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Art Education (WS31003) Upper Secondary Level Non-Formal Education Basic Curriculum of B.E

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1 The Essence of Way of Life Skills Textbook Art Education (WS31003) Upper Secondary Level Non-Formal Education Basic Curriculum of B.E. 2551 (Revised Edition B.E. 2554) Office of the Non-Formal and Informal Education Office of the Permanent Secretary Ministry of Education Not for sale This textbook is published with a national budget allocated for the purpose of people’s lifelong learning. Copyright owned by the Office of the Non-Formal and Informal Education, Office of the Permanent Secretary, Ministry of Education. 2 Way of Life Skills Textbook Arts Education (WS31003) Upper Secondary Education Level (Revised Edition of B.E. ) Copyright belong to the Office of the Non-Formal and Informal Education, Office of the Permanent Secretary, Ministry of Education. 3 Preface The Ministry of Education introduced the Non-Formal and Informal Basic Education Curriculum of B.E. 2551 on 18 September, 2551, to replace the Basic Education Curriculum of B.E.2544, which was developed for managing distance for adults who are interested in their continuing education. In the budget year 2554, the Ministry of Education specified a strategic plan to increase the potential and capabilities of people in order that they may be more competitive in acquiring a good and stable income, be a disciplined human resource filled with morals and ethics and be responsible for themselves and others. ONIE decided to revise the principles, goals, standards, expected learning outcomes and content of the Non-Formal and Informal Basic Education Curriculum of B.E. 2551 to correspond with the policies of the Ministry of Education. This resulted in the development and revision of a textbook by adding and integrating content that is related to occupations, morality and ethics and the preparation for entrance into ASEAN. The principles of developing a textbook that leads to self learning still remain. Practice, activity, exercises, testing of learning, group presentation and learning from local wisdom and other sources are also a focus. This development of the textbook received excellent cooperation from experts in different subject areas and those involve with education management. They researched and accumulated information from different sources to create content that meets all the standards, expected learning outcomes and key for each of the subjects. ONIE would like to thank everyone involved and hope that this set of textbooks will be valuable to students, teachers, lecturers and all related parties at every level. If there are any suggestions, ONIE is pleased to hear from you. Prasert Boonruang Secretary General of ONIE Novemeber 2554 4 Table of Contents Page Preface Advice on using the textbook Course structure Chapter 1 Visual Arts Topic 1 Dots, lines, colors, lights, shadows, shapes, forms and textures. 11 Topic 2 International visual arts 22 Topic 3 Commenting and criticizing a visual art 32 Topic 4 Natural beauty 34 Topic 5 Beauty of international visual arts 38 Topic 6 Nature and visual arts 42 Topic 7 Creativity, body and home decoration 44 Chapter 2 Music Topic 1 International music 48 Topic 2 Different types of international music 50 Topic 3 Values and melodious of international music 56 Topic 4 History and wisdom of international music 62 Chapter 3 Dancing Art Topic 1 Dancing Art definition 67 Topic 2 Aesthetic of dancing art 71 Topic 3 International art of the neighbors of Thailand 74 Topic 4 Drama that has influence from the western culture 94 Topic 5 Types of drama 96 Topic 6 Drama and international intellectual 101 Topic 7 History and evolution of international dance sport 107 5 Chapter 4 Designing and the occupation Topic 1 Specific characteristics of an occupation in a 109 different field of design Topic 2 Interior-Decorator 109 Topic 3 Furniture Designer 112 Topic 4 Fashion Designer 114 6 Advice on Using the Textbook The Way of Life Skills textbook of Visual Arts (WS31003) is published for non-formal and informal education. In using the textbook on the Essence of Learning the Visual Arts, students should follow the following advice: 1. Study the structure of the subject in order to understand its main concepts, expected learning outcomes and the scope of the subject. 2. Study in detail the content of each chapter, complete the exercises and understand the new content before continuing on to the next topic. 3. Complete the exercises at the end of the chapters to summarize one’s learning and understanding of each topic. The completed exercises and activities can be evaluated by teachers and friends learning the same subject. 4. The textbook has 4 Chapters Chapter 1 Visual Arts Topic 1 Dots, lines, colors, lights, shadows, shapes, forms and textures. Topic 2 International visual arts Topic 3 Commenting and criticizing a visual art Topic 4 Natural beauty Topic 5 Beauty of international visual arts Topic 6 Nature and visual arts Topic 7 Creativity, body and home decoration Topic 8 Creativity in decoration Chapter 2 Music Topic 1 International music Topic 2 Different types of international music Topic 3 Values and melodious of international music Topic 4 History and wisdom of international music 7 Chapter 3 Dancing Art Topic 1 Dancing Art definition Topic 2 Aesthetic of dancing art Topic 3 International art of the neighbors of Thailand Topic 4 Drama that has influence from the western culture Topic 5 Types of drama Topic 6 Drama and international intellectual Topic 7 History and evolution of international dance sport Chapter 4 Designing and the occupation Topic 1 Specific characteristics of an occupation in a different field of design Topic 2 Interior-Decorator Topic 3 Furniture Designer Topic 4 Fashion Designer 8 Course Structure for Visual Art Education High School Education Level (WS31003) Main point: Learn, understand with a sense of morality and ethics, and appreciate the value and beauty of the visual arts, music and international dance and be able to offer comments and constructive criticism. Expected learning outcome: Explain the meaning, significance, history and rationale of international visual arts, international music and understand their history, wisdom and lasting appeal. Scope of content: Chapter 1 Visual Arts Topic 1 Dots, lines, colors, lights, shadows, shapes, forms and textures. Topic 2 International visual arts Topic 3 Commenting and criticizing a visual art Topic 4 Natural beauty Topic 5 Beauty of international visual arts Topic 6 Nature and visual arts Topic 7 Creativity, body and home decoration Topic 8: Creativity in decoration Chapter 2 Music Topic 1 International music Topic 2 Different types of international music Topic 3 Values and melodious of international music Topic 4 History and wisdom of international music 9 Chapter 3 Dancing Art Topic 1 Dancing Art definition Topic 2 Aesthetic of dancing art Topic 3 International art of the neighbors of Thailand Topic 4 Drama that has influence from the western culture Topic 5 Types of drama Topic 6 Drama and international intellectual Topic 7 History and evolution of international dance sport Chapter 4 Designing and the occupation Topic 1 Specific characteristics of an occupation in a different field of design Topic 2 Interior-Decorator Topic 3 Furniture Designer Topic 4 Fashion Designer 10 Chapter 1 Visual arts Main point: Students learn, understand, value and appreciate the visual arts and able to comment and criticize appropriately. Expected learning outcome: Explain the meaning, significance, rationale of international visual arts and understand the history, wisdom and conservation. Scope of content: Topic 1: Dots, lines, colors, lights, shadows, shapes, forms and textures. Topic 2: International visual arts Topic 3: Commenting and criticizing a visual art Topic 4: Natural beauty Topic 5: Beauty of international visual arts Topic 6: Nature and visual arts Topic 7: Creativity, body and home decoration Topic 8: Creativity in decoration. 11 Topic 1: Dots, lines, colors, lights, shadows, shapes, forms and textures. Dots ……………………………………………………………… Dots are the smallest component which can be used to show locations and directions by connecting the dots to form a line. The combination of dots can create weight that gives a volume to a figure. Lines Lines are connected dots that line up together in length by dragging a line from one dot to another in different directions such as 45degrees 90degrees 180degrees or any other angles. Dragging the lines in an alternate direction can create different appearances. In the context of art, line can be categorized mainly as: vertical, lateral, diagonal, curve, wavy and zigzag. Feelings toward the line Line is an important basic component of creativity. Line can give meaning to the image and create different feelings through the different characteristics of the line. The basic lines are straight line and curve. From a straight line and curve, new lines can be created that give different feelings as follows: Vertical line strength, eminent, magnificent, stately Lateral line calm and peaceful, broad, rest, still 12 Diagonal line insecure, unsafe, unstable, moving Cross line feelings of connection, strength Curve gentle and delicate Wiggle feelings of movement, flow, cheerful, continuous Dotted line feelings of incomplete, mysterious, displaying the unseen Spiral feelings of dizziness and swirling Zig Zag feelings of contradiction, scary, exciting, unfamiliar Designers use the feelings toward the lines to create an applied arts by using lines to change the shape of a letter to create the feelings of movement and able to convey the meaning better. 13 Color Theory of color It is a theory of color which is visible to the eyes. 300 years ago, Isaac Newton found that a white light from the sun which refract through a prism will disperse to form a rainbow called a spectrum with 7 colors: violet, indigo, blue, green, yellow, orange and red and formulated this as a theory of light. In reality, rainbow is a natural occurrence that is created by the refraction of lights that passes through the vapor in the air and reflected to our eyes as color.
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  • Case Study Program Minor Arts Dance Upsi

    Case Study Program Minor Arts Dance Upsi

    available at http://ejournal.unp.ac.id/index.php/komposisi ISSN 1411-3732 Komposisi: Jurnal Pendidikan Bahasa, Sastra, COREOGRAPHY IN MALAYSIA IN MULTICULTURAL CONCEPT: dan Seni CASE STUDY PROGRAM MINOR ARTS DANCE UPSI Volume XV Nomor 2 KOREOGRAFI DI MALAYSIA DALAM KONSEP MULTIKULTURAL: September 2014 KAJIAN KES PROGRAM MINOR Hal. 197-209 SENI TARI UPSI Nerosti Jurusan Sendratasik, FBS, Universitas Negeri Padang Kampus UNP Air Tawar Padang, 25131, Indonesia Abstract This writing is the result of my research entitled “Analisis Deskriptif Koreografi Pelajar Minor Seni Tari UPSI: Kajian Kes Tiga Produksi Tari 2008 – 2011”. The aim of the research is to answer the question: To what extend the dance work by Minor Dance Art students which was presented in Art Dance Production fulfills the coreography elements, by using descriptive analysis method from primary and secondary data. By using qualitative approach which involved library research, observation, interview and by using coreography theory, the research result proves that seventeen Minor Art Dance students’ dance works has been fulfilled the coreography elements. The elements are (a). The choice of theme or idea of work with the early stimulus, that is the stimulation of idea and concept, cinestetic, auditive, and visual. (b). Exploration and improvitation (c). Smoothing and composition. The composition elements has also been described, which include (1). The structure of the work (2). The body movement of the dancer (3). Th floor pattern (4). Music and lighting (5). Costum and make up, lighting. The research also found that eleven of students’ dance works has applied the multicultural concept which has ethnic and classic themes.