Week 3 Analysis of KBSM

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Theory & Approaches in Art Education

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Week 3 Analysis of KBSM

  1. 1. ADE605Theory & Approaches inArt EducationANALYSIS OF KBSMPrepared By :Mr. Syamsul Nor Azlan Mohamad
  2. 2. Visual Art Education in Malaysia • The National Art Education curriculum has change the name of Art Education to Visual Art Education.
  3. 3. Contents of the Curriculum • The new Visual Art Education refers to visual arts and not others like performance art (musical, dance, etc.), literary arts or the art of self-defense. • Visual Art education emphasizes more on the activities that involves the processes in producing the art work that includes the processes of understanding, appreciating and criticizing the work of art. • These processes touch on the aesthetic concerns and the creativity of an individual by sharpening their intuition, perception, imagination and conceptual skills. • The new curriculum focuses on areas related to fine art, visual communication, design and traditional crafts. • Students are trained to perceive things with wider perspective either aesthetically or functionally. • It is hoped that students will be able to appreciate visual art and apply them in their daily lives.
  4. 4. Contents of the Curriculum • The general aim is to mould the personality of Malaysian that will be culturally aware, with high aesthetical values, imaginative, creative, innovative and inventive. • The contents of the curriculum are able to help students to appreciate the beauty of their surrounding like nature, art and nation’s heritage. • With these appreciations students are hoped to contribute towards the development of self, family, society and nation aligned with the aspirations of the Philosophy of education. • There are five areas of art production that stated in the syllabus of art education for secondary school: • Foundation of Art and Design (Asas Seni Reka) • Fine Art (Seni Halus) • Visual Communications (Komunikasi Visual) • Design (Reka Bentuk) • Traditional Crafts and New Dimension (Kraf Tradisional dan Dimensi Baru)
  5. 5. Objectives of Art Education • Art education within secondary schools can have a variety of aims and objectives. • They need to be clearly and simply defined, so that they serve as a statement of intent for the work of an art and provide the logic for the detailed syllabus structure they should support. • There are 4 general categories of aims: • Aesthetic aims • Helping children to understand and use the language of aesthetics – and to comprehend the nature and function of art forms within the context of their own. • Work, within a historical context and within the context of their own environment and culture.
  6. 6. Objectives of Art Education • Perceptual aims • Providing children with the particular perceptual skills needed to comprehend and respond to art and design forms and to the visual environment. • Technical aims • Teaching the necessary skills involved in the use and manipulation of materials. • Personal and social aims • Improving the quality of children’s learning – their abilities to think, perceive, make decisions, work through problems etc., and heightening and improving the children’s personal perception of the world and their reactions and responses to it.
  7. 7. Objectives of Art Education • Specific Aims • To enable pupils to become visually literate : to use and understand art as a form of visual and tactile communication and to have confidence and competence in reading and evaluating visual Images and artifacts. • To develop particular creative and technical skills so that ideas can be realized and artifacts produced. • To develop pupils’ aesthetic sensibilities and enable them to make informed judgments about art. • To develop pupils’ design capability. • To develop pupils’ capacity for imaginative and original thought and experimentation. • To develop pupils’ capacity to learn about and observe the world in which they live. • To develop pupils’ ability to articulate and communicate ideas, opinions and feelings about their own work and that of others. • To develop pupils’ ability to value the contribution made by artists, crafts workers and designers and to respond thoughtfully, critically and imaginatively to ideas, images and objects of many kinds and from many cultures.

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