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ART AND CRAFTS SYLLABUS

Primary

Curriculum Planning and Development Division


Ministry of Education
Singapore

All Rights Reserved


Year of Implementation from 2002

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TABLE OF CONTENT
Page

1. INTRODUCTION 3

2. AIMS 5
Framework
Learning Outcomes

3. CONTENT 9
Theme
Practice
Art Appreciation

4. TEACHING AND LEARNING APPROACH 12


Exploration
Expression
Evaluation

5. ASSESSMENT 15

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INTRODUCTION
ART plays an important role in the children’s development and growth. Through visual arts, children learn to explore the
visual world, communicate thoughts and feelings and form concepts about themselves and the environment.

The revised Art & Crafts Syllabus is designed to encompass a broad-based art education that caters to pupils of different
abilities and interests. It advocates a holistic and interdisciplinary approach to learning. It promotes the idea that knowledge
is not compartmentalised but is inter-related.

The syllabus develops pupils’ knowledge, skills and values through:

• Artmaking
• Art appreciation
• Exposure to a variety of 2-dimensional, 3-dimensional and electronic media

In the light of the vision of Thinking Schools, Learning Nation, the syllabus has also incorporated the following three initiatives
into the subject:

• National Education
• Thinking Skills
• Information Technology

The syllabus is planned to provide all pupils with an enjoyable and enriching experience in the learning of art and crafts.

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AIMS
The revised Art and Crafts Syllabus aims to:

• Develop pupils’ ability to see, make and appreciate art

• Set a good foundation for the learning of art in secondary schools

• Instill in pupils a life-long interest in art

Framework
The aims of the syllabus are achieved through the framework of Seeing, Making and Appreciating. The framework
ensures that pupils are provided with opportunities to observe their environment, generate ideas, create artworks and value
the role of art in society.

Seeing

Seeing art involves observing, enquiring and reflecting about the environment. Learning takes place when pupils respond to
and make connections between the environment and their experiences.

Making

In Making art, pupils generate and express ideas through the creation of artworks based on given themes using a variety of
art media.

Appreciating

In Appreciating art, pupils learn to use appropriate art vocabulary to talk about their own and others’ artworks. In the
process, they will understand and value the role of art in society.

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Learning Outcomes
The following table reflects the learning outcomes encapsulated under the framework: Seeing, Making and
Appreciating. Teachers can use these learning outcomes to plan their art programmes. Two sets of learning outcomes
in line with the developmental stages of pupils are identified for the lower and the upper primary.

By the end of the lower primary art education (P1 to P4), pupils will be able to:

Seeing Making Appreciating

• Have a lively curiosity about things • Generate ideas with given themes • Enjoy and acquire positive attitude
towards art activities
• Have an increased sensory • Explore different ways of using art
awareness of nature, objects and materials • Talk about art using basic art
artworks around them vocabulary
• Acquire basic competence in
• Gather simple visual information handling 2D, 3D and electronic • Appreciate local art as part of our
media history and cultural heritage
• Organise visual information
• Create artworks that demonstrate • Show pride in local art
a basic understanding of art
elements

• Convey ideas and feelings through


their artworks

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By the end of the upper primary art education (P5 to P6), pupils will be able to:

Seeing Making Appreciating

• Have a lively curiosity about things • Generate ideas with given themes • Enjoy and acquire positive attitude
towards art activities
• Identify and describe visual and • Explore and use art materials
tactile qualities in nature, objects • Develop confidence in articulating
and artworks • Acquire basic competence in about their own and others’
handling 2D, 3D and electronic artworks
• Understand how visual elements media
can be used to communicate an • Appreciate local art as part of our
idea • Create artworks that demonstrate history and cultural heritage
a basic understanding of art
• Gather simple visual information elements and principles of design • Respect others’ ideas through
recognising diversity in art
• Organise visual information • Communicate ideas and feelings
through their artworks • Show pride in local art

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CONTENT
The content of the syllabus consists of three major components, namely, Themes, Practice and Art Appreciation. These
three components need to be in place in order to provide pupils with a holistic art experience. They form the foundation
through which the aims of the syllabus are achieved.

Themes

Themes provide context for pupils’ art activities. Themes help to make art fun and meaningful to pupils.

A set of broadly defined themes include:

• People and Living Things


• Objects
• Places and Events
• Experiences
• Traditions and Cultures

National Education should be built into the themes as and when appropriate.

Practice
Practice in art encompasses two distinct but inter-related aspects:

• Elements of Art and Principles of Design


• Media

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Elements of Art and Principles of Design

Elements of art and principles of design form the language of art and are used in all aspects of artmaking. Pupils are to be
taught the following elements of art and principles of design by the end of their primary school art education:
Elements of Art Principles of Design
Dot Balance
Line Contrast
Shape Harmony
Form Movement
Colour Pattern
Texture Variety
Space

Media

Each medium has its own unique quality that allows pupils to express their ideas and feelings differently. Pupils are
encouraged to explore and acquire competency in the use of different media. To ensure that pupils are exposed to a variety of
media, the following core art forms should be covered by the end of their primary school art education:
Core Art Forms
Drawing Two-dimensional
Painting
Collage
Printmaking
Sculpture Three-dimensional
Assemblage
Digital-imaging Electronic

*While core art forms have been identified, it is recognised that other practices could be included, for example, Ceramics, Photography.

Art Appreciation
Art Appreciation takes place when pupils look at and talk about artworks. It plays an important role in developing pupils’
understanding of art and its role in society. Through art appreciation, pupils will develop cultural awareness and a sense of
identity.

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TEACHING AND LEARNING APPROACH
The teaching and learning approach shapes the way content is delivered to pupils. A good teaching and learning approach
ensures that the aims of the syllabus are achieved.

The revised Art and Crafts syllabus advocates a teaching and learning approach that places emphasis on the development
of ideas and the acquisition of technical skills. The approach centres around the three processes of Exploration,
Expression and Evaluation. In order to provide a holistic art education to pupils, all the three processes should be
employed in the planning of art programmes.

Exploration, Expression and Evaluation are not meant to be used sequentially, they should operate dynamically in all
stages of artmaking. When used appropriately, these processes help pupils make sense of the lessons and achieve the
learning outcomes of the syllabus.

Exploration
Exploration is essential to any creative venture. In art, pupils will need to explore ideas and the properties of various media
in order to create an original piece of artwork. Some of the possible activities are:

• Brainstorming for ideas


• Gathering visual information
• Recording observations
• Experimenting with media and techniques
• Engaging in discussions

Expression
Pupils create artworks to express their knowledge, ideas and feelings. Expression can be manifested through:

• Sketches
• Completed artworks
• Writings
• Presentation
• Role playing

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Evaluation
Through evaluation pupils review, modify and think about possible solutions and reflect their own learning experiences.
Evaluation is demonstrated when pupils:

• Look at and talk about their works and the works of others
• Make decisions concerning their artmaking

Teaching and learning should be extended beyond the classroom. Teachers are encouraged to organise visits and
excursions to museums, cultural events and places of interest to enhance the learning of art. Enrichment activities like
these will promote understanding of our cultural heritage.

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ASSESSMENT
Assessment is an important component of the syllabus. It helps teachers evaluate the effectiveness of an art programme
and provide feedback to pupils about what they know and how they can improve.

Assessment needs to take into consideration all aspects of pupils’ learning since the process of artmaking is as important
as the finished artwork. Hence, assessment needs to be comprehensive and should address all the three processes of
Exploration, Expression and Evaluation. Some of the skills that should be assessed are:

• Gathering of information
• Generation of ideas
• Exploration of media
• Control of media
• Application of the elements of art and the principles of design
• Presentation

The above list is by no means exhaustive. The skills that teachers choose to assess pupils in will depend on the objectives
of the lessons.

Art lessons should be fun and enjoyable. As such, the focus of assessment should be to help pupils to enjoy, to learn and
to grow from their art experience. This helps to instill in pupils a life-long interest in art.

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