Theory & Approaches in Art Education

1. ADE605
Theory & Approaches in
Art Education
ANALYSIS OF KBSM
Prepared By :
Mr. Syamsul Nor Azlan Mohamad

2. Visual Art Education in Malaysia
• The National Art Education curriculum has change the name of Art Education
to Visual Art Education.

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. 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. 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. 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. 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.