Kingsway School : Kingsway School Curriculum
19 SPECIALCHARACTERKEYCOMPETENCIESVALUESVISIONLEARNINGAREASPEDAGOGY THE ARTS HOW IS THE LEARNING AREA STRUCTURED? The Arts’ learning area comprises four disciplines: dance, drama, music and visual arts. Within each, students develop literacies as they build on skills, knowledge, attitudes and understandings at each of the eight levels of the curriculum. Through Arts’ practices and the use of traditional and new technologies, students’ artistic ideas are generated and refined through cycles of action and reflection. Each discipline is structured around four interrelated strands: Understanding the Arts in Context, Developing Practical Knowledge in the Arts, Developing Ideas in the Arts, and Communicating and Interpreting in the Arts. The achievement objectives for each discipline reflect its distinct body of knowledge and practices. By building on and revisiting learning from previous levels, Arts programmes in each discipline provide progressions of learning opportunities in all four strands. This spiral process ensures that students’ learning is relevant, in-depth and meaningful. Over the course of Years 1–8, students will learn in all four disciplines. In Years 9–10, they will learn in at least two. Students in Years 11–13 may specialise in one or more of the disciplines or undertake study in multimedia and other new technologies. • DANCE. Dance is expressive movement that has intent, purpose and form. In dance education, students integrate thinking, moving and feeling. They explore and use dance elements, vocabularies, processes and technologies to express personal, group and cultural identities to convey and interpret artistic ideas and to strengthen social interaction. Students develop literacy in dance as they learn about and develop skills in performing, choreographing and responding to a variety of genres from a range of historical and contemporary contexts. • DRAMA. Drama expresses human experience through a focus on role, action and tension, played out in time and space. In drama education, students learn to structure these elements and to use dramatic conventions, techniques and technologies to create imagined worlds. Through purposeful play, both individual and collaborative, they discover how to link imagination, thoughts and feelings. As students work with drama techniques, they learn to use spoken and written language with increasing control and confidence and to communicate effectively using body language, movement and space. As they perform, analyse and respond to different forms of drama and theatre, they gain a deeper appreciation of their rich cultural heritage and language and new power to examine attitudes, behaviours and values. By means of the drama that they create and perform, students enrich the cultural life of their schools, family and communities while reflecting their spiritual values and principles. • MUSIC. Sound from natural, acoustic and digital environments is the source material for expressive ideas in music. Music is a fundamental form of expression, spiritually, personally and culturally. As students engage with and develop knowledge and deeper understandings of music, they draw on cultural practices and on histories, theories, structures, technologies and personal experiences. Students have rich opportunities to further their own creative potential. Students develop literacies in music as they listen and respond, sing, play instruments, create and improvise, read symbols and notations, record sound and music works and analyse and appreciate music. As students learn to communicate musically with increasing sophistication, they lay a foundation for lifelong enjoyment and participation in music. • VISUAL ARTS. Through engaging in the visual arts, students learn how to discern, participate in and celebrate their own and others’ visual worlds. Visual arts learning begins with children’s curiosity and delight in their senses and stories and extends to communication of complex ideas and concepts. An understanding of Maori visual culture is achieved through exploration of Maori contexts. The arts of European, Pasifika, Asian, and other cultures add significant dimensions to New Zealand visual culture. In visual arts education, students develop visual literacy and aesthetic awareness as they manipulate and transform visual, tactile and spatial ideas to solve problems. They explore experiences, stories, abstract concepts, social issues and needs, both individually and collaboratively. They experiment with materials, using processes and conventions to develop their visual enquiries and create both static and time-based art works. They view art works, bringing their own experiences, sharing their responses and generating multiple interpretations. Their meaning making is further informed by investigation of the contexts in which art works are created, used and valued. As they develop their visual literacy, students are able to engage with a wider range of art experiences in increasingly complex and conscious ways. The visual arts develop students’ conceptual thinking within a range of practices across drawing, sculpture, design, painting, print making, photography and moving image. Art history may include a study of theories of the arts, architecture and design. Theoretical investigations also inform practical enquiry. Opportunities to explore and communicate in the visual arts continue to expand as technologies and multi-disciplinary practices evolve.
Connect Magazine Term 3 2016