The aim of this
course is to give information to beginning teachers in a concise manner that
will alleviate the many problems that they face in the schools. The
difficulties of any practical lesson are numerous and therefore a few
guidelines, suggestions of content and methods to implement a program will be
given.
The weakness of teaching art falls in one of the four categories :
# a teacher with no previous knowledge of art
# a teacher with a personal interest in art
# a teacher who has completed only part of his/her training in craft
# a teacher who has completed all of his/her art training
This means that some information may seem very basic and others more advanced to different
people. However the information is to be used within one’s area of experience
and to assist in any development of a lesson or program in art.
Module VA11. Introduction to Art
Visual art is
one of the curriculum areas for primary school children who have unique
learning processes and content. The students have the opportunity to express
personal views, explore new ways of looking and seeing, investigating the past,
present and future worlds, and to use their imagination to think, discover,
invent and share new ideas. Therefore it is imperative that classroom teachers
are confident both in the skills and their ability to teach children the skills
and processes. Students learn the basic elements and principles of design in
the two dimensional art.
Module VA12. Art and the Curriculum/Program Development
The overall planning of a
curriculum in any discipline area requires a whole school approach which is a
cyclical so that an individual teacher is part of the whole planning and
developing process. The beginning teacher will also need to fit into the
planning process and develop units and lessons around the school concepts. A
learning experience must fit into the school plans and not advance or retrace
skills that have been organized for the pupils. Students involve in planning an
art program and curriculum development of all levels of primary schools.
Module VA21. Three Dimensional Art
Students analyse the language and structure of models of different text types before producing
writing in selected genres using the process writing approach. Text types studied include
newspaper recounts, instructions, information reports, explanations, arguments, business
letters and minutes. The lexical, structural and stylistic features of each genre are studied
before students draft, share, produce and publish their own recount, information report,
explanation and argument. Students will research a significant language feature of each text
type, presenting and analysing examples of its use. Individualised feedback and self-correction
will address each student's language development needs.
Module VA22. Vanuatu Indigenous Arts and Arts of other
Countries
Vanuatu’s art is
important because it reflects its cultural heritage and identity. Students
should know the importance of indigenous arts including their values, shapes
and forms, techniques, qualities, meanings and purposes. Students extend their
knowledge by examining and exploring arts from other countries to further
broaden their concepts, perceptions and visions.
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