RAFFLES GIRLS PRIMARY presents AESTHETICS CURRICULUM BRIEFING - - PowerPoint PPT Presentation

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RAFFLES GIRLS PRIMARY presents AESTHETICS CURRICULUM BRIEFING - - PowerPoint PPT Presentation

Aug 17, 2023 210 likes •455 views

RAFFLES GIRLS PRIMARY presents AESTHETICS CURRICULUM BRIEFING Agenda Mission Approach Skills Special Programmes Assessment Our Objective: To nurture confidence and creativity in our pupils through a holistic learning

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RAFFLES GIRLS’ PRIMARY presents

AESTHETICS CURRICULUM BRIEFING

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Agenda

  • Mission
  • Approach
  • Skills
  • Special Programmes
  • Assessment
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Our Objective:

  • To nurture confidence and

creativity in our pupils through a holistic learning experience in the arts

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Guiding Philosophy:

  • To inculcate a love for the arts

from young through exposure and experience of different art forms

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Core Pedagogy (Music)

  • Concept approach, whereby units of

learning are designed based on music elements/concepts (e.g. rhythm, texture) via the core pedagogy of KEA techniques:

  • K: Kinesthetic (Movement)
  • E: Ensemble (Playing and creating music

together)

  • A: Aural (Listening)
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Sing and Play Melodic and Rhythmic Instruments individually and in groups Sing a variety of songs with a sense of the shape of the melody, keeping to a steady pulse sing in unison sing up to 4 part canons use solfege names and handsigns (for lower primary) sing in two parts Play a variety of tuned and untuned percussion instruments with proper playing and holding techniques play individually play in unison play in sections (up to four parts) accompany singing where appropriate Play a tuned instrument (recorder) which requires different techniques from tuned percussion play individually play in unison Read staff and cipher notation

Skills Focus from P1-P6 (Music)

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Create and improvise music Explore the ways sounds are organised through manipulating, experimenting and putting it together:

  • create sound effects with untuned instruments, body percussion and voice

(e.g. experimenting with different objects and different surfaces, ways of beating, intensity of strength)

  • create sounds and select sound sources in response to a story, descriptive

words and visuals

  • use graphic notation to represent sound

Explore the ways sounds/music elements can be combined to create different effects and moods:

  • use a variety of instruments (including voice and electronic gadgets like the

ipad) for different effects

  • create different sounds to enhance effects in stories and visuals
  • improvise 2-beat rhythmic and melodic phrases and patterns
  • create different textures and structures
  • use staff notation to represent sound
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Describe and evaluate music through listening Respond to amd describe different moods suggested in the music heard through body movements (e.g. marching, skipping) and visual representations

  • describe the mood of the music heard
  • identify selected percussion, string, woodwind and brass instruments of

large western ensembles visually and aurally

  • evaluate music performance (e.g. student’s own performance)

Develop understanding of music elements/concepts Identify basic music elements/concepts (e.g. staccato, legato, pitch, tempo, time signatures, dynamics, note values) Distinguish contrasts in music (e.g. quick/slow, high/low, thick/thin, long/short, loud/soft) Identify similar and different rhythmic and melodic patterns Identify simple structures (e.g. binary, ternary) Identify the relationship in rhythmic and melodic patterns (e.g. repetition, sequence

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Discern and understand from various vultures and of various genres Distinguish music of Asian and Western cultures Appreciate music in different art forms Understand the role of music in daily living Recognise and talk about how music is featured in daily living:

  • advertisements
  • cartoon
  • computer games
  • community and home events
  • festive and cultural events

Describe the role of music in dance and theatrical art forms like musicals, wayang kulit etc

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Level Music Programme

P1/P2 Music Across Cultures P3 Choral singing P4 Choral singing, ipad Garage Band, recorder elementary P5 Ukulele, recorder intermediate P6 Recorder advanced, social dance

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Music Holistic Assessment

  • Formative Assessment (teacher questioning or

student demonstration

  • Summative assessment (At least once termly)
  • Combination of bite-sized performance tasks,

projects and paper tests, self-evaluation etc…

  • Graded once every semester (A, B, C)
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S/N Description Agree Disagree Remarks 1) I understand what an anacrusis is. 2) I know the difference between an anacrusis and a non-anacrusis rhythm. 3) I am able to clap an anacrusis rhythm. 4) I understand the note value of a dotted crotchet and quaver. 5) I understand the note value of a dotted quaver and semiquaver. 6) I know how to make use of dynamics in a song. 7) I know what a repeat sign is. 8) I know what the meaning of tempo is. 9) I know how to make use of percussion instruments to create an ostinato rhythm. 10) I enjoy working with my group mates. 11) I have learnt how to work together in a team to make music. Example of Self Assessment Music Rubrics for Project 2: Modification of note values Teacher’s name: _________________________ Student’s name: ___________________________ P3( ) Index no: ( ) Parent’s signature: ______________________

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Core Pedagogy (Art)

  • Seeing

Exposing to different elements and practise using these elements in art (e.g. lines/dots/colours)

  • Expressing

Able to talk about their art work (as well as their peers)

  • Appreciation

Critique of art work (self, peers and others)

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Skills Focus (Art)

Criteria for P1 Skills indicators Observation of visual qualities to identify elements of art/principles of design in a picture

  • dot
  • line
  • shape
  • form
  • texture
  • colour

Use of elements of art and principles of design to use the elements of art to create patterns and ideas (2D and 3D artwork) Use of media and materials to be able to use crayons, colour pencils, poster paints, plasticine and computer software Use of art vocabulary to articulate artwork using basic art vocabulary

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Criteria for P2 Skills indicators Observation of visual qualities to identify elements of art / principles of design in a picture

  • form
  • texture
  • colour
  • pattern/repetition
  • movement
  • variation

Use of elements of art and principles of design to use the elements of art to create patterns and ideas (2D and 3D artwork) Use of media and materials to be able to use crayons, colour pencils, poster paints, markers, plasticine and software Use of art vocabulary to articulate artwork using basic art vocabulary

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Criteria for P3 Skills indicators Observation of visual qualities to identify elements of art / principles of design in a picture

  • texture
  • pattern/repetition
  • movement
  • variation
  • space
  • tone

Use of elements of art and principles of design to use the elements of art to create 2D and 3D artwork Use of media and materials to be able to use crayons, colour pencils, poster paints, markers, water colours, acrylic paints, paper masks, Chinese ink and scrap materials Use of art vocabulary to articulate artwork using appropriate art vocabulary

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Criteria for P4 Skills indicators Observation of visual qualities to identify elements of art / principles of design in a picture

  • pattern/repetition
  • movement
  • variation
  • space
  • tone
  • scale
  • contrast

Use of elements of art and principles of design to use the elements of art to create 2D and 3D artwork Use of media and materials to be able to use crayons, colour pencils, poster paints, markers, water colours, acrylic paints, paper masks and scrap materials Use of art vocabulary to articulate artwork using appropriate art vocabulary

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Criteria for P5 Skills indicators Observation of visual qualities to identify elements of art / principles of design in a picture

  • movement
  • variation
  • space
  • tone
  • scale
  • contrast
  • balance

Use of elements of art and principles of design to use the elements of art to create 2D and 3D artwork Use of media and materials to be able to use crayons, soft pastels, poster paints, markers, water colours, acrylic paints, paper, dye, glass paints and scrap materials Use of art vocabulary to articulate artwork using wide range of art vocabulary

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Criteria for P6 Skills indicators Observation of visual qualities to identify elements of art / principles of design in a picture

  • movement
  • variation
  • space
  • tone
  • scale
  • contrast
  • balance
  • proportion
  • harmony

Use of elements of art and principles of design to use the elements of art to create 2D and 3D artwork Use of media and materials to be able to use crayons, soft pastels, poster paints, markers, water colours, acrylic paints, paper, dye, glass paints and scrap materials Use of art vocabulary to articulate artwork using wide range of art vocabulary

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Level Art Programme P1 Famous Artists (Picasso), Enrichment workshop, Contact Time Art P2 Famous Artists (Seurat), Enrichment workshop, Contact Time Art P3 Famous Artists (Paul Klee), Chinese mask painting, Enrichment workshop P4 Famous Artists (Georgette Chen), ceramics (elementary), mixed media collage, paper collage P5 Famous Artists (Monet), ceramics (intermediate), Doll Making Mache P6 Famous Artists (Andy Warhol), ceramics (advanced), printmaking

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Portfolio assessment for Art

  • Each art work is graded according to holistic

rubrics

  • Final grade is taken as a portfolio average of

all art work in the semester

  • Important to keep all art work in folder/art

bag

  • Please DO NOT THROW AWAY your art work
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S/N Assessment Criteria Plenty Of Room For Improvement 1 to 2 pts Proficient 3 to 4 pts Outstanding 5 pts Areas for Improvement/ Constructive suggestion A.F.I. or C.S.

1 Design and Composition

  • Student shows limited

knowledge of the principles and elements of design with regard to the composition of the design.

  • Demonstrates little planning in

the design with space filled in a haphazard manner.

  • Student shows adequate / fairly

good knowledge of the principles and elements of design with regard to the composition of the design.

  • Demonstrates adequate

planning in the design.

  • Student shows excellent

knowledge of the principles and elements of design with regard to the composition of the design.

  • Demonstrates excellent planning

in the design. 2 Carving

  • Demonstrate limited

understanding of positive & negative space.

  • Grooves created on the foam

board are shallow & inconsistent.

  • Demonstrate limited carving

skills, giving the design little clarity.

  • Demonstrate adequate

understanding of positive & negative space.

  • Grooves created on the foam

board are mostly widen and consistent.

  • Demonstrate adequate carving

skills, giving the design adequate clarity.

  • Demonstrate clear

understanding of positive & negative space

  • Grooves created on the foam

board are widen and consistent.

  • Demonstrate excellent carving

skills, giving the design absolute clarity. 3 Print Quality & Choice of Colours

  • Prints are messy, damaged or
  • smeared. Most parts of the

image and the edges of the block are neither crisp nor clear.

  • Some parts of the print have

been painted in.

  • Poor choice of colours – little
  • vibrancy. Demonstrates little

understanding of contrasting and/or harmonious colours

  • Prints are of fairly good quality.
  • Most parts of the image and the

edges of the block are crisp and clear.

  • Fairly good choice of colours–

some vibrancy. Demonstrates some understanding of contrasting and/or harmonious colours

  • Prints are of excellent quality.
  • Almost every part of the image

and the edges of the block are crisp and clear.

  • Excellent choice of colours–

great vibrancy. Demonstrates understanding of contrasting and/or harmonious colours 4 Demonstrate responsibility and a good learning attitude over duration of the lessons

  • The student is rarely on task
  • Does not follow directions most
  • f the time
  • Always delays in cleaning up and

leaves a mess.

  • Has misused, wasted or

destroyed art materials carelessly.

  • The student is mostly on task.
  • Follows directions for the project

most of the time.

  • Cleans up her work area well

most of the time in a timely fashion.

  • The student is always on task.
  • Follows the directions for the

project all the time.

  • Always cleans up her work area

well in a timely fashion.

Final

Student’s Name__________________________________ Class: P6___ Date:______________

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THANK YOU!!