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Creative Arts in

The National Curriculum Key Stage 1 (grade 1, 2 and 3)

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Creative Arts in the National Curriculum National Institute Of Education Ghaazee Building Ameer Ahmed Magu Male’ City, 20125 Maldives http://www.nie.edu.mv/ Copyright © 2014 by National Institute of Education All rights reserved. ISBN

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Acknowledgement:

The National Insti–tute of Education gratefully acknowledges and sincerely thanks the following members for sharing their expertise in the development of this document.

Drama panel: Name Designation School/ Institution Mizna Fauzy Leading Teacher Iskandar School Hawwa Nauma Primary Teacher Iskandar School Rania Ali Primary Teacher Jamaluddin School Ihsana Ismail Primary Teacher Jamaluddin School Fathimath Naeem Primary Teacher Jamaluddin School Fathimath Shareef Pre-school Teacher Madrasathul Ameer Ahmed Aishath Shanoora Lecturer Faculty of Arts Music and movement panel: Name Designation School/ Institution Praneeth Duggiralal Music Teacher Thaajuddin School Mohamed Shafeequl Islam Music Teacher Jamaluddin School Jayanthi Fernando Music Teacher Jamaluddin School Visaka Pahathkumbura Music Teacher Iskandhar School Marcia Kamalania Jayawardene Music Teacher Galolhu Madhrasa Mariyam Adam Pre-school Teacher Galolhu Madhrasa Visual arts panel: Name Designation School/ Institution Aminath Shuhana Primary Teacher Imaduddin School Suhaira Ahmed Primary Teacher Imaduddin School Fathmath Zeena Primary Teacher Thaajuddin School Nadheefa Mohamed Primary Teacher Iskandar School Sherin Mansoor Primary Teacher Jamaluddin School Aminath Shimha Primary Teacher Jamaluddin School Shimla Ismail Pre-school Teacher Galolhu Madhrasa Ahmed Naeem Artist (expert) United Artists of Maldives Ahmed Sujau Artist (expert) United Artists of Maldives Afzal Shaafiu Artist (expert) -

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Foreword

May Almighty Allah bestow his blessings and mercy upon Mohamed, his messenger (PBUH), who personified his life as a curriculum throughout his life through the exemplary conduct and behaviours. May Almighty Allah also grant blessings and mercy upon his companions and household.

The year 1979 was an insightful year as the government of Maldives strategized to mainstream the primary school education. This led to the development of the first syllabi for grades 1 to 5 in the Maldives in 1980, following which the revision of the syllabi in 1982. The crafting and implementation of the 1st National Curriculum for primary grades 1-5 was done in 1984. An effort was then made to revise the curriculum in 1997 and was completed by year 2000.

The 2nd revision of the 1st curriculum commenced in 2006, during which it was realised that enormous changes were needed to the curriculum. A decision for curriculum reform was made to address the needs and demands of the country, and bring rise to the development of the 2nd national curriculum framework.

The 2nd national curriculum is developed based on the changes that have taken place in the society, from practices of the past to the current needs, with a vision for a better tomorrow. It aims to build a knowledgeable future generation, highly skilled to cater for the needs of the 21st century, with a focus on nurturing attitudes and values. The curriculum also intends to inculcate the main competencies outlined, such as practicing Islam. Other competencies include self-management, critical thinking, creative thinking, human relations, healthy life styles, sustainable practices and ICT literacy. The curriculum also intends to produce students who possess the 21st century skills, and are healthy both physically and also spiritually, to be responsible towards the progression of the Maldivian society.

Key Stage 1,Creative Arts syllabus aims to give students the opportunities for creative action, aesthetic development and emotional response as well as insights into personal and cultural values and beliefs. The syllabus is underpinned by the belief that engagement in learning in and through the arts is to be part of a balanced education for all.Thus, the new syllabus put forth a learning programme that uses a range of art forms and provides challenging and enjoyable learning experiences.

I hereby take this opportunity to extend my sincere gratitude and heartfelt appreciation to each and every individual for the tireless effort, commitment and dedication in developing the National Curriculum Framework and this syllabus. I pray that the Almighty Allah bless them for their commitment and contribution.

Last but not least, it is my sincere hope that this syllabus be beneficial for the students and teachers in the Republic of Maldives.

Adam Shareef Umar Minister of State for Education Ministry of Education (text)

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Contents

Introduction ------------------------------------------------------------------------------------------------------------------- 1 Rationale --------------------------------------------------------------------------------------------------------------- 1 Key Learning Area --------------------------------------------------------------------------------------------------- 1

Creative Arts in the National Curriculum ------------------------------------------------------------------------------- 3 The Vision ------------------------------------------------------------------------------------------------------------- 3 The Principles --------------------------------------------------------------------------------------------------------- 3 The Key Competencies --------------------------------------------------------------------------------------------- 4

Practising Islam ---------------------------------------------------------------------------------------------- 4 Using sustainable practices ------------------------------------------------------------------------------- 4 Living a healthy life ------------------------------------------------------------------------------------------ 4 Understanding and managing self ---------------------------------------------------------------------- 5 Making Meaning --------------------------------------------------------------------------------------------- 5 Relating to people ------------------------------------------------------------------------------------------- 5 Using technology and media ------------------------------------------------------------------------------ 5 Thinking critically and creatively ------------------------------------------------------------------------- 5

Evolution------------------------------------------------------------------------------------------------------------------------ 6

Structure of the Syllabus---------------------------------------------------------------------------------------------------- 7 The Strands and Sub Strands of The Syllabus ----------------------------------------------------------------- 7

STRAND 1: DRAMA (DR) ----------------------------------------------------------------------------------- 7 STRAND 2: MUSIC AND MOVEMENT (MU) ------------------------------------------------------------ 7 STRAND 3: VISUAL ARTS (VA) ----------------------------------------------------------------------------- 8 The Sub Strands ---------------------------------------------------------------------------------------------- 8 SUB STRAND 1: Creating and Presenting (CI) --------------------------------------------------------- 8 SUB STRAND 2: Reflecting, Responding and Analysing (RA) -------------------------------------- 8 SUB STRAND 3: Exploring History and Cultural Context (HC) ------------------------------------- 9

Outcomes -------------------------------------------------------------------------------------------------------------- 9 Indicators -------------------------------------------------------------------------------------------------------------- 9

Planning, Teaching and Assessing Creative Arts --------------------------------------------------------------------- 10 The Planning Stage ------------------------------------------------------------------------------------------------- 10 Teaching and Learning Creative arts --------------------------------------------------------------------------- 11 Recommended Time Allocation --------------------------------------------------------------------------------- 12

Classroom Learning ---------------------------------------------------------------------------------------- 12 Coordination Between Inside And Outside School Hours ----------------------------------------- 12 Assessment Practices -------------------------------------------------------------------------------------- 12

What Should Be Assessed?------------------------------------------------------------------------------------------------ 14 FORMATIVE ASSESSMENT ---------------------------------------------------------------------------------------- 14

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SUMMATIVE ASSESSMENT --------------------------------------------------------------------------------------- 14

Scope and Sequence (Key Stage 1) -------------------------------------------------------------------------------------- 16 Strand – 1: Drama -------------------------------------------------------------------------------------------------- 16 Strand – 2: Music and Movement ------------------------------------------------------------------------------ 19 Strand – 3: Visual Arts --------------------------------------------------------------------------------------------- 22

GRADE 1 ----------------------------------------------------------------------------------------------------------------------- 26 Strand – 1: Drama -------------------------------------------------------------------------------------------------- 26 Strand – 2: Music and Movement ------------------------------------------------------------------------------ 28 Strand – 3: Visual Arts --------------------------------------------------------------------------------------------- 30



Planning, Teaching and Assessment Examples ----------------------------------------------------------------------- 53 Sample Lesson Plan – Grade 1 (Creative Arts) --------------------------------------------------------------- 53

Sub-strand 1: Creating & performing ----------------------------------------------------------------- 53 Sub-strand 2: Reflecting, Responding & Analysing ------------------------------------------------- 54 Links within the subject strands ------------------------------------------------------------------------- 56 Links with other Key Learning Areas: ------------------------------------------------------------------ 56 Assessment: -------------------------------------------------------------------------------------------------- 56 Extension option: ------------------------------------------------------------------------------------------- 56 Teacher reflection: ----------------------------------------------------------------------------------------- 57

Sample Lesson Plan – Grade 1 (Music) ------------------------------------------------------------------------ 58 Assessment: -------------------------------------------------------------------------------------------------- 61

Sample Lesson Plan – Grade 3 (Creative Arts) --------------------------------------------------------------- 62 Sub-strand 1: Creating &Presenting ------------------------------------------------------------------- 62 Sub-strand 3: Exploring history and cultural context ---------------------------------------------- 62 Links with other Key Learning Areas: ------------------------------------------------------------------ 64 Differentiated Instruction: -------------------------------------------------------------------------------- 64 Assessment: -------------------------------------------------------------------------------------------------- 64 Teacher reflection: ----------------------------------------------------------------------------------------- 64

Glossary ------------------------------------------------------------------------------------------------------------------------ 65 DRAMA ---------------------------------------------------------------------------------------------------------------- 65 MUSIC AND MOVEMENT ----------------------------------------------------------------------------------------- 68 VISUAL ARTS --------------------------------------------------------------------------------------------------------- 73

Creative Arts in the National Curriculum Key Stage 1 PAGE | 1

Introduction

The Creative Arts is one of the key learning area syllabuses developed for the primary curriculum. It provides information about teaching and learning in Visual arts, Music and movement and Drama. It replaces the existing Practical arts syllabus (2001).

The Creative arts syllabus is an outcome-based syllabus designed to be used by classroom teachers. It encourages a learner-centered and activity-based approach and therefore enhances individual students’ creative talent and develops their artistic skills to their maximum. The syllabus is designed to assist teachers in their understanding of artforms and in their planning, teaching and learning and assessment of student achievement. The syllabus caters for a full range of learners and promotes the inclusion of all students.

Learning experiences in visual arts, music and movement and drama contributes to the development of the whole child. Therefore, regular learning experiences that are thoughtfully planned, sequenced and related are essential for developing students’ skills and knowledge and understanding within the artforms.

This syllabus acknowledges that Drama is a strand of the Creative arts syllabus. However schools should include Drama within their English and Dhivehi language programs as well as across the curriculum.

Rationale

Creative arts play a significant role in nurturing creativity and in the broad-based education aimed at developing the “whole” child. By engaging in experiences within the Creative arts, students will recognise and communicate feelings and emotions, both their own and those of others, in different ways. The Creative arts play a central role in shaping our sense of our personal, social and cultural identity. Learning in the Creative arts also plays an important role in supporting students to recognise and value the variety and vitality of culture locally, nationally and globally. Specialist studies in the Creative arts prepare students for advance learning in the Maldives and overseas and to contribute to a variety of careers in the creative industries.

Study of Creative arts builds student’s artistic skills, knowledge and understanding. It also helps sharpen students’ perception of their world and give them new ways of looking at things. Through the development of artistic literacy, creating, presenting, viewing, and listening, students are able to participate in, interpret, value, and enjoy the arts throughout their lives.

Key Learning Area

Creative arts as a key learning area in the national curriculum aims to develop students’ literacies in Drama, Music and movement, and the Visual arts. It also helps students to explore, clarify and


communicate ideas, feelings, experiences and understandings in these artforms. This learning area plays a vital role in enabling students to enhance their creative talent and develop their artistic skills. Creative arts enable students to develop an appreciation of aesthetic and cultural values, identities and broaden understanding of arts in local and global context, both past and present. Therefore, it provides opportunities which assist students to participate in and develop a life-long appreciation of Creative Arts in the Maldives.


Creative Arts in the National Curriculum

The Vision

NCF Vision:

To instill, in every child, a firm belief in Islam, a strong sense of national identity and ensure that they are motivated to learn and explore, confident, competent, responsible and productive citizens

The learning experience in Creative arts allow students to:

appreciate Allah’s blessings, and the aesthetics of Allah’s creations.

explore a variety of local / national folk stories, music and movement, arts and craft, through looking, making and responding to art.

explore, experiment and use a variety of skills, techniques and tools to produce original artworks and performances which develop student’ motivation

develop artistic literacies, that develops their confident and competent and also recognise and value the variety and vitality of culture locally, nationally and globally

apply and develop a variety of thinking strategies, through rich learning experiences and therefore become self-regulated learners.

The Principles

The Creative arts syllabus is underpinned by the principles of the national curriculum

Islam Teaching and learning in the Creative arts has the scope for strengthening learners Islamic beliefs by providing students with opportunities to value and appreciate the aesthetics of Allah’s creations. It also teaches ways to accept and live in harmony with people from other religions and cultures.

Identity and Culture

As the students’ gain deeper awareness of themselves as an individual and as part of a group through personal expression in different art forms, they develop an awareness of and appreciation of their own cultural heritage and appreciate the arts that are unique to the Maldives.

Human Rights, Democracy & Justice

Students get the opportunity to engage in activities related to topics such as empathy, globalization, citizenship, human rights and this empowers students to promote human rights, democracy and justice.

Holistic Development

Learning opportunities offered through Creative arts contributes to the development of students’ intellectual, social, physical and emotional growth and well-being.


Personal Excellence

Teaching and learning activities in the Creative arts supports and empowers all students to learn and achieve personal excellence through active arts experiences, regardless of their individual circumstances

Inclusivity The teaching of Creative arts ensures inclusivity and value diversity of belief and expression through arts.

Preparation for Life

Students are provided with necessary skills for life and work through the use of authentic situations such as visit to local artists, museums and galleries and create and reflect on artworks and performance as artists.

Relevance The artistic knowledge and skills developed are of great relevance to the students as they have the opportunity to use them in various personal, social, and cultural contexts.

The Key Competencies

The Creative Arts syllabus incorporates the eight key competencies in the National Curriculum. It helps students to develop the knowledge, skills and values that are essential for success both in school and beyond.

The learning outcomes and indicators in the Creative arts syllabus provide a number of opportunities to develop the key competencies through authentic tasks and therefore, teachers are encouraged to explore the key competency guide and incorporate the key competencies in their day to day teaching as well as organise learning opportunities that develop the key competencies through school wide activities. The following are some ways key competencies are developed through the subject.

Practising Islam

Through Creative Arts, students appreciate and value the aesthetics of Allah’s creations, gain deeper awareness of themselves and the world around them. Similarly, students develop an understanding of Islamic culture through study of Arabic calligraphy, Islamic architecture, symbols and designs.

Using sustainable practices

Creative arts enables the investigation of the interrelated nature of social, economic and ecological systems through art making and responding. It investigates the significance of this for the sustainability of practice, resource use and traditions in drama, music and movement and visual arts. Students’ choose suitable art forms to communicate their developing understanding of the concept of sustainability and persuade others to take action for sustainable futures.

Living a healthy life

Participating in the arts develops students’ social, physical and emotional well-being. Engagement in art related activities develop confidence, self-image and contribute to the full development of a


person. Additionally, while handling materials and instruments students practice safety procedures which contribute to this key competency.

Understanding and managing self

Creative arts learning provides students with regular opportunities to recognise, name and express their emotions while developing art form specific skills and techniques. As they think about ideas and concepts in their own and others art works, students identify and assess personal strengths, interests and challenges. As art-makers, performers and audience students develop and apply personal skills and dispositions such as self-discipline, goal setting, working independently and showing initiative, confidence, resilience and adaptability.

Making Meaning

Communicating in the Creative arts means learning to translate ideas through dance, music and movement and visual arts. Students participate in the communication process as receivers: observing, analyzing, evaluating, critiquing and interacting. They also learn to interpret information, ideas, express feelings and experiences using images, movements, sounds, signs and symbols that students make sense of their world.

Relating to people

In Creative arts, students develop their ability to work, both individually and collaboratively to make and respond to artworks. They learn to empathise with the emotions, needs and situations of others, to appreciate diverse perspectives, to communicate effectively and to understand and negotiate different types of relationships. When working with others, students develop and practise social skills that assist them to communicate effectively, work collaboratively, make considered group decisions and show leadership.

Using technology and media

In Creative arts, this key competency enables students to use digital technologies when making and responding to artworks, for example, using multimedia, notation or mind-mapping software, to plan, create and distribute to art works. As a result, students learn to apply social and ethical protocols and practices in a digital environment, particularly in relation to the appropriate acknowledgment of intellectual property and the safeguarding of personal security when using technology and media. They use digital technologies to locate, access, select and evaluate information, share and exchange information, and communicate with a variety of audiences.

Thinking critically and creatively

In the Creative arts critical and creative thinking is integral to the processes and strategies students develop and apply as they make and respond to art. In creating art works, students draw on their curiosity, imagination and thinking skills to pose questions and explore ideas, spaces, materials and technologies. They generate and analyse art forms consider possibilities and processes and make choices that assist them to take risks and express their ideas, concepts, thoughts and feelings creatively. In responding to art, students learn to analyse traditional and contemporary art works and identify possible meanings and connections with self and community.


Evolution

Arts Education has secured a significant place in the National Curriculum since 1984. It has been offered under the title “Practical Arts” from 1984 - to-date. Since 1984 Practical Arts (P.A), has been offered in all the Primary schools across the country. The syllabus outline was revised in 2001.

The Practical Arts syllabus (1984) includes drawing and painting, handwork, drama, music and singing for grades 1-7. In addition, students had to study working skills in grades 6 and 7. In 2001 the syllabus was revised to include the following strands. They are collage, printing and designing, paper craft, 3D activities, weaving and needlework, music and movement, art appreciation from grades 1 to 7, and additional strands including cooking, agriculture, fishing, and carpentry was offered to students from grades 6 and 7.

The revised National Curriculum includes Creative arts as one of the eight key learning area syllabuses which replace the existing Practical Arts syllabus (2001). The Creative arts syllabus from Foundation stage to Key stage 3 provides a foundational learning in Visual arts, Music and Movement and Drama. However Music and Movement is an optional strand at this level. At Key stage 4 and 5 students have an option to choose Art and Design through this key learning area.


Structure of the Syllabus

The content of the Creative arts syllabus for primary is set out in two stages that describe the sequence of learning experiences through which students progress. These divisions reflect the important milestones in the physical, mental and emotional development of the child. The stages of

primary are:

The Strands and Sub Strands of The Syllabus

Creative arts syllabus is organised into three interrelated strands: Drama, Music and movement and Visual arts:

STRAND 1: DRAMA (DR)

Drama provides students with opportunities to look at contemporary drama practices of making, performing and appreciating drama. These drama practices enable students to be active, experiential, and reflective, and students develop knowledge, understanding and skills that pertain to each of these practices. They are also provided with opportunities to play the part of actors, directors, playwrights, designers and stage managers.

The contribution of drama is experienced through the curriculum area of languages; English and Dhivehi.

STRAND 2: MUSIC AND MOVEMENT (MU)

Music and movement helps students to develop their skills in performing, composing, notating and analyzing music. Students are provided with opportunities to express their thoughts through performing vocally and instrumentally; create and compose short rhythmic and melodic patterns for a given scale using traditional / non-traditional instruments; identify notes and symbols in the treble and bass clef; use terms relating musical elements; identify music forms, instrument families. Music and movement enhances students’ self-esteem, balance, co-ordination and body awareness. Improvement in these skill leads to the development of adaptive social behavior. Students who do not wish to study the music strand are given the flexibility to do so and their overall performance in the creative arts is measured in terms of the outcomes specified for visual arts and drama.


STRAND 3: VISUAL ARTS (VA)

Visual arts consist of a broad range of fields, including drawing, painting, printmaking, sculpture, design, traditional and fine crafts, photography, and electronic arts. The strand encourages self-expression, imagination, sensitivity, conceptual thinking, powers of observation, an analytical ability and practical attitudes. Through the strand, students also develop their visual literacy by looking at, responding to, and critically analysing a wide variety of artworks from different historical periods, styles and cultures.

The Sub Strands

The Creative arts syllabus is grouped under a set of interrelated sub strands shared by all three of the arts strands- drama, music and movement and visual arts. They are:

Creating and Presenting (CI) Reflecting, Responding and Analysing (RA) Exploring History and Cultural Context (HC)

SUB STRAND 1: Creating and Presenting (CI)

Through this sub strand, students develop the ability to express ideas by creating original artworks, in visual arts, music and movement, or drama. Students will learn to use a variety of art materials, tools and technologies, including electronic equipments and computers and develop new and different ways to enhance their power of imagination, creative thinking and presentation skills. Students will also develop a positive attitude for continual exploration and experimentation through the process of making and presenting their artistic ideas.

SUB STRAND 2: Reflecting, Responding and Analysing (RA)

As artists and audiences, students explore, respond to, analyse, and interpret the artworks they experience in drama, music and movement and visual arts. They learn that meanings can be generated from different viewpoints and begin to understand and appreciate their own and others’ work.


SUB STRAND 3: Exploring History and Cultural Context (HC)

This is the sub strand through which students learn to understand the meaning and value work of artists within their own communities, within Maldives and beyond. They will be provided with numerous and diverse opportunities to contribute, reflect on and respond to the arts within their own and other contexts including historical, personal, social and cultural.

Outcomes

The outcomes are statements of knowledge, skills and understandings expected to be achieved by students at the end of a given stage. These outcomes are achieved as students engage with the content of the syllabus. All outcomes are equally important. The presentation of the outcomes does not imply a sequence of teaching and learning activities.

Indicators

Each outcome in this syllabus is accompanied by a set of indicators. An indicator is a statement of the behaviour that students may display as they work towards the achievement of syllabus outcomes. Indicators reflect and describe aspects of knowledge, understanding, skills and values and they may describe part or all aspects of an outcome.

Outcomes and indicators together assist teachers in identifying student’s achievement and progress and help them in planning future learning experiences. Teachers should also keep in mind that the indicators are not mandatory and they are suggestions provided to assist in the assessment of how well the students achieve the learning outcomes.


Planning, Teaching and Assessing Creative Arts

The Planning Stage

Using the syllabus outcomes and indicators as a reference point, teachers can design units of work that encompass arts creating/ performing, contextualizing, and reflecting, which incorporate many aspects of the arts learning process. As flexibility is an important part of the planning, lessons can radiate in many directions, and possibilities are limitless. For example, a lesson in collage may lead to making of masks that may be incorporated into dramatic storytelling and movement.

When planning units, teachers have opportunities to engage people and resources available in the wider school community. In addition, sharing ideas and materials within a school or group of schools during the planning, allows for rich and varied experiences for students and initiates important conversations among teachers about the excitement that can be generated through art.

The following are some key features to consider in planning Creative arts programs:

SELECTING THEMES Learning of arts concepts and skills should be planned around unifying themes and ensure continuity and progression. Learning through themes provide context in which students learn the application of arts concepts and skills and also connect students’ learning with their experiences in the wider world. Teachers also should make decision about the appropriateness of the themes in terms of interest, relevance, time, level of difficulty, needs, and abilities.

INTERGRATING LEARNING IN THE ARTS Teachers should consider possibilities for meaningful integration of the concepts in visual art, music and movement and drama within the subject strands and across other key learning areas. Integration can be achieved through concepts and skills development (for example: ‘developing awareness of pattern’ in Visual arts, Music and Mathematics) and through activities that develop a theme (for example, ‘Toys’ in Visual arts, Drama, and Languages).

STIMULATING ACTIVE PARTICIPATION Interactive learning activities stimulate students’ intrinsic expressive motivation, feelings and ideas. Students should be able to participate in learning activities which provide them with choices and room for development in art appreciation, criticism and making activities.

USING ARTWORKS AND ARTISTS Artworks and artists can be used to teach art concepts and the use of traditional and contemporary materials, techniques and technologies. Artworks and artists can be used as stimuli to engage students.


CONSIDERING HEALTH AND SAFETY ISSUES A wide variety of tools, equipment and materials are used in the art making process. Teachers should consider health and safety issues when planning practical activities in the Creative arts. Different learning environments should be considered when planning Creative arts lessons. A conducive learning environment enhances and promotes the learning of arts.

DISPLAY OF ARTWORKS Displaying students’ artworks in class, school and public spaces fosters their self confidence and sense of achievement. The displays are excellent resources to engage students in the discussion and making of art. Students can learn from one another and learn to value artworks made by their peers. Displays of works in progress and of varying achievements levels can also be used to focus on the processes of artmaking. These works can be used to generate discussions and provide feedback for learning and improvement.

EXPERIENCES BEYOND THE CLASSROOM Different environments provide different sensory experiences for students. Bringing students to places where artworks are produced or displayed also helps to connect their learning with real life. The following are some suggestions which teachers can consider:

o Visits to concerts, galleries, museums and exhibitions o Visits to artists’ studios, advertising or media production companies o Talks/demonstrations/workshops by local and/or visiting artists

Teaching and Learning Creative arts

Creative arts syllabus supports teachers in meeting the needs of students through providing a wide range of carefully planned and well-paced learning experiences. Within a rich, supportive environment teachers should draw upon a skilful mix of teaching learning approaches to promote a climate of creativity and innovation, including:

active involvement in creative activities and performances

tasks or performance opportunities which require a creative response

opportunities to perform or present to an audience

partnerships with professional performers or artists and other creative adults

raising awareness of contemporary culture and connecting with student’s experiences

appropriate, effective use of technology

building on the principles of Assessment for Learning

both collaborative and independent learning


establishing links within the Creative arts and with the wider curriculum

opportunities to analyse, explore and reflect.

The majority of activities in the Creative arts involve creating and presenting and are practical and experiential. Evaluating and appreciating are an integral part of the creative process and are linked to developing creative skills, knowledge and understanding and enhancing enjoyment.

Recommended Time Allocation

Classroom Learning

About 9- 10% of lesson time is recommended for Creative arts in the formal curriculum at primary level. Therefore, about three periods per week can be allocated to teach Creative arts at both key stage 1 and 2. One double period will be allocated to Visual arts and one single period for Music and Movement per week. There is no set period for Drama however; drama components will be integrated within the other Creative arts strands and within other key learning areas, especially Social studies, Dhivehi and English language classes.

Coordination Between Inside And Outside School Hours

The Creative Arts curriculum should incorporate the planning of formal, informal and non-formal learning. It assists students in experiencing a wide range of arts activities, knowledge and skills, and also enhancing self-learning abilities and attitudes, thus fostering the notion of Learning to Learn. Students can also make good use of extra-curricular activities and venues outside schools to broaden their visual arts learning experiences.

Assessment Practices

Assessment is an integral aspect of the teaching and learning process. It should be based on the learning outcomes in Visual arts, Drama, Music and Movement that specify what students know, understand and are able to do in the artforms. Assessment should be conducted regularly to provide students with information on their strengths and areas for improvement. Assessment also provides teachers with information on their students’ learning and allows review of teaching for further instruction. Teachers are recommended to use variety of assessment strategies to facilitate students’ learning in the Creative arts. Some possible assessment strategies teachers can use are:

Teacher observation

Teacher-designed tasks and tests

Assessment rubrics

Checklists

Student-teacher conference

Anecdotal records


Rating scales

Self and peer assessment

Students work samples and portfolios

Practical performance

Reflection journals


What Should Be Assessed?

Assessment in the Creative arts should be closely related to the syllabus outcomes/ indicators. It should focus on student’s skills and abilities to express themselves through creating, presenting, contextualizing, evaluating, and appreciating. Approaches to assessment will also include a focus on their abilities to organize, present and discuss their own feelings and emotions and those of others.

Assessment should reflect all the creative process used to achieve an outcome. Students should constantly be challenged to examine their artwork, discuss and share ideas with others and bring learning to new levels of understanding.

Assessment should also link with other areas of the curriculum within and outside the classroom and, for example, offer students opportunities to become aware of the role of professional arts companies and cultural organizations in society and the economy.

FORMATIVE ASSESSMENT

Formative assessment is the practice of building a cumulative profile of student achievement. This usually takes place during day-to-day classroom activities and involves informal interaction and systematic observation. The intentions developed for particular units of work through the indicators may be used to guide teacher observations. While it may also include more formal assessment procedures, formative assessment can provide a broader profile of the student than just formal testing. It is a valid and valuable part of overall assessment.

SUMMATIVE ASSESSMENT

Summative assessment is the practice of making judgments about student achievement at certain relevant points in the learning program, such as at the end of a unit of work, or at the end of a term or year of schooling.

Formative and summative assessment complement each other and both should be used to form a comprehensive profile of student achievement.


Key Stage 1 (grades 1, 2 and 3)


Scope and Sequence (Key Stage 1)

Strand – 1: Drama

Grade 1 Grade 2 Grade 3

Creating and Presenting

Elements of drama (characters, plot, setting, dialogue)

Elements- characters and setting in a story.

Elements- identifies and describes characters, plot, and setting in stories.

Elements- Develops the characters, plot, and settings in stories to dramatize.

Costumes, props and scenery used in classroom drama.

Improvises objects into simple props, scenery and costumes to be used in classroom drama.

Experiments with sound, props, costumes and scenery in basic directing.

Start, middle and end of a story.

Beginning, middle, and end in storytelling and dramatizations.

Theatrical concept of beginning, middle, and end

Explores concepts learnt in other subject areas.

Character types and personality traits of characters.

Describes the traits of a character.

Depict a character using actions.

Sequence of events in a story.

Sequence of events in a dramatization.

Expresses the sequence of events in a dramatization.

Expresses mood, feelings, and emotions.

Clear diction in speaking. Clear voice, diction, pace and volume in reading the dialogues.

Narration and dialogue. Genres such as fairy tales, and folktales.

Genres such as mystery, comedy, tragedy, historical drama.

Developing acting Skills

Act out stories, songs, nursery rhymes.

Retell stories with different endings.

Varies voice when dramatizing and retelling stories.

Different vocal qualities: volume pitch tone and tempo.

Speaks convincingly in role. Uses variations of movement, gesture, and vocal pitch, tempo, and tone for different characters.

Shows concentration and focus in drama activities.

Shows concentration and focus in drama activities.

Concentration and focus is maintained throughout the drama activities.


Uses pantomime, tableau, and improvisation during drama activities.

Plans, visualizes, and draws scenery for dramatic presentations.

Writes and performs dialogues and short scenes involving characters, problems, and solutions.

Role-play:- everyday life events.

Role-play:- topics related to environment.

Role-play:- community related events.

Cooperates with others while dramatizing.

Create a drama for performance in collaboration with others.

Plans, directs and evaluates classroom drama activities and accepts others ideas in the process.

Portrays the attributes of characters when enacting a piece.

Sustains the context of a given dramatic situation.

Takes direction and give helpful suggestions.

Arrange the performing space to communicate mood and time depicted in the script.

Identifies the 5 W’s (who, what, where, when, and why) in a classroom drama.

Incorporates the 5 W’s (who, what, where, when, why) when planning and creating dramas.

Special effects using technological means.

Identifies life and personal experience that can be incorporated in dramatic activities and playmaking.

Compares observations of life and personal experience that can be incorporated in dramatic activities and playmaking.

Incorporate observations of life and personal experience in dramatic activities and playmaking.

Message of a drama. Message or moral of a drama.

Explains the message or moral of a drama.

Identifies situations and characters from real life with those created for a dramatic performance.

Compares situations and characters from real life with those created for a dramatic performance.

Compares and contrasts situations and characters from real life with those created for a dramatic performance.

Reflecting, Responding and Analysing

Describing and analyzing drama performances

Emotional reactions to drama.

Reason outs particular emotional responses to dramatizations.

Discuss and explain reasons for particular emotional responses to dramatizations.

Talk about different emotions from a story narration or a dramatic performance.

Comments on an actor’s performance.

Suggests alternative endings.


Drama vocabulary - dialogue, tableau, hero, villain, entrance, exit, offstage, onstage.

Drama vocabulary- playwright, director, scene, improvisation, script, conflict, plot, diction.

Drama vocabulary- persuasion, motivation, dramatic pause, stage areas, props, blocking.

Appropriate audience behavior.

Expresses reasons for appropriate audience behavior.

Practice appropriate audience behavior.

Describes their likes about a dramatic performance in general.

Discusses their likes about a dramatic performance they have seen.

Reason why they liked a certain dramatic performance.

Describes- strengths, weaknesses and areas of improvement of their own theatrical work.

Discusses- their strengths, weaknesses and areas of improvement of their own theatrical work.

Analyzes- strengths, weaknesses and areas of improvement of their own theatrical work.

Exploring History and Cultural Context

Evaluating folk stories and critically analyzing and comparing stories from different cultural and historical settings

Listens to and/or dramatize tales and stories from various cultures including Maldives.

Compares stories from different cultures, including Maldivian folk stories and look for similarities and differences.

Dramatizes events from various cultures and Maldivian history.

Identifies and compares similar characters and situations in stories and dramas from and about various cultures

Talks about a certain period in their life (e.g., their pre-school period).

Discusses how a long period of time can be depicted in drama.

Discusses how drama reflects life.

Identifies Maldivian folk stories.

Retells a Maldivian folktales in own words.

Researches a Maldivian folktales and with teachers help write a script.


Strand – 2: Music and Movement



Sing Pitch

Sing songs and play games that require them to use their voice both ways (speaking and singing).

Attempts to match a given pitch.

Sing accurately in unison.

Matches pitches when singing simple songs, such as nursery rhymes, (Row, Row, Row Your Boat, Are You Sleeping).

Melodic direction

Sing, with a group, short melodic patterns that move upward and downward.

Sing, with a group, a simple song that moves upward and downward.

Pitch

Sing a simple song on pitch in an established key.

Perform, vocally, a high-middle-low pattern.

Harmony

Speak in a group a vocal ostinati to accompany a poem or song.

Speak and sing in a group, a vocal ostinato while the teacher speaks a poem or sings a melody.

Posture

Demonstrate correct singing posture, (open mouth, and good tone).

Melodic direction

Sing, with a group, a simple song that moves upward and downward.

Sing a simple song, accurately reproducing melodic direction.

Pitch

Sing with matching pitch simple songs, such as nursery rhymes, rounds, ostinati, partner songs, and traditional Dhivehi songs.

Harmony

Speak, with others, a given ostinati as an accompaniment to a melody.

Posture

Demonstrate grade appropriate vocal technique (diction, breath control and tone) by singing a given melody with others.

Perform on instrument

Investigate the sounds of different musical instruments.

Steady beat

Maintain a steady beat independently.

Use body percussion and classroom instruments to accompany songs and chants while demonstrating steady beat.

Demonstrates appropriate care of musical instruments.

Play long/short and

Steady beat

Maintain a steady beat independently.

Maintain steady beat at varying tempos.

Play simple rhythm in duple meter.

Maintain a steady beat while the teacher plays a simple rhythm.

Maintain a steady beat in group A while group B plays a simple rhythm.

Demonstrates appropriate care of musical

Identifies strong and weak beats in duple and triple meter.

Play simple rhythm in duple meter.

Creates basic rhythmic patterns in duple meter.

Perform basic rhythmic patterns (half notes, quarter notes, paired eighth notes, quarter rests) in duplemeter on non-pitched instruments using proper technique.

Melody

Identify classroom


fast/slow sounds.

Technique

Demonstrate correct technique for holding instruments and/or mallets.

Demonstrate correct technique for playing instruments.

Compose

Choose appropriate long/short and fast/slow sounds to accompany story, song, or poem.

Create and demonstrate a four-beat rhythm composition using quarter notes, paired eighth notes, and/or quarter rests.

instruments.

Technique

Demonstrate correct technique for playing instruments.

Play instrument with correct technique and producing a good tone.

Song Accompaniment

Play a simple ostinati in a group to accompany a poem/song.

Compose

Create and demonstrate an eight-beat rhythm composition using quarter notes, paired eighth notes, and/or quarter rests.

melodic instruments.

Perform, alone, basic melodies on a pentatonic scale (four-measure minimum).

Compose

Create and demonstrate, vocally or instrumentally, a four-measure melody based on a pentatonic scale while maintaining a steady tempo.

Read and Notate Music

Understands that notation can represent melodic direction and duration.

Reads writes and perform quarter note, quarter rest, and paired eighth note rhythms.( q, n, Q ) (ta, ti-ti)

Reads writes and perform simple three pitch (i.e. sol, mi, la or doe re mi) melodic patterns.

Read and notate pitches on the treble clef.

Identifies and perform rhythms in 2/4 and 4/4 time

Read writes and perform notation for quarter note, paired eighth notes, half notes, and quarter rest.(q Q n h) (ta, ti-ti and too)

Recognize and perform iconic notation for high, middle, and low sounds.

Perform a short melody using so-mi-la following notation provided by the teacher.

Identifies and perform rhythms and melodies in 2/4, 3/4 and 4/4 meter

Reads and writes rhythms including whole notes, rests and dotted half notes

Read writes and perform notation for quarter note, paired eight notes half notes, dotted half notes and quarter rest(q Q n h d)

Writes a four measure melody using traditional music notation

Identify various dynamic markings (e.g., forte, mezzo forte, piano, crescendo, decrescendo) and directional markings (e.g., repeat sign, D. C., fine, coda).


listening and analyzing

Talk about the differences between the voices of men, women, and children.

Identify by sound a group of teacher selected instruments.

Classify a teacher selected

Identifies the music element of pitch, tempo, dynamics, rhythm, and timbre as same


Recognize individual instruments and explore how sound is produced in different instruments.

Identify classroom instruments, by sight and sound, and classify into families.

Identify and compare sounds (musical and non-musical): high-low, loud-soft, short-long, slow-fast, up-down.

Discuss a musical performance using grade-appropriate music vocabulary.

Discuss appropriate audience behaviors during a performance.

Demonstrate appropriate audience behaviour during a performance.

percussion instruments into families (pitched and unpitched, wood/metal/strike/shake).

Make visual representations of a melody (rise and fall).

Identify the tempo of music as fast or slow.

Identify the dynamics of a music selection as loud/soft.


Demonstrate appropriate audience behaviors during a performance.

Evaluate audience behaviors exhibited during a performance.

or different for teacher selected music.


Identify forms in music (AB and ABA forms.

Recognize the instruments of the four families of the orchestra; percussion, brass, wind and string.

Exploring History and Cultural context

Various uses of music in the community.

Listen, talk, sing, and move to Maldivian music.

Popular musician of the community

Use of music in cartoons, computer games, and movies.

Appropriate music for different occasions.

Listen, talk, sing, and move to Maldivian music.

Role of musician in the community.

Music for special occasions and celebrations.

Music of other cultures through live or recorded authentic performances.

Role of musician in the media.


Strand – 3: Visual Arts



Elements of art: (Line, shape and form, colour, texture, value and space)

Types of lines – curved, zigzag, broken, straight, spiral, wavy, thick, thin.

Line types-horizontal (asleep), vertical (standing up) and diagonal (falling).

Identify and use lines expressively.

Basic shapes.

Geometric shapes

Organic shapes

Forms (3D shapes).

Shape combinations

Symmetrical shapes and forms.

Primary colours.

Mix primary colours to make new colours.

Distinguish between primary and secondary colours.

Create secondary colours by mixing primary colours.

Warm and cool colours

Use colours expressively.

Textures (furry, prickly, bumpy, rough, smooth).

Textures (rough, smooth, ridged, corduroy).

Differentiate between real and illusory texture.

Identify lightness and darkness of a colour (light blue/ dark blue).

Experiment with value (by mixing white to make a range of tints).

Experiment with value (by varying the pressure of pencil).

Illusion of depth (space) using overlapping of objects/ shapes, and size relationship.

Identifies foreground, middle ground, background and horizon line and uses them to show depth.

Principles of design: (pattern, proportion, balance, contrast)

Make simple patterns. Alternating, and regular patterns

Create patterns using repetition of line, colour and shape.

Random, alternating, and regular patterns

Create patterns to tell a story.

Investigate size relationships (from big to small, tall to short).

Recognise proportion and scale between objects.

Compare and contrast scale between objects.

Symmetrical balance. Symmetrical balance. Asymmetrical balance.

Identify and creates contrast in artworks.

Making artworks based on

Create images based on observation.

Create drawings from observation.

Investigate the natural or built environment through observation.


ideas, feelings, imagination, observations, personal experiences and interests

Create images based on real experiences and/or memory.

Create images based on real experiences or memory.

Express their responses to classroom or community issues.

Create images from imagination.



Exploring and creating images using a variety of materials, technologies and processes to create images

Use a variety of tools for making marks and effects in drawing on different surfaces.

Experiment with a variety of tools for making marks and effects in drawing on different surfaces.

Experiment with a variety of tools for making marks and effects in drawing on different surfaces.

Create a collage. Create a collage. Create a collage.

Use mixed media to create art.



Experiment with paint of different consistencies.

Explore a variety of colour media and their effects.

Explore a variety of colour media and their effects.

Create a simple printmaking.

Create a simple relief print. Create a printmaking (monoprints, collagraphs etc).

Create art work using textiles (simple weaving).

Create art work using textiles (make a decorative stitch, weaving on a loom).

Experiment with textiles to create artworks (sewing, weaving, fix a button).

Create an imaginative 3D object.

Create 3D objects using a variety of natural and processed materials.

Create 3D objects using a variety of natural and processed materials.

Use digital media and software programs to make art.




Reflect on and talk about a variety of artwork and art experiences

Talks about personal preferences and reasons.

Talks about personal preferences and art experiences.

Talks about personal ideas and feelings about artworks and art experiences.

Describe the art elements and principles used in the artworks.

Suggest reasons for the use of art elements and principles in their own and others’ work.

Explain art elements, principles, materials, technologies and processes used in their own and others’ work.

Evaluate their strengths, interests, and areas of improvement in their own artwork.




Exploring History and Cultural context

Understand and value artworks from a variety of cultures, and contexts

Identify examples of art at home, and school.

Identify examples of visual arts within their home, at school, in their community.

Give examples of how visual arts can express the identity of a community.

Reasons people make visual images.

Reasons people make and use visual art.

Purpose of visual arts.

Describe works of art from a variety of cultures, times and places.



Recognize and describes subject matter, signs seen in their everyday lives and in artworks.

Demonstrate an awareness of subject matter, signs seen in their everyday lives and in artworks.

Demonstrate an awareness of subject matter, signs seen in their everyday lives and in artworks.

Grade 1 Syllabus Details


GR

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E 1

GRADE 1

Strand – 1: Drama

Sub-strand 1: Creating & Presenting

Outcomes

DR.CP.1

Identify and apply the elements of drama in the creation of original and scripted pieces.

Indicators

This is evident when a student:

a. Identifies characters and setting for the scene or story.

b. Uses costumes, props and scenery in classroom drama.

c. Identifies the starting, middle and end of a story

d. Identifies character types and personality traits of characters.

e. Identifies the sequence or events in a story.

f. Uses voice and movement to express mood, feelings, and emotions.

g. Identifies difference between narration and dialogue.

Outcomes

DR.CP.2

Develop acting skills that allow him or her to portray a variety of characters in performing monologues, scenes and plays in staged productions and in informal classroom presentations.

Indicators


a. Acts out stories, songs and nursery rhymes.

b. Demonstrates vocal qualities such as volume pitch tone and tempo while speaking.

c. Shows concentration and focus in drama activities.

d. Uses pantomime (acting without words through facial expression, gesture, and movement), tableau (a silent and motionless depiction of a scene created by actors), and improvisation during drama activities.

e. Role-play everyday life events (e.g., incidents such as getting late to school, importance of cleanliness).

f. Demonstrates the ability to cooperate with others while dramatizing to explore content in other subject areas (example using voice, movement, drama, mime and music).

g. Identifies life and personal experience that can be incorporated in dramatic activities and playmaking.

h. Identifies the message given by dramatic presentation

i. Identifies situations and characters from real life with those created for a dramatic performance.

Sub-strand 2: Reflecting, Responding and Analysing

Outcomes Indicators


GR

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E 1

DR.RA.1

Reflect upon, describe and analyze their own drama work and the work of others


a. Identifies and discusses emotional reactions to drama.

b. Talk about different emotions from a story narration or a dramatic performance.

c. Uses drama vocabulary such as dialogue, tableau (pause), hero, villain, entrance, exit, offstage, onstage.

d. Recognizes and talks about appropriate audience behavior (e.g., not talking during the show, respecting others around you, not disrupting the show).

e. Describes what they like about a dramatic performance.

f. Describes their strengths, weaknesses and areas of improvement of their own dramatic performance.

Sub-strand 3: Exploring History and Cultural Context

Outcomes

DR.HC.1

Discuss and evaluate the purpose of different folk stories and critically analyse and compare stories from different cultural and historical settings

Indicators


a. Listens to and/or dramatize tales and stories from various cultures including Maldives.

b. Talks about a certain period in their life (e.g., their pre-school period).

c. Identifies Maldivian folk stories.


GR

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E 1



Outcomes

MU.CP.1

Sing a variety of songs in varying ranges and dynamics while maintaining good posture, and steady tempo.

Indicators


a. Matches simple pitch patterns.

b. Maintains good posture and a steady beat while singing.

c. Sings at contrasting dynamic levels with appropriate tone quality.

d. Sings songs of different cultures.

Outcomes

MU.CP.2

Play short rhythmic patterns using body percussion and pitched and non-pitched classroom instruments.

Indicators


a. Echos short melodic and rhythmic patterns.

b. Maintains a steady beat on a percussion instrument while playing in a group.

c. Demonstrates correct technique for playing instruments.

Outcomes

MU.CP.3

Create short rhythmic and melodic patterns and accompaniments to accompany a poem or story

Indicators


a. Creates sounds (vocal, body percussion or using percussion instruments) to accompany songs, poems, and stories.

b. Plans and performs rhythmic and melodic material (in groups) to accompany a poem using a variety of sound sources.


Outcomes

MU.RA.1

Read basic rhythms and pitches using syllables and utilizing relevant examples from repertoire.

Indicators


a. Reads and perform simple four-beat patterns with quarter notes, eighth notes, and quarter rests using rhythm syllables.

b. Notates quarter notes, eighth notes, and quarter rests using iconic or standard notation.

c. Uses body percussion and movement to demonstrate rhythmic patterns.

d. Reads simple pitch patterns from a staff using solfège


GR

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E 1

Outcomes

MU.RA.2

Identify similarities and differences in music and qualities of various sounds.

Indicators


a. Identifies changes in tempo, dynamics, and mood using movement.

b. Identifies various vocal, instrumental, and environmental sounds.

c. Identifies phrases of a song as same.

d. Identifies and demonstrate appropriate listening behavior during a classroom or outside performance.

e. Discusses the place and personal importance of music at home, school, and in the community.

f. Discusses and evaluate classroom music activities based on established criteria.


Outcomes

MU.HC.1

Identify functions of music and experience music of various historical periods and cultures.

Indicators


a. Identifies various uses of music in the community

b. Experiences Maldivian music through singing, listening, or moving.

c. Identifies some known musicians in the community or media.


GR

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E 1



Outcomes

VA.CP.1

Identify and apply one or more art elements to create artworks

Indicators


line:

a. Identifies and investigates different types of lines – wavy, straight, jagged, curved, zigzag, broken, spiral, thick and thin lines (e.g., describe types of lines observed in art works and in own surroundings, create a variety of lines using a variety of media such as finger paint, draw in sand, make lines from clay, cut lines from paper/ cloth, draw lines to music)

shape and form:

b. Recognises basic shapes (circle, square etc) and free-form/ organic shapes (puddle, water drop, leaves, flowers, clouds etc) and use them to make works of art (e.g., a collage using organic shapes)

colour:

c. Identifies primary colours (red, yellow and blue)

d. Mixes primary colours to make new colours *Note: students should be given only the three primary colours and they need to mix them to create new colours

texture:

e. Identifies textures of familiar objects (e.g., furry, prickly, bumpy, rough, smooth)

f. Creates a variety of textures (e.g., a pattern of lines to show the texture of a zebra skin; by impressing different tools in clay create a rough surface; glue seeds or coarse sand on a picture to make it bumpy and rough; transferring texture onto paper by placing a piece of paper over a textured surface and then rubbing the paper with crayon)

value:

g. Identifies lightness and darkness of a colour (e.g., light blue / dark blue)

Outcome

VA.CP.2

Demonstrate an understanding of composition, using the principles of design (pattern, proportion and balance)

Indicators


pattern:

a. Recognises pattern in nature, in the environment and in artworks art (e.g., veins on leaves, ripples in water, bricklaying, textiles)

b. Makes simple patterns using repetition of colours, lines and shapes (e.g., AA, AB, BB, ABA)

proportion:

c. Investigates size relationships (e.g., from big to small, tall to short)


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balance:

d. Identifies symmetrical balance in natural and human-made objects and in artworks

e. Creates artwork to show symmetrical balance (e.g., a blot painting/ printing of a mirror image)

Outcome

VA.CP.3

Creates artworks based on ideas, feelings, imagination, observations, personal experiences and interests

Indicators


a. Creates images in response to something they observed (e.g., toys, shoe, apple, pumpkin, papaya, flowers etc)

b. Creates images that represent their responses to real experiences and/or to a particular memory (e.g., first day of school, a birthday party, moving to a new house, going to the dentist)

c. Creates images from their imagination (e.g., imaginary animals such as unicorns, dinosaurs and dragons, imaginary cartoon character, imaginary garden)

Outcome

VA.CP.4

Creates artworks based on ideas, feelings, imagination, observations, personal experiences and interests

Indicators


drawing:

a. Uses a variety of tools for making marks and effects in drawing on different surfaces (e.g., coloured pencils and chalk pastels on coloured paper)

collage:

b. Creates collage using varied papers, fabric and other 2D materials (e.g., use paint in combination with cardboard, wool, fabric, ribbons to make a collage of an insect)

mixed media:

c. Uses different media together to make art (e.g., wax resist using the oily quality of the crayon to resist the water based paint)

painting:

d. Experiments with paint of different consistencies such as transparent and thin paint or opaque and thick paint (e.g., use different paints such as water colour, poster colour, oil paint and inks to achieve different effects such as transparent washes of colour over an oil pastel drawing of a fish)

printmaking:

e. Explores the technique of simple printmaking with found objects (e.g., potato prints; make texture rubbings using found objects to explore various textures)

fabric & fibers:

f. Experiments with textiles to create artworks (e.g., simple weaving, tying and attaching parts of cloth, wool or ribbon; make simple stitches on stitching cards)


GR

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E 1

models & crafts:

g. Creates imaginative 3D objects using a variety of natural and processed materials (e.g., using techniques such as stacking, gluing, taping, tying, cutting, folding, tearing and weaving, create a 3D artwork such as a space helmet or party hat using paper; using hands or simple tools to shape, cut, roll, join, make models from clay/ playdough)

digital media:

h. Uses digital media and software programs to make art (e.g., use a computer software such as paint to create a self-portrait)


Outcomes

VA.RA.1

Reflect on and talk about a variety of artwork and art experiences

Indicators


a. Talks about their personal preferences and suggest reasons (e.g., “I like the roses in this painting. The colours on it reminds me of my new dress”)

b. Describes the art elements and principles used in the artworks viewed (e.g., I see a variety of shapes and colours in this design)

c. Identifies and evaluates their strengths, their interests, and areas of improvement in their own artwork (e.g., use reflective tools such as happy face or sad face to reflect personal thoughts of the artwork, thumbs up or thumbs down; do a think-pair-share on their favourite part of one of their art works; during teacher-student conferences discuss about something that they think is good about their artwork and something they would change)

Outcomes

VA.RA.2

Recognise and value artworks from a variety of times and places

Indicators


a. Identifies examples of art at home, and school (e.g., patterns on clothing or textiles, sign boards, bulletin boards, stamps, illustrations in books, student’s artwork in schools, sculptures in public spaces)

b. Describes reasons people make visual images (e.g., for beauty and enjoyment, to communicate an idea, to tell a story, to decorate functional item, to record a memory)

c. Recognises and discuss art from different cultures, times and places (e.g., look at puppets from different cultures and then make a socks or hand puppet using beads, buttons, wool or fabric)

d. Recognizes and describes subject matter (e.g., landscape, portrait, still life), signs and symbols seen in their everyday lives such as traffic lights, road signs, zebra crossing.


GR

AD

E 2

GRADE 2

Strand – 1: Drama


Outcomes

DR.CP.1


Indicators


a. Identifies and describes the character, plot, and setting in stories.

b. Improvises objects into simple props, scenery and costumes to be used in classroom drama.

c. Uses the concept of beginning, middle, and end in storytelling and dramatizations.

d. Observes and describes the traits of main and side characters.

e. Discusses the sequence of events in a dramatization.

f. Uses clear diction in speaking.

g. Identifies genres such as fairy tales, and folktales.

Outcomes

DR.CP.2


Indicators


a. Retells stories with different endings.

b. Speaks convincingly in role.

c. Shows concentration and focus in drama activities.

d. Plans, visualizes, and draws scenery for dramatic presentations.

e. Role-play topics related to environment (e.g., garbage disposal).

f. Demonstrates the ability to work collaboratively in helping to create a drama for performance or presentation by incorporating learnt material from other subject areas.

g. Portrays the attributes of characters when enacting a piece.

h. Takes direction and give helpful suggestions.

i. Identifies the 5 W’s (who, what, where, when, and why) in a classroom drama.

j. Compares observations of life and personal experience that can be incorporated in dramatic activities and playmaking.

k. Identifies the message or moral of a work of dramatic presentation.

l. Compares situations and characters from real life with those created for a dramatic performance.


GR

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E 2


Outcomes

DR.RA.1

Reflect upon, describe and analyze their own theatrical work and the work of others

Indicators


a. Expresses reasons for particular emotional responses to classroom dramatizations and dramatic performances.

b. Discusses an actor’s performance in terms of voice, gesture, facial expression, and movement.

c. Uses the vocabulary of drama such as playwright, director, scene, improvisation, script, conflict, plot, diction.

d. Expresses reasons for appropriate audience behavior (e.g., not talking during the show, respecting others around you, not disrupting the show).

e. Discusses what they like about a dramatic performance they have seen.

f. Discusses about their strengths, weaknesses and areas of improvement of their own dramatic performance.


Outcomes

DR.HC.1

Discuss and evaluate the purpose of different folk stories and critically analyse and compare stories from different cultural and historical settings

Indicators


a. Compares stories from different cultures, including Maldivian folk stories and look for similarities and differences.

b. Discusses how a long period of time can be depicted in drama.

c. Retells a Maldivian folk story using their own words.


GR

AD

E 2



Outcomes

MU.CP.1

Sing a variety of songs with accurate pitch, appropriate tone quality, and good diction and posture.

Indicators


a. Sings with accurate pitch, appropriate tone quality, clear diction, and good posture.

b. Sings songs in the languages of other cultures, adding any movement considered intrinsic to authentic performance of the music.

c. Sings an ostinato with a familiar song, maintaining a steady beat.

d. Follows the cues of a conductor.

Outcomes

MU.CP.2

Play melodic and rhythmic patterns on classroom instruments accurately and while maintaining a steady beat.

Indicators


a. Echos melodic and rhythmic patterns.

b. Maintains a steady beat and play with appropriate dynamic levels.

c. Plays instruments with correct technique producing a good tone.

d. Names and identifies different percussion instruments.

e. Plays simple ostinatos.

f. Follows the cues of a conductor.

Outcomes

MU.CP.3

Create short rhythmic and melodic patterns within specified guidelines and create group compositions.

Indicators


a. Performs short rhythmic and melodic phrases within teacher guidelines and write them using standard or original notation.

b. Creates music collaboratively to enhance a poem or short story using a variety of sound sources.

c. Arranges and perform a short sound piece cooperatively in small groups using the voice, body percussion, found items, or classroom instruments.


GR

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E 2


Outcomes

MU.RA.1

Read, write, and perform simple rhythmic and melodic patterns using standard or iconic notation and utilizing relevant examples from repertoire.

Indicators


a. Reads and perform quarter, eighth, half, dotted half, and sixteenth notes, and quarter and half rests in four-beat groupings using rhythm syllables.

b. Notates quarter, eighth, half, dotted half, and sixteenth notes, and quarter and half rests using iconic or standard notation.

c. Identifies direction of notated pitch patterns and interpret through singing, playing, or movement.

d. Identifies basic musical terms and symbols and interpret through singing, playing, or movement.

Outcomes

MU.RA.2

Identify similarities and differences in music using movement and musical terms.

Indicators


a. Identifies contrast and changes in tempo and dynamics using basic music terminology and movement.

b. Identifies repetition and contrast in sections of music using symbols or movement.

c. Identifies groups of classroom instruments by sight and sound.

d. Identifies families of orchestral instruments by sight and sound.

e. Identifies voices as those of children, adult males, or adult females.

f. Discusses and demonstrate appropriate listening behavior for various types of performances.

g. Discusses personal preferences for different musical works.

h. Listens to and compare two contrasting styles of composition using basic musical terminology.

i. Establishes and apply criteria for good musical performance in and outside the classroom.


Outcomes

MU.HC.1

Experiences music from Maldivian cultures and explore roles of musician in the community

Indicators


a. Discusses the use of music in cartoons, computer games, and movies

b. Identifies appropriate music and for different occasions.

c. Listen to and talk about Maldivian music.

d. Discusses the role of musician in the community


GR

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E 2



Outcomes

VA.CP.1

Explore and use a combination of art elements to create artworks

Indicators


line:

a. Categorizes line types-horizontal (asleep), vertical (standing up) and diagonal (falling) use them in art making (e.g., after looking at artworks of Mondrian, create a Mondrian style painting or collage)

shape and form:

b. Categorizes geometric shapes (circle, square etc) and free-form/ organic shapes (puddle, water drop, leaves, flowers, clouds etc) and use them to make works of art (e.g., a collage using organic shapes)

c. Recognise and creates a variety of forms (e.g., a cone hat using paper, paper folding/ origami, clay model)

colour:

d. Distinguishes between primary and secondary colours on the colour wheel and in works of art (e.g., ‘Sun’ by Ahmed Nimal)

e. Creates secondary colors by mixing two primary colors and describe the process (e.g., ‘I mixed red and yellow to make orange’)

f. Creates artwork using primary and secondary colours (e.g., create a painting of a garden using primary and secondary colours) *Note: students should be given only the three primary colours and they need to mix them to create secondary colours

texture:

g. Identifies textures of familiar objects (e.g., rough tree bark, smooth plastic plate, ridged corduroy fabric)

h. Creates a variety of textures (e.g., a rough texture created by patterns of lines, pasting saw dust, course sand or seeds to give a rough texture)

value:

i. Experiments with value (e.g., mixes white to make a range of tints and mixes black to make a range of shades)


GR

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E 2

Outcomes

VA.CP.2

Demonstrate an understanding of composition, using the principles of design (pattern and rhythm, proportion and balance)

Indicators


pattern and rhythm:

a. Recognises alternating, and regular patterns in everyday objects (e.g., textiles [Indonesian batik designs], ceramics [china]) and in artworks (e.g., Pierrot and Harlequin by Paul Cézanne)

b. Uses repetition of line, colour and shape to make patterns (e.g., create a series of stamp prints based on tropical fish depicting pattern by repeating and overlapping fish of different sizes and shapes)

proportion:

c. Recognizes proportion and scale between objects (e.g., paste different sized shapes with largest shapes at the bottom and smaller shapes higher up the paper)

balance:

d. Identifies symmetrical balance in natural and human-made objects (e.g., insects, flowers, skyscrapers) and in artworks

e. Creates artwork to show symmetrical balance (e.g., create a mask to show a symmetrical balance)

Outcomes

VA.CP.3

Creates artworks based on ideas, feelings, imagination, personal experiences and activities in their community or observations of nature

Indicators


a. Creates drawings from observation (e.g., look at the features of their own face in a mirror as they draw a self-portrait; using a magnifying glass observe and draw the patterns formed by veins on leaves, shapes and texture of bark on tree trunks or spirals on seashells)

b. Creates images that represent their responses to real experiences (e.g., a family vacation, a field trip)

c. Creates images from their imagination (e.g., an imaginary character, creature, or place)


GR

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E 2

Outcomes

VA.CP.4

Describe and apply a variety of materials, technologies and processes to create images

Indicators


drawing:

a. Experiments with a variety of tools for making marks and effects in drawing on different surfaces (e.g., use wet and dry media on different types of paper)

collage:

b. Creates collage with a wide range of natural and processed materials using water-based glues (e.g., paper, leaves, sand, seeds, strings and glue to create a landscape collage)

mixed media:

c. Uses different media together to make art (e.g., use paint in combination with other media such as crayon, salt or tissue paper)

painting:

d. Explores a variety of colour media and their effects (e.g., adding a wash of water over water-soluble felt pens; letting dyes run together to achieve mixed colours or painting inside shapes with acrylic paint for a floral painting)

printmaking:

e. Explore the technique of simple relief prints with found objects (e.g., vegetable or leaf prints, monoprints or glue line prints; arranging the shapes in a symmetrical pattern)

fabric & fibers:

f. Experiments with textiles to create artworks (e.g., weave on a simple loom, tread a needle, make a simple decorative stitch on coarse fabric)

models & crafts:

g. Creates 3D objects using a variety of natural and processed materials (e.g., use clay to create pinch pots or organic forms that are inspired by nature; using techniques such as stacking, gluing, taping, tying, cutting, folding, tearing and weaving, create artwork such as a mobile/ diorama for a sea theme; papier mache to create artworks such as a mask)

digital media:

h. Uses digital media and software programs to make art (e.g., create a simple image on a computer and alter it by using the copy and paste functions to create multiple images)


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Outcomes

VA.RA.1

Reflect on and respond to a variety of artwork and art experiences

Indicators


a. Describes personal preferences and art experiences (e.g., It looks like a painting. Someone has done this with fingers, string and brushes. The dark colour of the paper makes the paint stands out)

b. Suggests reasons for the use of art elements and principles in their own and others’ work (e.g., colour choices in pictures to create desired emotional effect, such as warm colours for a beach or a variety of dark scary colours and textures for a scary mask; explain how the artist has used flowing lines to depict smoothness or peacefulness)

c. Identifies and evaluates their strengths, their interests, and areas of improvement in their own artwork (e.g., use T charts with “This time I…’ ‘Next time I will…’, ‘What I like …’ ‘What I would change…’; focus on questions such as “What is interesting about the work you have made?”, “What do you feel you have done well and what would you do differently next time to improve?”)


Outcomes

VA.HC.1

Understand and value arts from a variety of cultures and contexts

Indicators


a. Identifies examples of visual arts within their home, at school, in their community (e.g., clothing, photographs, ceramic platter, road signs, billboards and murals)

b. Lists reasons people make and use visual art (e.g., for beauty and enjoyment, to communicate an idea, to illustrate a story, to decorate functional item, to express a memory, to express cultural identity, advertising)

c. Describes works of art from a variety of cultures, times and places (e.g., after looking at a selection of images of masks from different cultures, make comparisons and discuss materials as well as possible functions of mask)

d. Demonstrates an awareness of subject matter (e.g., landscape, portrait, still life), signs and symbols seen in their everyday lives and in artworks (e.g., symbols and shapes related to school, travel, and the arts; sports or institutional logos)


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GRADE 3

Strand – 1: Drama


Outcomes

DR.CP.1


Indicators


a. Develops the characters, plot, and setting in classroom dramatizations and/or formal productions.

b. Experiments drama elements such as sound, props, costumes and scenery in basic directing.

c. Applies the concept of beginning, middle, and end of a drama to explore concepts learnt in other subject areas (e.g., act out the life cycle of a flowering plant).

d. Plays the role of the main and sub characters of a drama.

e. Expresses the sequence of events in a dramatization.

f. Shows how voice (voice, diction, pace and volume) may be used to explore multiple possibilities for a live reading. Examples: “I want you to go.” “I want you to go.” “I want you to go.”

g. Identifies genres such as mystery, comedy, tragedy, historical drama.

Outcomes

DR.CP.2


Indicators


a. Varies voice when dramatizing and retelling stories.

b. Uses variations of movement, gesture, and vocal pitch, tempo, and tone for different characters.

c. Maintains concentration and focus in drama activities.

d. Writes and performs dialogues and short scenes involving characters, problems, and solutions.

e. Role-play community related events (e.g., eid celebration).

f. Accepts others ideas in planning, directing and evaluating classroom drama activities and incorporate learnt material from other subject areas

g. Sustains the context of a given dramatic situation.

h. Arrange the performing space to communicate mood and time depicted in the script.

i. Incorporates the 5 W’s (who, what, where, when, why) when planning and creating dramatizations of stories from current events or other subject areas.

j. Identifies technological means of creating different effects (e.g., the use of background music).

k. Incorporate observations of life and personal experience in dramatic activities and playmaking.

l. Explains the message or moral of a work of dramatic presentation.


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m. Compares and contrasts situations and characters from real life with those created for a dramatic performance.


Outcomes

DR.RA.1

Reflect upon, describe and analyze their own theatrical work and the work of others.

Indicators


a. Discuss and explain reasons for particular emotional responses to classroom dramatizations and dramatic performances.

b. Makes suggestions for alternative endings.

c. Uses the vocabulary of drama such as persuasion, motivation, dramatic pause, stage areas, props, blocking.

d. Practice appropriate audience behavior (e.g., not talking during the show, respecting others around you, listening carefully, not disrupting the show).

e. Suggests reason why they liked a certain dramatic performance.

f. Analyzes and describe strengths, weaknesses and areas of improvement of their own dramatic performance.


Outcomes

DR.HC.1

Discuss and evaluate the purpose of different folk stories and critically analyse and compare stories from different cultural and historical settings.

Indicators


a. Dramatizes events from various cultures and Maldivian history.

b. Identifies and compares similar characters and situations in stories and dramas from and about various cultures

c. Discusses how theatre reflects life.

d. Researches a Maldivian folk story and write a script with teacher guidance


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Outcomes

MU.CP.1

Sing a variety of music expressively with appropriate pitch, tone quality, diction, and posture.

Indicators


a. Sings songs with attention to pitch, diction, tone quality, and posture.

b. Sings expressively with varied dynamics and appropriate phrasing.

c. Sing songs from a variety of cultures including those of the school and community.

d. Sings rounds and songs with ostinatos.

e. Follows the cues of a conductor (with regard to tempo).

Outcomes

MU.CP.2

Play melodies and rhythms on classroom instruments with correct technique, appropriate dynamics, and a steady beat, alone and in groups while following a conductor

Indicators


a. Echos melodic and rhythmic patterns.

b. Plays given pitch patterns on a mallet instrument, keyboard, or recorder.

c. Plays instruments in a group with a steady beat, appropriate dynamics, and correct technique.

d. Names and identifies musical instruments of different cultures(selected)

e. Plays short melodies on pitched percussion instruments.

f. Plays ostinato accompaniments on pitched and non-pitched classroom instruments, independently and with others.

g. Follows the cues of a conductor.

Outcomes

MU.CP.3

Create short melodies and accompaniments using traditional and electronic resources.

Indicators


a. Composes rhythmic and melodic phrases according to teacher guidelines utilizing classroom instruments and available electronic resources.

b. Notates/records using traditional or available electronic means.

c. Composes a melody to match given lyrics with teacher guidance.

d. Creates lyrics to match a given melody.


Outcomes

MU.RA.1

Read, write, and perform rhythmic

Indicators


a. Reads and perform quarter, eighth, half, dotted half, sixteenth, and whole notes, and quarter, half, and whole rests in meters of two, three, and four using


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and melodic patterns, utilizing relevant examples from repertoire.

rhythm syllables.

b. Notates quarter, eighth, half, dotted half, sixteenth, and whole notes, and quarter, half, and whole rests using iconic or standard notation.

c. Reads and performs expanded pitch patterns and simple songs using solfège and letter names of the treble clef.

d. Identifies and explain the dynamic markings forte, mezzo forte, piano, mezzo piano, crescendo and diminuendo (decrescendo).

e. Identifies and explain the musical symbols for fermata, octave, and D.C. al fine.

Outcomes

MU.RA.2

Use movement and symbols to describe music.

Indicators


a. Identifies and describe AB, ABA, and rondo forms using movement and symbols.

b. Identifies representative orchestral instruments and their families by sight and sound as well as instruments of other cultures.

c. Discusses and demonstrate appropriate listening behavior for various types of performances.

d. Explains personal preferences for various styles of music using appropriate terminology.

e. Listens to and discuss or write about two contrasting compositions using appropriate terminology.

f. Establishes and apply criteria for evaluating various types of musical performances.

g. Identifies and demonstrate appropriate behavior when performing music.


Outcomes

MU.HC.1

Discover music associated with special occasions and investigate roles of musicians and choreographers in media.

Indicators


a. Identifies and investigate the use of music for special occasions and celebrations.

b. Describes a variety of music and dances of other cultures they have seen in the media, at live performances and social gatherings, or in the classroom.

c. Discusses the role of musicians and choreographers in the media.


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Outcomes

VA.CP.1

Explore and use a combination of art elements to create artworks

Indicators


line:

a. Identifies and uses line expressively (e.g., curly lines for wind in the sky, soft, curvy lines for flowers; facial expressions using line in cartooning; after looking at ways lines are used expressively in arts works such as ‘Starry night by Vincent van Gogh, ‘Tall reflection’ by Ahmed Suja, create an artwork using lines expressively)

shape and form:

b. Describe ways shape combinations are used to communicate (e.g., multiple shapes used in drawing complex objects)

c. Identifies symmetrical shapes and forms (e.g., shapes and forms in buildings)

colour:

d. Identifies warm colours (e.g., red, orange, yellow) and cool colours (e.g., blue, green, purple)

e. Creates an expressive painting using warm or cool colours (e.g., yellow: happy, red: angry: blue: peace/ cool)

texture:

f. Differentiates between real visual or illusory texture (e.g., smooth surface of a ceramic work versus drawing of rough tree bark [e.g., in artworks such as ‘Nikagas’ by Hassan Ziyad] or lines that look like fur)

g. Creates artwork using real or illusory texture (e.g., impasto: applying thick, textured paint to make the surface rough)

value:

h. Experiments with value (e.g, varying the pressure of pencil, mixes colours with white to make a range of warm and cool tints)

space:

i. Identifies foreground, middle ground, background and horizon line in artworks (e.g., in photographs, in paintings such as ‘Old Male’/ ‘Landscape’ by Hussain Afeef, ‘Sailing by Ahmed Naeem)

j. Uses foreground, middle ground, background and horizon line to give illusion of space and depth (e.g., create a landscape/ seascape/ cityscape that shows the illusion of space and depth)

k. Investigates positive and negative space

Outcomes

VA.CP.2

Demonstrate an understanding of composition, using

Indicators


pattern and rhythm:

a. Recognises random, alternating, and regular patterns in everyday objects (e.g.,


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the principles of design (pattern and rhythm, variety, balance, proportion and contrast)

textiles, ceramics) and in art (e.g., works by M. C. Escher- tessellation, patterns in Islamic art)

b. Creates patterns (e.g., use repetition of colour, line or shapes throughout an image that communicates a story)

proportion:

c. Compares and contrasts scale between objects (e.g., objects near seems big with more details, and objects faraway are smaller in size with less detail)

balance:

d. Identifies asymmetrical balance in natural and human-made objects (e.g., windblown trees, some contemporary additions to buildings) and in artworks

e. Creates artwork to show asymmetrical balance

contrast:

f. identifies and creates contrast in artworks (e.g., use contrast in a painting, such as a red apple amongst green, a collage with a big circle amongst small circles)

Outcomes

VA.CP.3

Creates artworks based on the natural and built environment or that have the community as their subject

Indicators


a. Investigate the natural or built environment through observation drawing (e.g., look at a seascape and draw them in cool colours; an important place such as Hukurumiskii/ market)

b. Expresses their responses to classroom or community issues (e.g., draw a picture/ poster that conveys messages on topics such as friendship, traffic safety, caring for the environment, problem of litter, climate change, endangered species)

c. Creates images from their imagination (e.g., (e.g., imaginary object/ landscape/ seascape/ creature/ animal)

Outcomes

VA.CP.4

Describe and apply a variety of materials, technologies and processes to create images

Indicators


drawing:

a. Experiments with a variety of tools for making marks and effects in drawing on different surfaces (e.g., use marker, acrylic or fabric paint to make a design on ceramic tiles, wood, cloth etc)

collage:

b. Creates collage with a wide range of natural and processed materials using water-based glues (e.g., use different textured and colour paper, and glue to create artworks on a theme or idea)

mixed media:

c. Experiments with different media together to make art (e.g., use paint and then crayon when the painting is dry)

painting:

d. Experiments with a variety of colour media and their effects (e.g., adding


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a wash of ink to a shape and drawing over the top of the ink when dry with crayon to build up textures; paint areas of a still life with opaque, thick paint and areas with thin transparent washes)

printmaking:

e. Explore the technique of simple printmaking with found objects (e.g., make stamps by cutting shapes out of foam, monoprints, collagraphs; create a paper marbeling)

fabric & fibers:

f. Experiments with textiles to create artworks (e.g., sew a variety of simple decorative stitches or use simple weaving techniques, fix a button using needle and thread)

models & crafts:

g. Creates 3D objects using a variety of natural and processed materials (e.g., make insect shapes and habitat features, using wood, twigs, raffia, husks, and other natural materials to explore science concepts; create a clay model of a landscape/ zoo)

digital media:

h. Uses digital media and software programs to make art (e.g., edit photographs using a computer program and display it as a slide show for a class exhibition)


Outcomes

VA.RA.1

Apply the critical thinking strategies to analyse, reflect on and respond to a variety of artwork and art experiences

Indicators


a. Explains personal ideas and feelings about artworks and art experiences (e.g., express thoughts and ideas about an artwork while in role as the artist in a peer artist interview

[e.g., “The materials I used to create this artwork were ____.

The artwork tells about ______.

I want people to feel ______when they see my artwork”])

b. Explains art elements, principles, materials, technologies and processes used in their own and others’ work (e.g., I used the colours purple and green in this painting because___”; after looking at an artwork answer the following questions with a peer‘: Is it a painting, collage or a computer made image? What materials were used? What type of lines, shapes and colours have been used?’ , ‘What does the shape, lines & colour represent?’)

c. Identifies and evaluates their strengths, their interests, and areas of improvement in their own artwork (e.g., verbally explain what they like about the artwork and what they would change in the artwork; keep an art journal to record what they think they have done well in their artworks, or learned about in their artworks, as they complete them; use the strategy of matching word and image to share their feelings about an art work or its creation)


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Outcomes

VA.HC.1

Understand and value visual arts from a variety of cultures and contexts

Indicators


a. Give examples of how visual arts can express the identity of a community (e.g., national symbols, sports team logos, cultural symbols)

b. List and discuss reasons people make and use visual art (e.g., for beauty and enjoyment, to communicate an idea, to illustrate a story, to decorate, to express a memory, to express cultural identity, advertising, to entertain, to give information, to give direction etc)

c. Compare and contrast artworks from a variety of cultures, times and places (e.g., compare and describe artworks based on a similar themes such as depiction of nature, of people doing things together, or of people at work that were created at different time periods)

d. Demonstrates an awareness of subject matter (e.g., landscape, portrait, still life), signs and symbols seen in their everyday lives and in artworks (e.g., symbols different cultures use to portray common themes like crown representing royalty, arrow or spear symbolizing hunt, dove representing peace, heart representing love)


Planning, Teaching and Assessment Examples

Sample Lesson Plan – Grade 1 (Creative Arts)

Subject: Creative Arts Grade: 1 Duration: 2 periods

(1 double period)

Strand: Visual Arts Sub-strand: Values relating to self

Key Competencies:

Understanding & Managing Self (identity)

Shared Values:

Values relating to self

Prior Knowledge:

Explored ideas about themselves

Used drawing media

Talked about their own and other’s drawings

Looked at other artists’ work and talked about what they think or feel about it

Materials Needed:

Images of children in a range of media, including photographs, family albums, advertisements, magazines

portraits and self-portraits of different artists, eg “Self-portrait with straw hat” by Vincent van gogh, Mona Lisa by Leonardo Da Vinci, “ Self-portrait ” by Frida “The Little dancer” by Edgar Degas, “Boy with a green cap” by Henri, Robert , “Girl with a cage” by Berthe Morisot, Senecio by Paul Klee, “The Gardner by Arcimboldo and “Mother“ by David Hockney

dressing up clothes

mirror

empty picture frame (approximately 40 x 50 cm)

Sub-strand 1: Creating & performing

Learning Outcomes / Indicators:

VA.CP.3 Creates artworks based on ideas, feelings, imagination, observations, personal experiences and interests

Creates images in response to something they observed

VA.CP.4 Describe and apply a variety of materials, technologies and processes to create images

Drawing:

Uses a variety of tools for making marks and effects in drawing on different surfaces (e.g., coloured pencils and chalk pastels on coloured paper)


Painting:

Experiments with paint of different consistencies such as transparent and thin paint or opaque and thick paint (e.g., use different paints such as water colour, poster colour, oil paint and inks to achieve different effects such as transparent washes of colour over an oil pastel drawing of a fish)

Sub-strand 2: Reflecting, Responding & Analysing

VA.RA.1 Reflect on and talk about a variety of artwork and art experiences

Describes the art elements and principles used in the artworks Identifies and evaluates their strengths, their interests, and areas of improvement in their

own artwork

Duration Teaching & Learning Resources / Material needed

Differentiated Instruction

10 mins Introduction:

Talk about selected images of children, raising questions in which the clothes worn, the pose and the activities shown, convey ideas about the children.

Show some self- portraits. Talk about selected self-portraits, focusing on how artists have conveyed ideas about themselves, eg how do the artists show themselves? As a painter? As a mother? As a friend? As a person with status? Ask students suggest why portraits are made, eg to record an important time in a person’s life, to project a powerful image of the person, to portray individuals as wealthy, knowledgeable or hard working. Ask if the person in each painting could speak, what the students think they would say?

Images of children in a range of media, including photographs, family albums, advertisements, magazines

portraits and self-portraits of different artists, eg “Self-portrait with straw hat” by Vincent van gogh, Mona Lisa by Leonardo Da Vinci, “ Self-portrait ” by Frida “The Little dancer” by Edgar Degas, “Boy with a green cap” by Henri, Robert , “Girl with a cage” by Berthe Morisot, Senecio by Paul Klee, “The Gardner by Arcimboldo and “Mother“ by David Hockney

70 mins Developmental Activities: Investigate mark making using ICT




Explain that paintings of people are called portraits. Discuss the meaning of portrait and self-portrait. Explain that some artists paint pictures of other people (portraits) and some paint pictures of themselves (self-portraits).

Stand behind an empty frame and adopt the pose and the expression of the people in the Van Gogh and Da Vinci portraits. What are you doing? (sitting, painting etc.) How do you feel? (this activity helps students begin to understand how people have been represented by the artist in a portrait and that the subject’s pose and expression helps tell us about the person)

Have students think about the techniques the artists use. Ask students how they would paint their own portrait (self-portrait). Discuss how an artist might paint a self-portrait (using a mirror or photograph)

Focus the student’s attention on one self-portrait. Ask them to describe:

- the person or people and the objects they are holding, wearing, etc (the content and subject)

- the main shapes and colours, etc in the image (the visual elements and the composition)

- how the image is made. Is it a photograph? A painting? A print? (materials and process used)

- how the image makes them feel about the person portrayed. What sort of a person is this? What is the person doing? What does the image tell you about the person? (the ideas and meaning)

Ask the students to look at and describe each other’s appearance, eg: their height, shape, colour of skin and hair, hair type, facial features. Have students list all the features of the face.

Get students to investigate a range of drawing media and the marks they can make eg try out techniques for showing textures of hair, smoothness of the skin, patterns on the clothing.

Have students draw their own face from memory using crayons, pencils, or oil pastels. Demonstrate how to apply the media (crayon or pastel) thickly. Refer to the listed words describing facial shapes and textures to help

dressing up clothes

mirror

empty picture frame (approx 40 x 50 cm)

glue

black glaze paper

tools, including flood fill and spray tools. They could use these effects to make portraits showing feelings such as anger, fear or joy.

Explore the shape and form of the head and create a three dimensional clay model of themselves.

Students who cannot express much can use strategies such as thumbs up, thumbs down to rate their artworks.




guide the students when they are drawing. They focus upon details such as shape and position of nostrils, nose, eyes and eye lashes, mouth, ears and face.


Have students share their first attempt with the class. Get them to guess who the picture was based on evidence and ask them how they know it. Get students to talk about what they think and feel about their own and others’ artwork, the successful part of their painting and explain why they think these parts are successful and what they might want to change or improve

Closure:

Exhibit the artists’ prints and students’ self-portraits (it can be arranged and pasted to make a mural.

Links within the subject strands

Drama: making and performing

Links with other Key Learning Areas:

Health & PE: Growth and development Social Sciences: ourselves, individual uniqueness

Assessment:

(Key assessment opportunities art marked)

Informal discussion Informal assessment of student skill by observation

Extension option:

Represent themselves by selecting and making an arrangement of the objects that they value, e.g., toys, clothes, books, games, recording their observation and making a painting.

Create a life-size drawing of themselves, by tracing them on large sheets of paper and decorate it by drawing the things of their interest or patterns found in their clothes, or things related to them.


Create a self-portrait using a computer software (such as paint), and investigate mark making using ICT tools, including flood fill and spray tools. They could use these effects to make portraits showing feelings such as anger, fear or joy.

Explore the shape and form of the head and create a three dimensional clay model of themselves

Teacher reflection:

Personal note of what went well and what needs to be improved. This is to be filled by the respective teacher soon after the lesson.


Sample Lesson Plan – Grade 1 (Music)

Subject: Music Grade: 1 Duration:

Topic: Singing and Speaking Voice

Key Competencies:

Making Meaning

Relating to people

Shared Values:

Values relating to others

Key Concepts:

Singing voice and speaking voice

Vocabulary:

Pitch timbre

Lesson Objectives:

Student will use their voices in different ways

Student will identify speaking and singing voice

Student will describe the voices they hear

Outcome:

Develop awareness of the different music element by singing a varied repertoire of songs.

Prior Knowledge:

Exposure to different sounds in their daily lives, such as sounds of nature, the community, and home environment

Indicators:

use voice in different ways;

choose how to use voice to make different sound effects;

decide which elements of music can be used to make a performance interesting;

tell the difference between speaking voice and singing voice;

make a good singing sound



Introduction:

Whole Class

Introduce the poem, “Ears Hear”, having students speak the descriptive words for the sounds which are identified (buzz, roar, hiss, etc.).

Have students listen for a sound they would like to make and experiment individually.

Teacher Prompts

How does your (tongue, teeth, lips) help you to make the sound of a…bee, etc?”

Ears hear

Doggie song

Grandma Moses

Melodic contour map




Name one way you could describe a lion’s roar, bird’s tweet, etc.” (such as loud, rough, high, etc.)

Have students select a sound from the poem to share with a partner and identify each others’ sounds.

Read the poem with space (learning silences) for student demonstrations of the sounds.

Developmental Activities:

Whole Class Activate Prior Learning

Build a repertoire of sounds by asking students to imagine familiar sounds and where they have heard those sounds.

Generate categorical lists of sounds grouped by the source of the sounds…zoo, home, beach etc.).

Teacher Prompts

What familiar sounds do you hear when…

- You go to the beach?

- You play in the school ground during break?

- You get up in the morning?” etc.

What is the difference in the sound of a… e.g., bus/car, cat/cow, etc.?

Try being a kind gentle lady, a mean grouch, etc., and describe how their voices might differ.

Whole Class

Teach the song, “Grandma Moses”, with the teacher demonstrating by singing the song and speaking the parts of the text where it indicates what the Dr. actually said.

Teacher Prompts

How does this song make you feel? Why?

Have students sing the sung parts of the song only while the teacher speaks the spoken text.

Have the class sing the parts of the song in their heads (internalize) and

- Speak out loud only the spoken words

Plan different ways and means of involving individual students. Some will be comfortable using their voices in a variety of ways. Others may be reluctant, but can remain engaged by clapping the steady beat, for example.




(internalizing the sung portions) then; and

- Sing out loud only the melodic (sung) parts (internalizing the spoken words).

Have the class speak the Doctor words while the teacher sings the song.

Divide the class in two and have one half perform the singing parts while the other performs the spoken parts. Switch.

Individual children can speak the Dr.’s words using their own “Dr. voice.”

Teacher Tip

Have children place their hands flat on their upper chests while they speak the spoken parts and then when they sing the melodic parts. They should be able to feel the chest vibrations when they speak, coming to the conclusion that their speaking voices are their chest voices.

The singing voice can often be felt at this age by placing the fingers on the top of the head. Because the singing voice requires development of head tone, it is often referred to as the “head voice”.

Closure:

Through further brainstorming generate other lists of sounds based on the qualities of sound, such as high/low, smooth/rough, fast/slow, etc.

Have children enact the song, “Grandma Moses”, with students singing and speaking the roles and then create a melody map,

Enact other songs, such as “Old MacDonald” with children replicating the different animal sounds.

Old Mac Donald had a farm

EE-I, EE-I O,

And on that farm he had a (name of animal)

EE-I, EE-I O,

…sing the remainder of the song out loud while individuals make the animal sounds. As they learn a song well and gain experience in internalizing, make it a bit more challenging by leaving out more and more.

Play “Doggie Doggie”. Instead of having the “doggie” guess who has the bone, have the child




with the bone sing “I have your bone” while the “doggie” remains facing away from the class. The “doggie” then determines who has his bone on voice recognition.

Teacher Tips

This singing game has excellent learning opportunities:

- Vocal timbre (tone) recognition;

- Developing the singing voice; and

- Use of so-mi and so-la-mi--the first three solfege syllables introduced.

Assessment:

Teacher, through observation, will assess students' ability to describe and perform a variety of sounds with their voices.

Students self-assess and teacher assesses the students' ability to differentiate between their singing and speaking voice and to use a singing voice (head tone) when performing simple songs.

Peer: describe the tone colour/timbre of each other’s voice, e.g., How did you know it was (name) who stole your bone?

Teacher: observe, record, and/or provide feedback on students’ - in-tune singing (pitch) - ability to hear different vocal timbres - ability to explain the different timbres, e.g., How did you know it was (name) who stole

your bone?


Sample Lesson Plan – Grade 3 (Creative Arts)

Subject: Creative Arts Grade: 3 Duration: 2 periods

(1 double period)

Strand: Drama

Key Competencies:

Understanding and Managing self

Shared Values:

Values relating to self

Prior Knowledge:

Name different feelings

Differentiate between the types of feelings

Can read simple sentences

Materials Needed:

Different situations/scenarios written on cards.

E.g., 01: Scenario one: It’s your birthday; your mom has given you a birthday surprise party. You are very happy. Mom is excited about the party but very tired.

Eg 02: You are walking on the road with your dad, you see an accident. You are very scared, dad is very curious to find out what happened.

Feeling cards. (pictures)

Reading materials (Any reading text where they can express feelings through voice and body language)

Sub-strand 1: Creating &Presenting

Learning Outcomes/ Indicators:

DR.CP.1: Identify and apply the elements of drama in the creation of original and scripted pieces.

Uses voice and movement to express mood, feelings, and emotions.

Sub-strand 3: Exploring history and cultural context

DR.RA.1 Reflect upon, describe and analyze own theatrical work and the work of others

Talk about different emotions from a story narration or a dramatic performance. Describes what they like about a dramatic performance




10 mins Introduction:

Show feeling cards and ask students to name the feelings

Have students hold their hands down on their desks.

Ask the students pretend to wear masks. The teacher asks them to put on a mask which shows no feeling. (The robot mask.) The teacher explains that as humans this is impossible to have no feelings, but with drama we can “make believe” or act "as if" it is real.

Tell the students that it is important to isolate the feelings on their faces.

Next Ask students to put on a happy, sad, angry, and frightened mask Without talking. After these four masks, ask students for feelings that have not been done. Help them if they do not respond. Other feelings might be: greed, surprise, pride, jealousy, etc. Only do two or three more.

Feeling cards

Reading materials

Situation cards

70 mins Developmental Activities:

The teacher reads a selection from a reading text with no feeling, then with anger, and sadness, etc. Students will quickly understand that feeling changes the meaning of words.

Talk to students about the use of the voice to express feelings.

Ask students’ to read a text with feelings.

Teacher puts on a pretend mask; eg: happy, sad, angry, scared etc. and say ‘hello’ to the students reflecting the feeling expressed by the mask.

Ask student’s to put on the mask to mimic the teacher and say the word “hello” to reflect the mask.

Ask students to stand in a semi-circle. The teacher explains that they will now "isolate" feeling in another part of their bodies. This time instead of the face, they will use their hands. When the teacher says a feeling, the class has a count of three to make their hands show the feeling. Each student must take the feeling off their face.

The teacher points out different qualities of the hands which express the feeling, e.g: if angry: tight fist, if sad close fist but not tight, happy

A4 sheet




open fist etc.

Make pairs ask students to read the given dialogue.

Using their whole body and voice to express the feelings in the dialogues. (reading and dramatizing)

Reflecting, responding and analyzing

Ask students to talk about the partners acting, feelings and voicing and what they liked about it or what they didn’t like about.

Closure:

To conclude play a game, "What’s My Feeling?" Ask three or four students create a feeling statue in front of the entire group (show a feeling using the whole body). They must come to life and express their feelings for at least 30 seconds, using no sounds. Students can guess what the feeling is.

Links with other Key Learning Areas:

English: Reading using appropriate body language, voice level and tone to enhance meaning

Differentiated Instruction:

Students who cannot read can be paired with a student who can or the teacher can read out the situation to the students.

Assessment:

(Key assessment opportunities are marked)

Informal discussion Informal assessment of student skills by observation

Teacher reflection:

Personal note of what went well and what needs to be improved. This is to be filled by the respective teacher soon after the lesson.


Glossary

This syllabus generally defines and explains significant terms as they are used.

Art works: Artwork is used as a generic term for a work in each of the four Arts subjects. For example

artworks in:

Dance include dances for performance, choreographed dances in any style

Drama include devised or scripted drama in any style for performance

Music include composition, improvisation, arrangement of music in any style for performance

Visual Arts include two dimensional works, for example, paintings, photography; three dimensional works, for example, sculpture

Artists: Artist is used as a generic term for the maker of an artwork

For example artists in:

Dance include choreographers, dancers, designers

Drama include actors, directors, playwrights, designers

Music include composers, performers, arrangers

Visual Arts include painters, sculptors, designers

Aesthetic specific artistic awareness, or a deep appreciation of the meaning of an artistic experience through intellectual, emotional and sensual response to a work of art

in Dance, standards of appropriateness and competency relevant to the genre/style/time/place

in Drama, involves subjective responses to non-verbal, affective and verbal devices which can be representative of genre/style/time/place

in Music, involves the subjective responses by which music is perceived and judged, which can be relevant to genre/style/time/ place

in Visual Arts, the philosophical theory or set of principles governing the idea of beauty at a given time and place

DRAMA

Audience: People watching a drama

Blocking: The planning and working out of the movements of actors on stage.


Characters: A personality or role an actor/actress re-creates.

Comedy: Professional entertainment consisting of jokes and sketches, intended to make an audience laugh

Costumes: Clothing worn by an actor on stage during a performance.

Dialogue: The conversation between actors on stage

Diction: The pronunciation of words, the choice of words, and the manner in which a person expresses himself or herself

Directing (stage): The art and technique of bringing the elements of theatre together to make a play

Dramatic play: Children’s creation of scenes when they play “pretend”

Emotions: A strong feeling deriving from one’s circumstances, mood, or relationships with others

Endings: An end or final part of the drama

Entrance (stage): The coming of an actor or performer on to a stage

Events: A thing that happens or takes place, especially one of importance

Exit (stage): Used as a stage direction in a play to indicate that an actor leaves the stage

Folklore: The traditional beliefs, customs, and stories of a community, passed through the generations by word of mouth

Genre: In literary and dramatic studies, genre refers to the main types of literary form, principally tragedy and comedy. The term can also refer to forms that are more specific to a given historical era, such as the revenge tragedy, or to more specific sub-genres of tragedy and comedy, such as the comedy of manners

Gestures: An expressive movement of the body or limbs

Hero: A person, typically a man, who is admired for their courage, outstanding achievements, or noble qualities

Historical drama: Drama in which stories are based upon historical events and famous people

Mime: a form of theatre performance in which actions and characters are suggested using gesture, movement, and facial expression without words or sounds.

Mystery: Something that is difficult or impossible to understand or explain

Narration: The action or process of narrating a story


Offstage: Not on the stage and so not visible to the audience

Onstage: On the stage and so visible to the audience

Pace: Speed of speech or movement

Pacing: The tempo of an entire theatrical performance

Pantomime: Acting without words through facial expression, gesture, and movement.

Pause: A break in speaking: period of silence

Pitch: The highness or lowness of voice

Plot: Storyline of a drama

Props: Real life objects that characters use in drama

Role-play: The acting out or performance of a particular role

Scene: Section of a drama, set in one place at one time

Scenery: Resources used to create the setting where a drama takes place e.g. backcloth, flats, rostra, furniture

Set (1): Scenery used to show where a drama takes place

Set (2): To place a drama in a certain time or place

Stage: The area where actors perform.

Story telling: a performance in which a story is presented through action, dialogue, and narration

Tableau: A silent and motionless depiction of a scene created by actors

Technologies: equipment that helps to create, present, explain, document, analyse, view, interpret, or learn about dramatic work (for example, puppets, masks, lighting, props, sounds, costumes, recording equipment).

Tempo: The speed at which a passage of music is or should be played

Tone: Change of voice to express emotion

Tragedy: A drama about unhappy events and with a sad ending

Villain: a character whose evil actions or motives are important to the plot

Volume: describes how loud or soft the voice or sound is


MUSIC AND MOVEMENT

Accelerando symbol used in musical notation indicating to gradually quicken tempo.

Accent make a particular part more important

Accidental sharp, flat, or natural sign.

Accompaniment subordinate harmonic and/or rhythmic material supporting a principal melody

Adagio a tempo having slow movement; restful at ease.

Allargando gradually slower and broader

Allegretto slightly slower than allegro

Allegro lively, rather quick

Andante rather slow, at a moderate pace.

Andantino generally a little quicker than andante

Band large ensemble consisting mainly of wind instruments

Bar a vertical line drawn through one or more staves to indicate a measure. Bar also means measure (e.g., a four-bar phrase).

Bass a voice, instrument, or part in the low register.

Beat the unit of time in metric music. In time signatures, the upper numeral indicates the number of beats per measure.

Brass wind instruments which produce tone by vibration of the lips,

Canon a composition in which each part has exactly the same melody throughout the piece, starting at different points. The strictest form of imitation.

Chant general term for liturgical song similar to plainsong.

Choir vocal ensemble, usually small church choruses. Also applied to groups in an orchestra: e.g., brass choir, woodwind choir.

Chord a combination of three or more tones.

Chorus a large vocal ensemble.

Conductor One who directs a group of performers, the conductor indicates the tempo, phrasing, dynamics, and style by gestures and facial expressions.


Concerto a composition for one or more solo instruments with orchestral accompaniment, usually written in three movements.

Crescendo gradually getting louder

Da Capo a sign at the end of a movement indicating that the player must return to the beginning. abbreviation: D.C.

Da Capo Al Fine return to the beginning and play to the word "fine"

Decrescendo gradually getting softer

Diminuendo gradually getting softer

Double Bar two vertical lines drawn through one or more staves to indicate a major sectional division or the conclusion of a composition.

Duo two, in two parts

Duple Meter two or four beats to the measure.

Dynamics levels of soft and loud.

Eighth Note one eighth the value of a whole note

Ensemble a performing group consisting of two or more players or singers.

Ferma resolute, steady

Fermata a pause or hold

Fermato firmly, resolutely

Fortissimo as loudly as possible

Fine the end, often in phrases like al fine (to the end)

Flat a symbol placed in front of a note to indicate lowering that note by one half step

Forte or f (usually): strong; i.e., to be played or sung loudly

Forte Piano or fp (usually): strong-gentle;

Fortissimo or ff very loud

Fortississimo or fff as loud as possible

Half Note one half the value of a whole note

Harmony pleasing combination of two or three tones played together in the background while a melody is being played.


Interlude piece of instrumental music played between scenes in a play or opera.

Interval the distance in pitch between two notes.

Introduction the opening section of a piece of music or movement.

Largo broadly; i.e., slowly

Legato Smoothly in a connected manner

Lentissimo Very slowly

Lento slowly

Major diatonic scale with half steps between the third and fourth and between the seventh and eighth tones of the scale. Also, a triad consisting of a major and a minor third.

Melody consecutive tones; the linear or horizontal element of music.

Meter the measuring of time in music according to a specific number of beats to the measure

Minor a diatonic scale with a half step between the second and third notes of the scale; the upper tetrachord of a minor scale is variable, resulting in natural, harmonic, and melodic forms of the minor scale. A triad consisting of a minor and major third.

Measure the period of a musical piece that encompasses a complete cycle of the time signature, e.g., in 4/4 time, a measure has four quarter-note beats

Medley piece composed from parts of existing pieces, usually three, played one after another, sometimes overlapping.

Mezzo half; used in combinations like mezzo forte (mf), meaning moderately loud

Mezzo Forte half loudly; i.e., moderately loudly

Mezzo Piano half softly; i.e., moderately softly

Mezzo Soprano a female singer with a range usually extending from the A below middle C to the F an eleventh above middle C.

Moderato moderate; often combined with other terms, usually relating to tempo; for example, allegro moderato

Natural a symbol (♮) that cancels the effect of a sharp or a flat (see in this list)

Octave interval between one musical pitch and another with half or double its frequency. 12 semitones equals an octave.


Orchestra a large instrumental ensemble.

Opera a drama set to music for soloists, chores and orchestra.

Ostinato obstinate, persistent; i.e., a short musical pattern that is repeated throughout an entire composition or portion of a composition

Overture a instrumental prelude to an opera

Pentatonic Scale musical scale having five notes. For example: the five black keys of a keyboard make up a pentatonic scale

Percussion essentially rhythmic instruments such as drums, cymbals, gongs, and triangle.

Phrase a musical unit, often four measures in length, which concludes with a cadence.

Pianissimo extremely soft

Piano An instruction in sheet music to play softly. Abbreviated by a “p”.

Pitch the vibration frequency of a tone.

Pitched Instrument Is a percussion instrument used to produce musical notes of one or more pitches.

Quarter Note one fourth the value of a whole note

Recital A solo concert with or without accompaniment.

Refrain A repeating phrase that is played at the end of each verse in the song.

Rhythm the time element in music which is determined by accent and/or duration of tones.

Rondo A musical form where the principal theme is repeated several times. The rondo was often used for the final movements of classical sonata form works.

Scale a system of adjacent notes on which melody and harmony are based.

Semitone The smallest pitch difference between notes (in most Western music)

Sequence a recurrent melodic pattern repeated at successively higher or lower intervals.

Sixteenth Note one sixteenth the value of a whole note

Sharp A symbol indicating the note is to be raised by one semitone.

Slur A curve over notes to indicate that a phrase is to be played legato.


Soprano The highest female voice.

Solfège Is a music education method used to teach pitch and sight singing

Staccato Short detached notes, as opposed to legato.

Stanza a verse of a song

Steady Beat is an unchanging continuous pulse, this is different from the rhythm patterns of a specific song

Staff made up of five horizontal parallel lines and the spaces between them on which musical notation is written.

Symphony three to four movement orchestral piece, generally in sonata form.

Tempo generally, the speed of music; the rate of beats as indicated by such terms as allegro, presto, adagio, lento, and andante.

Timbre Tone color, quality of sound that distinguishes one verse or instrument to another. It is determined by the harmonies of sound.

Time Signature A numeric symbol in sheet music determining the number of beats to a measure.

Tone The intonation, pitch, and modulation of a composition expressing the meaning, feeling, or attitude of the music.

Tonic The first tone of a scale also known as a keynote.

Triad Three note chords consisting of a root, third, and fifth.

Treble a relatively high-register part, indicated by the G clef or treble clef.

Tune A rhythmic succession of musical tones, a melody for instruments and voices.

Tuning The raising and lowering a pitch of an instrument to produce the correct tone of a note

Unaccompanied a solo part, passage, or vocal ensemble without accompaniment.

Unpitched Percussion Instruments

an unpitched percussion instrument is a percussion instrument played in such a way as to produce sounds of indeterminate pitch, or an instrument normally

Unison two parts singing or playing the same note.

Variation the modified repetition of a theme or melody without the loss of it's entire identity.

Vocal music to be performed by the human voice or voices.


Whole Note the basic unit of note values

Wind Instruments instruments which produce tones by a vibrating column of air when blown; woodwinds and brass.

Woodwind Instruments wind instruments which generate tone by a vibrating reed (e.g., oboes, clarinets, saxophones, bassoons) or by a whistle-type mechanism (flutes, recorders).

VISUAL ARTS

Assemblage: an artwork that is made by constructing found objects generally in relief or three dimensional works.

Art elements: line, shape and form, colour, value, space and texture

Art materials: resources used in the creation and study of the visual arts (e.g., paint, canvas, fiber, charcoal, crayons, wood, clay, film, metal)

Balance: a principle of design concerned with the arrangement of one or more of the elements so that they give a sense of equilibrium in design and proportion (e.g., balance of shapes or colours, lightness and darkness). Balance includes:

symmetrical balance: the image is equal on both sides of an imaginary line (e.g., a butterfly, a human face)

asymmetrical balance: each side of the image are different but equal (e.g., a large shape on one side and several small shapes on the other)

radial balance: the design radiates from a central point (e.g., a wheel, a cross-section of a piece of fruit)

Batik: a colour design or composition created by waxing sections of a piece of cloth before dyeing, so that the waxed section remains uncoloured

Cityscape: a picture of the outside, with the city or buildings being the most important part

Colour: Has three attributes: hue, intensity and value. Depends on a source of light to be defined

Collage: an image or design created by sticking materials such as paper, card, fabric, printed materials and string to a base

Contrast: a principles of design, refers to the use of several elements (e.g., large and small shapes, light and dark colours) to engage the viewer’s attention

Cool colours: colours suggesting coolness (e.g., blue, green, violet) and which appear to recede in a painting


Digital artworks: types of artworks made with digital technologies such as a digital video recorder and/or scanner and computer.

Emphasis An outstanding or interesting area of an artwork created by the use of contransting elements (e.g., strong colour, dark shape, distinct texture)

Figure Drawing: drawing the whole body of a person

Focal point: the element or object in a work of art on which the viewer’s attention is focused

Foreground: the area of a picture that appears closest to the viewer. It is often at the bottom of the picture plane

Form: Form refers to three dimensional (3-D); encloses volume

Found objects: everyday objects that can be used, for example in a collage or to create stamps for print-making

Geometric shapes/ forms:

a geometric shape/ form is precise and has hard, precise edges (e.g., circle, square, triangle, and rhombus, sphere, cone, cube, cylinder and pyramid etc)

Horizon Line: the “line” at which the sky and the earth appear to meet

Hue: the common name of a colour (e.g., red)

Landscape: a picture of the outside, with the landforms being the most important part.

Line: A visual path left by a moving point. It may be a continuous mark on a surface or implied by the edges of shapes and forms

Media: materials and tools used by artists

Middle ground and background:

the part of a composition that appears to be farther and farthest away from the viewer.

Mixed media: the use of various media in a single composition

Mood: the way in which the art work makes the viewer feel

Movement Direction of the visual path taken by the eye through an artwork; created by the arrangement of line, shape and colour

Motif: a singular distinctive design or figure that recurs in variations throughout a work

Organic shapes: free flowing shapes which have irregular contours such as a puddle or ink blot e.g., leaves, flowers, clouds etc

Overlapping placing one shape in front of another to give a three-dimensional effect in a composition


Painting is a type of art in which wet media such as tempera or watercolor paints is applied to a two-dimensional surface, such as paper, canvas, wood, etc.

Pattern is created through repetition of shapes, colours, lines, textures, and forms. There are formal patterns (with obvious rhythm, like the pattern on a chessboard) and informal patterns (with no obvious rhythm, like the pattern formed by pebbles on a beach)

Portfolio a systematic, organized collection of a student’s work

Portrait an artwork that shows a specific person or animal. Often shows only the face

Positive & negative shape

positive shape is the object. Negative shape is the space around the shape.

Primary colours the three basic colours (red, yellow and blue) that cannot be mixed from other colours but can be used to mix all the other hue (colours)

Principles of design pattern and rhythm, balance, proportion, variety, contrast, emphasis and unity and harmony

Printmaking the transfer of an inked image from one surface (plate or block) to another (usually paper)

Proportion: the size relationships of one part to the whole and of one part to another

Reflection: personal and thoughtful consideration of an artwork; an aes¬thetic experience; the creative process

Relief printing: printing from a block whose design or image stands out in relief

Repetition & pattern One or more elements are repeated in an artwork to create rhythm and pattern

Rhythm: A type of visual movement in an artwork, usually created by the arrangement of line, shape and colour

Scale: relative size, proportion. Used to determine measurements or dimensions within a design or work of art

Sculpture: three-dimensional artworks

Secondary colours: colours that are mixes of two primary colours: orange, made from red and yellow; green, made from yellow and blue; and violet, made from blue and red

Shade: color with black added to it

Shape: Two-dimensional that encloses an area; can be organic or geometric

Space: Area around or within objects; it can be two or three dimensional


Still life: an arrangement or a work of art showing a collection of objects

Symbol: a simplified drawing that stands for a figure or object

Symmetrical: refers to an arrangement of parts to produce a mirror image

Technique: the method or procedure used to create an artwork

Tessellations: positioning images in a symmetrical way without overlapping or leaving any gaps. Repeating an image as both the positive and negative shapes

Texture: quality of a surface (e.g., roughness, smoothness); its effects can be visual (simulated) or real/ tactile (actual)

Tint: colour lightened by the addition of white

Unity: Feeling of harmony between all parts of an artwork

Value: Qualities or variation of lightness or darkness of a colour (i.e., dark colours are low in value, light colours high in value)

Warm colours: colours suggesting warmth (e.g., red, orange, yellow), which appears to advance in a composition

Wash: a thin, transparent layer of paint

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