To develop creativity, critical thinking and aesthetic sense of students, and to cultivate cultural awareness and effective communication skills;
To develop the skills of art creation and knowledge construction, and to cultivate the right attitude and values;
To enable the experience of pleasure, enjoyment and satisfaction through participation of art creation activities;
To build the awareness of art contexts;
To nurture lifelong interest in arts.
A spiral and integrated curriculum is deployed for students to learn and revisit the concepts of visual arts at different time points to support their mastery of more complex art concepts and knowledge.
Integrated activities about art knowledge, creation and appreciation are deployed to achieve four targets, i.e. developing creativity and imagination, developing skills and exploring creation process, nurturing art appreciation skills and understanding art contexts.
Diversified teaching strategies and assessment models are used to cater for learning diversity.
A lesson plan which aims to nurture students’ capabilities of self-regulated learning is deployed.
Art appreciation and criticism activities are arranged for students to reflect on their own learning process and artwork as an audience. Students can “learn from reflection” and fine tune their own works.
Life-wide learning incorporates learning activities inside and outside classroom, during and after school time. Students can acquire visual, aesthetic and artistic experiences and information from different environments to broaden their perspectives, and improve their understanding of the relationship between arts and life.
Paper-making workshop: Students were very engaged in making recycled paper.
Students met with a paper-cutting artist and learnt different paper-cutting skills which broadened their horizons
Integrative Learning of Arts
In addition to the class content centering around visual arts, multidisciplinary activities are arranged to create more versatile learning experiences.
Students realized the concept of environmental protection in the integrative learning activity across the curriculum of Visual Arts, General Studies and Civic Education
Inquiry-based learning approach is used to enhance students’ motivation and ability to learn. We select appropriate teaching materials and design the teaching flow based on students’ life experience and comprehension skills. We guide students to uncover what they appreciate and what is applicable for art creation in daily life. We also encourage them to pay attention to what happens around them to develop their acumen, enhance their motivation to learn and make learning fun.
We learn a lot from art pieces in the study of visual arts. Visiting events or workshops, students have the opportunity to observe, touch and feel the art work. They can respond to the art creation and think about it from different perspectives and levels. Experiential learning integrates different experiences, knowledge and capabilities, and matches them with real life. Learning becomes more practical and meaningful.
From Art Appreciation to Creation
We guide students to appreciate and criticize art pieces related to the learning theme. Students shall learn the innovation approach, format, structure, meaning and representation of the art pieces during the process. Students may try to apply them to their own creation. Students can get inspired and find reference of art creation during art appreciation.
Formative assessment (including coursework, behaviour, attitude, generic skills and conversation assessment) and summative assessment (final assessment at the end of semester) are employed to review students’ performance. In the learning process, teachers provide immediate feedback to students through formative assessment so that students know what to improve. Different assessment methods are used to review students’ performance in terms of art knowledge, art creation and art appreciation structurally and consistently to improve and facilitate their learning.