Revised Primary Curriculum 1999

1. The Visual Arts Revised Primary Curriculum 1999 PCSP 1999

2. VisualArts • 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 person’s experience of the world. PCSP 1999

3. Visual Art Education • Purposeful visual art activities expand children’s ways of exploring, expressing and comingtoterms with the world they inhabit – in a structured and enjoyable way. PCSP 1999

4. 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 PCSP 1999

5. Visual Arts CurriculumOrganisation of Content PCSP 1999

6. 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 PCSP 1999

7. Aims of Visual Arts Education • To help the child developsensitivity to the visual, spatial and tactile world and to provide for aesthetic experience. PCSP 1999

8. Aims of Visual Arts Education • To help the child express ideas, feelings and experiences in visual and tactile forms. PCSP 1999

9. 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, PCSP 1999

10. Aims of Visual Arts Education • To promote the child’s understanding of and personalresponse to the creative processes involved in making art PCSP 1999

11. Aims of Visual Arts Education • To enable the child to develop the skills and techniques necessary for expression, inventiveness and individuality. PCSP 1999

12. 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 PCSP 1999

13. Aims of Visual Arts Education • To foster sensitivity towards and enjoyment and appreciation of the visual arts PCSP 1999

14. 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 PCSP 1999

15. Look at Enjoy A personal response Explore Develop sensitivity Express Imagine Experiment Range of materials Design 2d and 3d Skillsandtechniques Curiosity Openess Creative processes Identifyanddiscuss Preferences Culturalcontext Respond Visual Arts Curriculum: ObjectivesKey-words PCSP 1999

16. Visual Arts Curriculum : Concepts • An awareness of line • An awareness of shape • An awareness of form • An awareness of colourandtone • An awareness of texture • An awareness of pattern • An awareness of space PCSP 1999

17. Visual Arts Curriculum Strands and Strand-units • Drawing • PaintandColour • Print • Clay • Construction • Fabricandfibre • Each strand has two strand-units, the first deals with making and the second with responding. PCSP 1999

18. 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 PCSP 1999

19. 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 PCSP 1999

20. 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 PCSP 1999

21. 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 PCSP 1999

22. 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 PCSP 1999

23. 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 PCSP 1999

24. 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 PCSP 1999

25. 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 PCSP 1999

26. 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 PCSP 1999

27. 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 PCSP 1999

28. 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 PCSP 1999

29. 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. Visual Arts Curriculum.Assessment. PCSP 1999

30. 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 Visual Arts Curriculum.Assessment. PCSP 1999

31. Visual Arts Curriculum.Assessment Tools. • Teacher observation • Teacher designed tasks • Work samples • Portfolios • Projects • Curriculum profiles PCSP 1999

32. Visual Arts Curriculum.The Teachers’ Guidelines. • Rationale for visual arts education • Layout of the curriculum • School planning section • Classroom planning section • Approachesandmethodologies • Referencesandglossary. PCSP 1999