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Art Education (WS11003) Primary Level Non-Formal Education Basic Curriculum of B.E

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1 The Essence of Way of Life Skills Textbook Art Education (WS11003) Primary 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 The Essence of Way of Like Skills Textbook Art Education (WS11003) Primary Level (Revised Edition of B.E.2554) Copyright owned by the Office of the Non-Formal and Informal Education, Office of the Permanent Secretary, Ministry of Education Academic Document No. 16/2555 3 Preface The Ministry of Education has proclaimed the use of Non-Formal Basic Education Curriculum of B.E. 2551 (A.D. 2008) on the 18th September, 2008 with an aim to replace the former principles and practices of the Non-Formal Basic Education Curriculum of B.E 2544 (A.D.2001)which was developed in accordance with the philosophical principles and basic beliefs pertaining to the conduct of the out-of-school learning programs for adult target learners whose learning practices are to accumulate their knowledge and learning experiences continuously. In the 2001 fiscal year, the Ministry of Education had set a strategic plan for mobilizing the educational policy in order to raise the capability and potentiality of the people in terms of their competitiveness in job performances that enable them to earn an affluent living constantly, perform with discipline, to have good morality and ethical behavior, and to be aware of self- performance and responsibility as well as to assist others concerned. In order to respond to the above-mentioned policy of the Ministry of Education, the Office of the Non-Formal and Informal Education (ONIE) decided to reconsider the former Curriculum of B.E. 2551 in terms of its principles and aims, its standard and expected outcomes as well as particular substances of 5 groups of the learning essences to make them more compliant with and be responding to the new policies of the Ministry of Education. The reconsideration had contributed to the revision of non- formal education text books by adding an integration of more contents and essences of occupation, morality and virtue as well as integrating the issues concerning readiness and preparation for Thailand to join with the ASEAN community. In terms of development of the subject essences, the revision remains to keep the principle and procedures of the former text in which the learners are to do self-study, conduct learning activities, undertake tests to evaluate their own understanding, conduct group discussions to share knowledge and experiences among groups’ members and to acquire additional knowledge from local wisdom and from other sources of information. The revision of this text book has received the generous support and collaboration from various experts and resource people as well as other concerned personnel who kindly provided useful information and data collection from various sources of knowledge to make the revision more meaningful. Their helpful information has made the new contents more relevant and appropriate to the learning standard and indicators of the expected outcomes of each subject 4 essence. The Office of the Non-Formal and Informal Education (ONIE) wishes to express its sincere appreciation for their considerate concern and helpful cooperation. ONIE hopes that these new revised learning essences will be useful to the learners, the teachers or facilitators as well as other concerned staff personnel at all levels. The ONIE will be pleased to invite any advice and recommendations for the improvement of future issues. (Mr. Prasert Boonrueng) Secretary-General November 2011 5 Table of Contents Page Introduction Textbook Instruction Course Structure Chapter 1 Folk / Local Visual Arts 9 Topic 1 Folk/local visual arts 10 Topic 2 Components of visual arts. 15 Topic 3 Patterns and evolution of the folk visual arts. 19 Topic 4 Style and beauty of the folk visual arts. 25 Topic 5 Folk visual arts and costumes. 37 Topic 6 Residential interior decoration. 44 Topic 7 Value of folk visual arts. 50 Chapter 2 Folk Music 58 Topic 1 Characteristics of folk music 59 Topic 2 Thai folk music 60 Topic 3 Music wisdom 83 Topic 4 Value of folk music 88 Topic 5 Development of folk music 92 Topic 6 Value and conservation of folk music 99 Chapter 3 Folk / Traditional Dances 109 1. Folk dancing art and local wisdom. 110 2. Folk dancing art of the North. 112 3. Folk dancing art of the Central. 113 4. Folk dancing art of the Northeast. 116 5. Folk dancing art of the South. 119 Chapter 4 Production of Musical Instrument 124 1. Principal factors for occupational performances 124 2. Recommendation for selecting occupation 125 3. Flute (Khlui) manufacturing occupation 126 6 4. Reed mouth organ (Cann) manufacturing occupation 130 5. Double-headed drum (Klong Kaek) making 133 7 Instruction for the Use of this Textbook The Essence of Life skill Textbook on Art Education ทช 11003 for learner who is non- formal education learners. To study the Essence of Life Skill Textbook on Art Education learner should follow the following steps. 1. Study the course structure to understand the topic and the essence, expected learning outcome, and scope of contents of the course in details. 2. Study details of the contents of each chapter thoroughly and do assigned activities. Check your answer with the answer keys for activities. If their answers are incorrect, they should go back to study over the lesson again before studying on the next chapter. 3. Do the activities at the end of the lesson to summarize the knowledge of the content matter again. The do activities of each content can be checked with teachers and friends who have participated in the course at the same level. This text book is composed of had 3 chapters as follows: Chapter 1 Folk/Local Visual Arts Chapter 2 Folk Music Chapter 3 Folk / Traditional Dances Chapter 4 Production of Musical Instruments 8 Course Structures on Art Education Elementary Elementary Level Essence Having good insight into the moral ethics, appreciating values of the beauty of the natural environment of symphonic music, folk traditional dances and properly analyzing them. Expected Learning Outcomes 1. Able to explain the meaning of nature, the melodic beauty of the visual art, music and traditional Dances. 2.Able to explain basic knowledge of the visual art, music and folk traditional Dances. 3.Able to create artwork from basic knowledge of the visual art, music and folk traditional Dances. 4. Appreciate the value of visual arts, music and folk traditional dances. 5. Able to analyze and make a comment on the visual arts, music and folk traditional dances. 6. Conserve inherited wisdom of visual arts, music and folk traditional dances. Scope of Contents Chapter 1 Folk/Local Visual Arts Chapter 2 Folk Music Chapter 3 Folk/Traditional Dances Chapter 4 Production of Musical Instrument Instructional media 1. Text book 2. Work sheet 3. Activities 9 Chapter 1 Folk/Local Visual Arts Essence Having good insight into the moral ethics appreciating values of the visual arts, folk arts and being able to make critical analysis appropriately. Expected Learning Outcomes Having knowledge and understanding of the basics of folk visual arts, being able to describe , create, conserve, analyze and criticize about the beauty of folk visual arts properly. Scope of Contents Topic 1 Folk/local visual arts Topic 2 Components of visual arts. Topic 3 Patterns and evolution of the folk visual arts. Topic 4 Style and beauty of the folk visual arts. Topic 5 Folk visual arts and costumes. Topic 6 Residential interior decoration. Topic 7 Value of folk visual arts. 10 Topic1 Folk/Local visual arts Folk/Local visual arts We may divide the meaning of folk visual arts into 2 words which are visual arts and folk. Visual Arts refers to the art perceived from vision consisting of general scenery, which is primarily important, and portrait, caricature, as well as images of objects. We can say that visual arts are aetistic beauties such as scripture, architecture, printed matters, etc. which can be perceived from “looking”. Categories of visual arts 1. Painting means the creation of visual arts on the plane by drawing or painting with a dragging or paint on smooth surfaces such as paper, canvas, wood and so on to the story and beauty of emotions and imagination of the painter were classified into 2 type. Murals at Buddhist Temple Wat Phumin Nan province 11 1.1 Drawing is the word used in visual arts to call drawings, line drawings with 2 dimensions having the width and length using various materials such as pencil, pastel, crayons etc. 1.2 Painting is created on 2 dimensions plane with several colors such as painting with water color, pastel, oil color, etc. 2. Sculpture refers to the visual arts from molding, carving, casting, welding, etc with 3 dimensions of width, length and thickness such as portrait, animal picture, picture of things, etc. Sculpture can be classified into 3 types as follows. Bas-relief Sculpture 2.1 Low reliefs are molding or carving the image curved out only slightly and raised from the base such as coins. High relief sculpture 12 2.2 High relief are molding or carving shape raised more than half of the background which can show depth as the actual base such as monumental sculptures etc. Round relief sculpture 2.3 Floating is the molding or carving that can be seen and touched; the beauty of the work can be appreciated all surrounding areas such as Buddha etc.
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