Bilingual English/French Art Curriculum for Primary and Middle Schools
Schools can hire Eurydice as an art teacher for a whole school year or to run special workshops. She has experience working with mainstream students, as well as students with special needs. As an English and French bilingual, she teaches in both languages.
Eurydice has developed comprehensive “turnkey” art programmes. They’re organised in modules with clearly defined goals and easy to incorporate into the schools’ curricula. These programmes can also be adapted to schools’ specific educational contexts and students.
Her approach is inspired by Discipline-Based Arts Education (DBAE), which was developed by The Getty Center for Education in the Arts. Its framework insures that all students receive a rigorous study of the arts.
The following pages will give you an idea of the art curriculums’ content:
- Primary school: Students from 4 to 9 years old
- Middle school,
- High school.
For more information, Eurydice is available on 078 696 12 45 or at firstname.lastname@example.org.
The art curriculums’ components
The making of art that ranges from wire sculpture to oil painting takes up a large portion of the art curriculum’s. This allows students to experiment with a variety of creative media and techniques, as well as express their creativity. They also learn how to connect and coordinate their thinking, feelings and body through the creative process. The production of art involves imagination and critical thinking processes. It allows higher levels of thinking and contemplation of the environment. Kinesthetic students are also stimulated by manipulating art tools and using their hands.
Students examine how artists and art have contributed to the development of society and culture. Art history gives them the opportunity to understand the mind of great artists, how they dealt with the events and the culture of their time. Students learn how art styles and social change impacted on artists and the works they produced. Art history works hand-in-hand with social studies, as it allows students to examine historical events through the eyes of artists. Students reflect on the reasons behind the making of works of art, how they were used and what their purpose was.
By studying the aesthetics of works of art, students reflect upon their own emotional reaction to art. Indeed, art can be upsetting, as well as amazing. Students reflect on how their own values and idea of beauty influence what they think about art. From their personal view point, they open-up to the ever-changing values and criteria of society, which also impacts on their perceptions and tastes. Students are encouraged to explain and discuss why they feel and think a certain way about specific pieces of art, as well as, how they came to their own conclusions. By putting their feelings into words, they are initiated to the processes of art criticism. Indeed, aesthetics is an important part of art criticism.
Students learn to talk about art, by analysing how they respond, interpretate and judge a specific work. Taste and appreciation vary from individual to individual. This is why it is important for the viewer to understand the values and thinking processes that underly taste. Students will attempt to “get inside the head” of the artist, by asking themselves: “What message does the artist convey via his artwork?” Art criticism involves higher levels of thinking and is both verbal and written, via persuasive writing and interpretation of meaning.
Throughout the year, each student builds a portfolio to follow-up and assess learning outcomes. At the beginning of the curricula, a frame of assessment criteria is established. Within this frame, students and teacher collaborate to define the student’s specific goals and milestones. During the school year, they select together the artworks and written works that constitute the portfolio. Thus, the student regularly has the opportunity to reflect upon the creative processus and resulting productions, and by doing so to assess his own progress. In the final assessment, the teacher takes this self-critical effort into account.