Revised Primary Curriculum 1999

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The Visual Arts

• Revised Primary Curriculum 1999

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Visual Arts

• Visual art is a way of making and communicating
  meaning through imagery. It is a unique symbolic
  domain and is a discipline with its own
  particular demands and core of learning. Visual
  art is a natural and enjoyable way of extending
  and enriching a persons experience of the world.

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Visual Art Education

• Purposeful visual art activities expand
  childrens ways of exploring, expressing and
  coming to terms with the world they inhabit in
  a structured and enjoyable way.

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Concerns of Visual Arts Education

• Knowing and understanding the world
• Responding to the environment
• Developing sensory awareness
• Exploring ideas /possibilities and media
• Inventing personal and unique responses
• Developing ideas and imagination
• Developing personal / cultural identity
• Organising / expressing ideas, feelings and
  experiences

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Visual Arts CurriculumOrganisation of Content
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Visual Arts CurriculumNew Emphases in the
Revision

• Balance between making and responding
• Emphasis on attentive looking
• Highlighting the creative process
• Balancing 2d and 3d work
• Patterns of development
• Centrality of drawing
• Developing visual awareness
• Developing art critics
• Allowing for local interest

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Aims of Visual Arts Education

• To help the child develop sensitivity to the
  visual, spatial and tactile world and to provide
  for aesthetic experience.

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Aims of Visual Arts Education

• To help the child express ideas, feelings and
  experiences in visual and tactile forms.

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Aims of Visual Arts Education

• To enable the child to have enjoyable and
  purposeful experiences of different art media and
  to have opportunities to explore, experiment,
  imagine, design, invent and communicate with
  different art materials,

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Aims of Visual Arts Education

• To promote the childs understanding of and
  personal response to the creative processes
  involved in making art

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Aims of Visual Arts Education

• To enable the child to develop the skills and
  techniques necessary for expression,
  inventiveness and individuality.

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Aims of Visual Arts Education

• To enable the child to experience the excitement
  and fulfilment of creativity and the achievment
  of potential through art activities

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Aims of Visual Arts Education

• To foster sensitivity towards and enjoyment and
  appreciation of the visual arts

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Aims of Visual Arts Education

• To provide opportunities for the child to explore
  how the work of artists and craftspeople might
  relate to his/her own work

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Visual Arts Curriculum ObjectivesKey-words

• Look at
• Enjoy
• A personal response
• Explore
• Develop sensitivity
• Express
• Imagine
• Experiment
• Range of materials

• Design
• 2d and 3d
• Skills and techniques
• Curiosity
• Openess
• Creative processes
• Identify and discuss
• Preferences
• Cultural context
• Respond

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Visual Arts Curriculum Concepts

• An awareness of line
• An awareness of shape
• An awareness of form
• An awareness of colour and tone
• An awareness of texture
• An awareness of pattern
• An awareness of space

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Visual Arts Curriculum Strands and Strand-units

• Drawing
• Paint and Colour
• Print
• Clay
• Construction
• Fabric and fibre
• Each strand has two strand-units, the first deals
  with making and the second with responding.

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Visual Arts CurriculumSample of Concept
Development

• Become sensitive to colour in his/her
  surroundings
• Recognise and mix primary colours
• Distinguish between obviously light and dark
  colour
• Use colour expressively

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Visual Arts CurriculumSample of Concept
Development

• Develop sensitivity to colour in the visual
  environment
• Begin to analyse colours and to mix them more
  purposefully
• Distinguish between tone and pure colour
• Use colour and tone to create unity and emphasis
  in composition

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Visual Arts CurriculumSample of Concept
Development

• Develop increased sensitivity to colour and tone
  in the visual environment
• Analyse and mix increasingly subtle tones and
  colours
• Become aware of the effects of warm / cool
  colours and of complimentary colours
• Begin to use colour and tome for emphasis and
  contrast

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Visual Arts CurriculumSample of Concept
Development

• Develop sensitivity to subtleties in colour and
  tone in the visual environment
• Develop increased awareness of the effects of
  warm/cool, complimentary/harmonious colour and
  variations in tone
• Mix and use subtle colours and tones to create
  rhythm, emphasis, contrast, spatial effects, mood
  and atmosphere in work

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Visual Arts CurriculumThe Six Strands

• Experimenting with the materials
• Using own experience as stimulus
• Using imagination as stimulus
• Using observation as stimulus
• Responding to art

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Visual Arts CurriculumDrawing Strand Examples.

• Draw smudgy lines using charcoal. L1
• Draw a picture about playing in the school
• yard. L2
• Draw the creature who never made it onto the ark.
  L3
• Draw different views of your school using a
  viewfinder. L4
• Look at drawings by famous artists. L3
• Write a story about what is happening in your
  drawing. L2

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Visual Arts CurriculumPaint / Colour Strand
Examples

• Create a small mosaic in tones of one colour. L4
• Paint a picture about your birthday. L1
• Create a large scale group painting of a
  character from a story. L3
• Paint a picture of a stormy sky. L2
• Colour magazine cut-out. L4
• Discuss the colours chosen by an artist in a
  painting. L3
• How did you make a particular colour. L1

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Visual Arts CurriculumPrintmaking Strand
Examples

• Make a sponge print using two primary colours. L1
• Print a wrapping paper using stencilling
  techniques. L2
• Experiment with monoprinting. L3
• Experiment with printing on fabrics and design a
  school tee-shirt. L4
• Look at examples of printed designs by comparing
  wallpaper designs
• Say how a print might be improved

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Visual Arts CurriculumClay Strand Examples

• Make a twisty shape in clay. L1
• Turn a ball of clay into an imaginary animal. L2
• Make a coil pot with incised decoration.L3
• Work inventively with papier mache to design and
  make exotic heads. L4
• Respond to the work of potters
• Invite a local potter to visit the school

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Visual Arts Curriculum.Construction Strand
Examples

• Build with construction toys. L1
• Investigate card constructions such as pop-ups.
  L2
• Make a model using containers. L3
• Make models with moving parts. L4
• Make picture collections of natural and built
  constructions
• Look at examples of local architecture

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Visual Arts Curriculum.Fabric/Fibre Strand
Examples

• Add strings, ribbons and beads to hessian
  fabrics. L1
• Decorate a small piece of fabric with invented
  stitches. L2
• Create small individual pieces with basic
  knitting stitches. L3
• Experiment with batik. L4
• Explore the role of textiles in culture. L4

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Visual Arts Curriculum.Assessment.

• When the child is engaged in the creative process
• When a piece of art work is completed.
• When the child is making a personal response to a
  piece of art work.

• Assessment should not be confined to skills and
  techniques but should identify understandings,
  attitudes, levels of commitment and responses.

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Visual Arts Curriculum.Assessment.

• Assessment needs to be based on a range of visual
  arts activities which have been completed over a
  period of time where the child has had
  opportunities to bothmake art and to respond to
  art .

• Perceptual awareness
• Expressive abilities
• Critical skills
• Disposition

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Visual Arts Curriculum.Assessment Tools.

• Teacher observation
• Teacher designed tasks
• Work samples
• Portfolios
• Projects
• Curriculum profiles

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Visual Arts Curriculum.The Teachers Guidelines.

• Rationale for visual arts education
• Layout of the curriculum
• School planning section
• Classroom planning section
• Approaches and methodologies
• References and glossary.