Home > Departments > Aesthetics > Art > Overview of Core Programmes

Overview of Core Programmes

PHILOSOPHY

Holistic education

It is the department’s belief that arts education contributes to the quality of pupils’ holistic education and plays a part in nurturing them to become informed audiences for the arts. Through positive learning experiences in arts, pupils develop visual literacy, listening and appreciation skills which enable them to observe and perceive the world with increased awareness and aesthetic sensitivity. We also aim to identify pupils with potential in art and further nurture their artistic talents.

Visual Literacy and Lifelong Interest in the Arts

Through the learning of art, students develop visual literacy which enables them to observe and perceive their world with increased awareness and aesthetic sensitivity. It also encourages the development of creativity, and this lays the foundation for students’ lifelong appreciation and interest in Arts.

Vibrant Arts Culture

The school aims to develop a vibrant teaching and learning environment with a comprehensive art curriculum that involves students and teachers in art experiences and integrated Arts programmes at many levels: the classroom, across different disciplines, at school-wide level and beyond.

School Goals

Nurturing Young Artists: Achievements & Development in Arts

Strategies:

  • Niche area for development (CERAMICS)
  • Sustain talent development programme to develop an early interest in the Arts and talent development (P2-6 Art Club)
  • Enhancement of co-curriculum programmes for participation based on interest
  • 4Cs (Competency-Connection-Choice-Care)

E3 FRAMEWORK

 (EXPOSE-EXPERIENCE-EXCELLENCE)

The objectives of the curriculum are achieved through the framework EXPOSE, EXPERIENCE and EXCELLENCE. We will expose students to various

forms of the arts, through special programmes and learning journeys; all students will have rich art experiences through curriculum and enrichment

programmes to develop knowledge and skills in the arts and various opportunities to demonstrate art excellence through school-based and external performances and competitions.

 

EXPOSE

 

EXPERIENCE

EXCELLENCE

 

        In Expose, each student will be given the opportunity to observe and respond to what he sees. He will also develop visual enquiry skills and acquire necessary art techniques.

 

         This heightens their sensory awareness, arouses curiosity and encourages imagination and generation of ideas.

 

         In Experience, each student will generate ideas from the expose stage and explore ways to communicate his thoughts, ideas, emotions and experiences. Students will communicate them through       the acquired art techniques.

 

 

 

         In Excellence, selected students under the school’s Talent Development programme, will have the opportunity to celebrate their creative expressions through in-depth study of the area identified and share his artwork.

 

          Students will be able to create original artworks to express personal responses (individuality as an artist creating artworks for a targeted audience and the world (reason behind the artwork) and personality in their artwork, materials or techniques of choice.

ART APPRECIATION

Adoption of Feldman’s 4 stage of art criticism

  

 

Description

Formal Analysis

Interpretation

Judgement

       Primary 1 and 2

 

Optional

X

X

       Primary 3 and 4

 

 

Optional

X

       Primary 5 and 6

 

 

 

Optional

 

Through the formalist model of art appreciation which will be introduced in the art classrooms, students will learn to appreciate their own artworks and those of others, recognizing the roles of artists, audiences and how the world can be interpreted. Through this, students will develop their own standards and learn how to respond to works of art and the value of an educated response.

 

Art teachers will provide students opportunities to:

1. Observe and describe artworks in terms of visual qualities

2. Analyse and compare art relationships, such as function and meaning

3. Interpret, evaluate and justify artistic decisions

4. Make critical choices based on evaluative judgment processes