as separate subjects

Ÿ Separate arts subjects with broad learning experience inter-related to different art forms and other

disciplines; and

Senior Secondary Level

Art & Design, Music and Dance (in PE) as separate subjects

Ÿ Separate examinable and non- examinable arts subjects with broad learning experience inter-related to different art forms and other

disciplines; and

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Appendix 2

Learning Objectives Leading to the Four Learning Targets

(Music, Visual Arts & Drama)

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Appendix 2

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Learning Objectives Leading to the Four Learning Targets MUSIC

Developing creativity and imagination

(composing, performing and improvising in music activities)

Key Stage 1

Learners will learn to

Ÿ experience and explore different ways of performing sounds, e.g. blowing, plucking, drumming, whistling or vocalizing;

Ÿ explore ideas and feelings in using simple elements of music;

Ÿ create simple sound project with different sound sources;

Ÿ create movements to represent the expressive quality of music; and

Ÿ make use of IT to explore, create and record sounds where appropriate.

Key Stage 2 Learners will learn to

Ÿ explore, select and organize information in creating and performing music;

Ÿ explore musical elements and design principles to develop ideas;

Ÿ explore a range of possibilities in creating and performing music;

Ÿ compose and arrange music with specific guidelines, e.g. pentatonic scale, create music to accompany short story or play; and

Ÿ explore and develop ideas through listening, creating and performing music;

Ÿ experiment and explore with a range of ideas to effectively communicate feelings through music;

Ÿ observe, experience and research to express ideas and feeling in creating and performing music;

Ÿ compose and arrange music with specific guidelines to demonstrate

understanding of structure, balance, unity and variety, tension and release;

and

Ÿ demonstrate an awareness of aesthetic considerations in creating and performing music;

Ÿ demonstrate the abilities of organization and conceptualization in creating and performing music;

Ÿ explore and experience music of different cultures to demonstrate an understanding of musical styles, structures and the expressive qualities and characteristics of the required or chosen medium ; and

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Appendix 2 Developing skills and processes

(knowing and using music materials, processes, elements and resources)

Ÿ explore skills and techniques in producing sounds on selected medium or instruments;

Ÿ use basic elements of music to express ideas and feelings;

Ÿ make choices about sounds and organize them in creating and performing music; and

Ÿ be exposed to and develop an awareness of links between music and other subjects.

Ÿ explore and experience a variety of skills, techniques and processes to express ideas and feelings;

Ÿ use specific skills, techniques and processes in creating and performing music;

Ÿ express musical ideas through selected medium and/or instrument; and

Ÿ explore and examine the links between music and other subjects.

Ÿ select and use skills, techniques and processes in creating and performing appropriate to the chosen style and form;

Ÿ explore and apply skills and knowledge of traditional and emerging technology in creating and performing music;

Ÿ demonstrate an understanding of selected styles in creating and performing music; and

Ÿ apply musical knowledge in various disciplines, e.g. cross-curricular projects, dance and drama.

Ÿ explore and select appropriate skills, techniques and processes to effectively communicate feelings through music;

Ÿ structure works of music of selected styles and genres to demonstrate the effective use of skills, techniques and processes;

Ÿ demonstrate understanding of selected styles of music and expressive qualities of sound in creating and performing music; and

Ÿ discuss how elements, artistic processes, organization and principles of various art forms are interrelated.

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Appendix 2

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Cultivating critical responses

(responding to and appraising the issues of music as well as the inner and outer world)

Ÿ describe and talk about obvious changes in music;

Ÿ describe elements of music in simple terms, e.g. timbre, dynamics, duration and pitch;

Ÿ support their preference in music by describing in simple terms; and

Ÿ respond to elements in music by means of movement or other forms of expression.

Ÿ listen to and describe different elements of music, timbre, harmony and texture;

Ÿ listen to, describe and analyze music in simple structures and forms, e.g.

binary, ternary and rondo forms;

Ÿ support their preference in music by using appropriate musical terminology in describing and discussing short pieces of music; and

Ÿ identify the use and change of the elements of music to achieve unity and contrast in a piece of music.

Ÿ describe and analyze music by demonstrating knowledge of meter, tonality, texture, form and harmony, etc.;

Ÿ use appropriate musical terminology in describing and discussing compositions and performances to show an understanding of the expressiveness of music, e.g. articulations and tone production;

Ÿ critically appraise the quality and effectiveness of compositions and performances by a list of criteria, e.g. use of compositional devices, styles, genres and interpretations; and

Ÿ develop a list of criteria for critiquing musical compositions and performances.

Ÿ describe and analyze subtle expressive qualities of sound within the elements, structures and styles of music;

Ÿ evaluate and compare compositions, arrangements and performances of various styles and mood; and

Ÿ critique musical compositions and performances with reference to styles, genres, composers’ intentions and interpretations.

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Appendix 2 Understanding music in context

(understanding the cultural dimensions of music and its contributions to people’s life and society at large)

Key Stage 1

Ÿ talk about and identify different uses of music in daily lives and describe its characteristics, e.g. cartoon music, jingles on TV and radio;

Ÿ recognize the characteristics of their own culture reflected in musical pieces; and

Ÿ identify the features and purposes of musical pieces with special functions, e.g. lullabies and marches.

Key Stage 2

Ÿ talk about and compare the characteristics of songs and instrumental pieces from particular cultural and historical contexts;

Ÿ describe and discuss how traditions, customs and practices influence the music of selected cultures; and

Ÿ talk about and compare the way the voice/selected instrument is used in different place, times and cultures.

Key Stage 3

Ÿ recognize and compare the styles and genres which are characteristics of music in different cultures;

Ÿ discuss the use, influence and social values of music in different media, e.g.

pop and film music; and

Ÿ understand the role of music and musicians in a society.

Key Stage 4

Ÿ identify how and why musical styles and traditions change over time and place;

Ÿ make critical evaluation of music with reference to the use of musical elements, its relations with social, historical, economic and political contexts; and

Ÿ compare the characteristics of music and other art forms in a particular period of time.

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Appendix 2

30

VISUAL ARTS

Developing creativity and imagination (creating, performing and participating in visual arts)

Ÿ record direct responses to art forms in nature and man-made environments by verbal/non-verbal presentation;

Ÿ develop ideas from observations, memories, imagination and experiences;

Ÿ explore ideas with visual elements and design principles; and

Ÿ explore alternatives by using different materials and techniques.

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

Ÿ use direct observation and various experiences to explore ideas;

Ÿ explore art elements and design principles to express ideas and feelings;

Ÿ explore alternatives by re-composing and by trying different combinations;

Ÿ use sketching to explore a range of possibilities for finishing a work; and

Ÿ interact with others to develop artistic ideas.

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

Ÿ interpret/re-interpret concepts, reality and visions from new/different perspectives;

Ÿ apply the common processes of art creation:

- to define aim and purpose;

- to generate ideas from observation, experience, memory and

imagination, and from nature, man-made environments and objects, etc.;

- to develop ideas by searching for and processing visual information and by manipulating visual elements based on aesthetic logic and design principles, etc.;

- to explore alternatives by re-composing and by different combinations, etc.; and

- to evaluate alternatives by aim and purpose and by aesthetic logic and design principles, etc.

Ÿ use sketching, drawing, information technology, or other appropriate tools and resource materials to stimulate and develop ideas;

Ÿ use collaboration skills to develop ideas and enhance the learning of art;

and

Ÿ explore ideas and connections between visual arts and other disciplines.

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Appendix 2

Ÿ record responses, organize and conceptualize ideas, experience and imagination in visual and written forms;

Ÿ interpret and re-interpret concepts, reality and visions from new and different perspectives;

Ÿ develop ideas through exploration and invention of ways to use media and processes;

Ÿ apply the creative problem solving model in developing ideas:

- to pose and define problems, and set objectives and criteria;

- to collect, analyze and select visual and written information;

- to generate ideas through various creative thinking techniques, such as brainstorming, 6W thinking technique, mind mapping, and 6 hats method;

- to search for alternative solutions and conceptualize ideas;

- to evaluate alternatives by aim and purpose and aesthetic logic and design principles, etc.; and

- to combine, test and implement ideas.

Ÿ use drawing, sketching and other information to stimulate ideas;

Ÿ use information technology to collect and analyze information; to explore different themes and ways of expression and to organize and conceptualize ideas;

Ÿ use collaboration skills to develop, evaluate and implement ideas; and

Ÿ explore and connect ideas with other art forms / other disciplines.

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Appendix 2

32

Developing skills and processes

(knowing and using art materials, processes, elements and resources)

Key Stage 1

Ÿ use basic elements of art to express ideas and feelings;

Ÿ recognize the characteristics of different art media;

Ÿ use the appropriate tools, materials and techniques for a purpose safely and correctly; and

Ÿ identify connections between visual arts and other disciplines.

Key Stage 2

Ÿ create art works which reflect skill in applying art knowledge, techniques and processes to express ideas and feelings;

Ÿ convey ideas in a selected medium;

Ÿ explore and use a variety of art media, tools and techniques; and

Ÿ understand and compare knowledge and skills of visual arts in relation to visual arts and other disciplines.

Key Stage 3

Ÿ select the appropriate art knowledge, skills and processes to

communicate ideas and feelings in making and understanding art;

Ÿ visualize aesthetic ideas in a medium properly, monitor progress and revise the approach when necessary;

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

Ÿ connect and apply knowledge and skills of visual arts with other art forms or other disciplines.

Key Stage 4

Ÿ demonstrate understanding in using art concepts in visual communication;

Ÿ apply and invent ways of using a variety of tools and materials; and explore techniques and processes with increasing skill and complexity;

Ÿ select and use appropriate tools, materials, skills and processes intentionally and use them effectively and safely for expression;

Ÿ develop collaboration skills in the process of creating and presenting art works;

Ÿ apply skills and knowledge of traditional techniques and emerging technologies in visual communication; and

Ÿ connect and combine knowledge of skills of visual arts with other art forms or other disciplines to enhance the effectiveness of learning and creating art.

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Appendix 2 Cultivating critical responses

(responding to, reflecting on and appraising the art issues by using their artistic understanding)

Key Stage 1

Ÿ talk about the content of art works;

Ÿ describe art elements applied in art works; and

Ÿ express opinions and listen to others’ ideas about art works.

Ÿ use art terminology to describe and analyze art works;

Ÿ interpret visual form based on techniques, meaning and art elements and principles of design;

Ÿ express and give reasons for their opinions /preferences; and

Ÿ apply criteria to assess art works.

Ÿ use art experiences to respond;

Ÿ apply processes of art criticism by describing, analyzing, interpreting and judging art works;

Ÿ evaluate visual forms based on the meaning, the formal structure, the techniques and the expressive quality to make informed judgements;

Ÿ be confident in their own judgements, performances and capabilities;

and

Ÿ develop criteria to assess art works.

Ÿ talk and write with appropriate language in art criticism;

Ÿ develop knowledge and skills in art criticism, and demonstrate control in the processes of describing, analyzing, interpreting and evaluating art works;

Ÿ relate and compare exemplary works of art with their own works based on the formal structure, technical and expressive qualities;

Ÿ develop an awareness of their strengths and limitations and a respect for their own works and works of others through the processes of art

criticism;

Ÿ develop aesthetic sensitivity and a habit of making responses and critical analysis; and

Ÿ develop their own aesthetic values.

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Appendix 2

34

Understanding art in context

(understanding the cultural dimensions of the art and its contributions to people’s life and the society at large)

Key Stage 1

Ÿ talk about art in their community and identify the use of art in daily life;

Ÿ recognize the diverse cultures, customs and living patterns reflected in art, artifacts and festivals; and

Ÿ identify the features of art works in particular social, cultural and historical contexts.

Key Stage 2

Ÿ recognize art heritage and its role in society;

Ÿ recognize art work with distinctive use of local materials and features of the environments; and

Ÿ recognize art works which serve a variety of purposes in different cultures in the past and present contexts.

Key Stage 3

Ÿ discuss and compare the functions, content and significance of art in the past and present context;

Ÿ identify the contemporary art trends in Hong Kong;

Ÿ differentiate among the contributions of art in cultures and societies;

Ÿ begin to realize how the social, cultural and political contexts influence artists’ formal, technical and expressive approaches; and

Ÿ become aware of the many ways visual forms can shape and express the feelings of people of all cultures.

Key Stage 4

Ÿ compare and contrast the aims, styles, themes and content of art works in various cultures, customs and living patterns;

Ÿ identify heritage and contemporary trends in visual arts and their roles in society;

Ÿ investigate and analyze the relationship between art works and their political, economic, religious, philosophical and technological contexts;

Ÿ understand and describe the varied roles of artists, art critics, art

historians, aestheticians and art sponsors in the development of art; and

Ÿ investigate and analyze the function of mass media in promoting art.

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Appendix 2 DRAMA

Developing creativity and imagination

(creating, performing and participating in dramatic activities)

Ÿ develop ideas for dramatic activities from imagination, observation, personal experience and conventions;

Ÿ use language, voice, gesture and movement to explore ideas

Ÿ create and develop roles to build dramatic action; and

Ÿ develop ideas and imagination through creative drama, visual elements and aural elements, etc. to support dramatic work.

Ÿ generate ideas and explore feelings for dramatic activities such as improvisation, etc. from imagination, observation, experience and conventions;

Ÿ explore and select elements of drama to create roles and develop dramatic ideas;

Ÿ interact with others to develop ideas and explore issues through dramatic activities; and

Ÿ develop ideas for the environment using visual elements and aural qualities from various sources.

Ÿ generate ideas from observation, experience and research into social, cultural and historical information;

Ÿ create and develop scripts, roles, and environments through interaction and collaboration with others;

Ÿ explore and experiment with elements of drama to develop and extend ideas and express feelings through monologues and scenes, etc.; and

Ÿ use technology to develop ideas for designs with visual and aural elements.

Ÿ explore ideas from a variety of stimuli and a range of human issues and experiences;

Ÿ examine, initiate and develop drama based on existing works of drama/other disciplines;

Ÿ use collaboration and communication skills to create different styles of play;

Ÿ create scripts, roles and contexts with dramatic elements, forms and styles; and

Ÿ develop ideas with the use of technology in visual and aural aspects to support and enhance the intent of a dramatic work.

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Appendix 2

36

Developing skills and processes

(knowing and using materials, processes, elements and resources in drama)

Key Stage 1

Ÿ express ideas and feelings through mime, play making, story telling, puppetry, role-play and Xi-qu;

Ÿ use basic elements of drama such as language, facial expression, voice, gesture and movement in dramatic activities;

Ÿ communicate with others through drama by participating, presenting, listening and watching;

Ÿ use basic props, simple set pieces and costume pieces to establish the place, time and character of the dramatic work; and

Ÿ combine words, images and sounds to enhance dramatic action.

Key Stage 2

Ÿ use skills, techniques and processes of drama through a variety of dramatic experiences such as improvisation, puppetry, story- dramatization and Xi-qu;

Ÿ select and use appropriate elements of drama such as voice, movement, and gesture with a performance space to communicate meaning;

Ÿ plan and present drama individually or in groups;

Ÿ devise and select props and clothing to build up characteristics of a particular role; and

Ÿ incorporate elements of dance, music and visual arts to express ideas and emotions in dramatic activities.

Key Stage 3

Ÿ experiment with a range of forms, styles and conventions in drama such as mime, role-play, dance drama, puppetry, Xi-qu and soundscapes to convey meaning and ideas;

Ÿ plan, select and modify drama presentation for particular occasions with consideration of purpose, space, materials and equipment;

Ÿ use and select dramatic elements, techniques and processes to structure drama appropriately to chosen styles and forms;

Ÿ apply performance skills to present a rehearsed, polished performance to familiar and unfamiliar audiences;

Ÿ design and build props, sets and costumes to communicate the intent of the production;

Ÿ create and perform a performance incorporating components of language, dance, music, visual arts and drama; and

Ÿ use techniques and technologies such as lighting and sound to present and record drama.

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Appendix 2

Key Stage 4

Ÿ organize dramatic elements and apply skills, techniques and processes effectively to structure drama;

Ÿ select, prepare, rehearse and perform drama in different forms, styles and genres;

Ÿ identify and develop characters in the development of scripted works and their presentation;

Ÿ apply performance skills to rehearse and present drama to evoke specific audience responses;

Ÿ develop skills in directing by interpreting texts and conducting rehearsals for formal and informal performance;

Ÿ create and present drama with the combining elements of language, dance, art, music and drama; and

Ÿ use a range of techniques and technologies functionally to create, present and record dramatic ideas.

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Appendix 2

38

Cultivating critical responses

(responding to, reflecting on and appraising issues of drama by using their dramatic understanding)

Ÿ listen and talk about drama experiences and presentation;

Ÿ respond to dramatic activity through expressing ideas and feelings; and

Ÿ express opinions and give reasons for preferences based on qualities of drama.

Ÿ talk and write informally about personal observation of drama;

Ÿ use appropriate terminology to describe and comments on the qualities of dramatic activities;

Ÿ express opinions, feelings and preferences based on the purpose and expressive qualities of drama; and

Ÿ compare drama with other art forms such as visual arts, dance, and film.

Ÿ respond critically and make informed judgement about the value, purpose and qualities of drama;

Ÿ use appropriate language to describe, analyze and interpret drama and discuss responses to it;

Ÿ display an awareness of a range of purposes and cultural contexts and their impact on dramatic works; and

Ÿ analyze and evaluate the use of other art forms in the dramatic activities.

Ÿ use processes of critical analysis to support personal judgments of drama;

Ÿ organize a range of oral and written responses to the processes and products of drama;

Ÿ develop their own aesthetic values based on their understanding, knowledge and skills of drama; and

Ÿ evaluate the use of technologies and other art forms to communicate meaning in drama.

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Appendix 2 Understanding drama in context

(understanding the cultural dimensions of drama and its contributions to people’s life and the society at large)

Ÿ recognize that drama tells stories about humans and their worlds;

Ÿ identify different forms of drama and their different purposes in their life and community; and

Ÿ identify and compare characters in drama and significant real-life roles in their daily life.

Ÿ identify and discuss the different purposes and features of drama from different places, times and cultures;

Ÿ describe and compare characters and situations in drama in various contexts; and

Ÿ identify the differences between theatrical drama and drama in everyday contexts.

Ÿ show an understanding of drama from different social, cultural and historical contexts;

Ÿ identify purposes, forms and styles of drama in different contexts and relate this knowledge to their own works; and

Ÿ investigate the functions and significance of drama, film, television and electronic media in the past and present contexts.

Ÿ compare and contrast styles, themes, purposes and content of drama in social, cultural and historical contexts;

Ÿ investigate and research the production and performance of drama in the contemporary contexts; and

Ÿ study and research the function of drama, film, television and electronic media in reflecting and interpreting social and cultural history.

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Appendix 2

40

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Appendix 3

Examples of Learning Objectives Leading

to the Four Learning Targets

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Appendix 3

42

Examples of Learning Objectives Leading to the Four Learning Targets

1. Example of Learning Objectives Leading to the Four Learning Targets in Music

Level: Key stage 1

Topic: Words and Rhythm (This unit is expected to take at least 2 periods.) Learning Activities Learning Targets Generic Skills Sing simple songs (e.g. nursery

rhymes) of different countries. Developing Skills &

Processes

Developing Creativity &

Imagination Understanding Arts in

Context

§ Communication

§ Problem-solving

§ Creativity

Listen to, discuss, and compare selected nursery rhymes of different countries through different types of performance.

Cultivating Critical Responses Understanding Arts in

Context

Imagination

§ Critical thinking

§ Communication

Identify the difference between the pulse and rhythmic pattern of selected nursery rhymes, and use self designed graphics to represent the pulse and rhythmic pattern of the learnt nursery rhymes.

Developing Skills &

Processes Cultivating Critical

Responses

Imagination

§ Communication

§ Creativity

Appreciate the relationship between the words and the rhythmic pattern of selected nursery rhymes.

Developing Skills &

Responses

§ Communication

§ Numeracy Add rhythmic pattern to the

words of selected nursery rhyme(s).

Imagination Developing Skills &

Responses

§ Creativity

§ Problem-solving

§ Communication

§ Numeracy

§ IT Appraise self and others’

works. Developing Skills &

Responses

§ Communication