加载中…| 分类： 国外教育介绍 |
Arts Education Introduction艺术教育引入
Aim: To enable students to understand and value arts
expressions throughout
life.目的:让学生了解并表达毕生艺术价值.
Creative/Productive Component创意/组件生产
Exploration of Ideas探索思路
Creative expression and reflection欲求和思考
Development of skills and abilities开发技巧与能力
Critical/Responsive Component危急/响应组件
Creative expression and reflection欲求和思考
Development of skills and abilities开发技巧与能力
Critical/Responsive Component危急/响应组件
Thoughtful, guided responses to arts
expressions周到、指导对艺术表现
Critical and creative thinking about art works批判思考和创意作品
Development of language and vocabulary开发语言和词汇
Cultural/Historical Component文/史组件
Critical and creative thinking about art works批判思考和创意作品
Development of language and vocabulary开发语言和词汇
Cultural/Historical Component文/史组件
Role and history of the arts in cultures and
societies历史作用和文化艺术社团
Factors that influence the arts and artists影响因素艺术家
Knowledge of Saskatchewan and Canadian artists知识和加拿大萨斯喀彻艺术家
Factors that influence the arts and artists影响因素艺术家
Knowledge of Saskatchewan and Canadian artists知识和加拿大萨斯喀彻艺术家
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Aim, Goals , and Philosophy宗旨、目标和理念
Aim目的
The aim of the arts education program is: to enable students to understand and value arts expressions throughout life.艺术教育的目标是:使学生认识和艺术价值的词句一生. This aim describes the main outcome for students and the primary reason for including arts education in the Core Curriculum for all students.这一成果为主要目的,描述的主要原因包括学生和艺术教育的核心课程,为所有学生.
The aim of the arts education program is: to enable students to understand and value arts expressions throughout life.艺术教育的目标是:使学生认识和艺术价值的词句一生. This aim describes the main outcome for students and the primary reason for including arts education in the Core Curriculum for all students.这一成果为主要目的,描述的主要原因包括学生和艺术教育的核心课程,为所有学生.
Goals目标
The aim of the program can be achieved through meeting the following goals.旨在通过这一计划能够实现以下目标的会议. By participating in the arts education program, students will be supported to:参加艺术教育活动,学生将得到:
The aim of the program can be achieved through meeting the following goals.旨在通过这一计划能够实现以下目标的会议. By participating in the arts education program, students will be supported to:参加艺术教育活动,学生将得到:
respect the uniqueness and creativity of themselves and
others尊重自己和他人的独特性和创造性
increase their ability to express themselves through the languages of the arts增强语言表达自己的艺术
understand the contributions of the arts and artists to societies and cultures, past and present了解捐款的社会文化艺术和艺术家的今昔
gain a lasting appreciation of art forms experienced as participant and as audience深入持久地欣赏艺术形式作为参与者和观众经历
recognize the many connections between the arts and daily life.承认许多艺术和生活的联系.
The foundational objectives for each of the four strands (dance, drama, music, and visual art) are aimed at meeting these goals so that all students can benefit from what the arts have to offer.基础目标每家钢绞线(舞蹈、戏剧、音乐、与视觉艺术)旨在实现这些目标,使每个学生都可以从什么艺术乐趣.
increase their ability to express themselves through the languages of the arts增强语言表达自己的艺术
understand the contributions of the arts and artists to societies and cultures, past and present了解捐款的社会文化艺术和艺术家的今昔
gain a lasting appreciation of art forms experienced as participant and as audience深入持久地欣赏艺术形式作为参与者和观众经历
recognize the many connections between the arts and daily life.承认许多艺术和生活的联系.
The foundational objectives for each of the four strands (dance, drama, music, and visual art) are aimed at meeting these goals so that all students can benefit from what the arts have to offer.基础目标每家钢绞线(舞蹈、戏剧、音乐、与视觉艺术)旨在实现这些目标,使每个学生都可以从什么艺术乐趣.
Philosophy哲学
The arts education curriculum, including dance, drama, music, and visual art, has been developed for all students in the province.艺术教育课程,包括舞蹈、戏剧、音乐、视觉艺术,已在全省所有学生. For this reason, the program is broad in scope and includes a diverse range of arts experiences.为此,计划范围广,包括各种不同的艺术经验. “Arts” includes fine arts, popular arts, traditional arts, commercial arts, and functional arts with the understanding that there is much overlap among these categories."艺"包括美术、民俗技艺、传统艺术、商业艺术艺术和功能的了解,其中有许多重叠之类.
The arts education curriculum, including dance, drama, music, and visual art, has been developed for all students in the province.艺术教育课程,包括舞蹈、戏剧、音乐、视觉艺术,已在全省所有学生. For this reason, the program is broad in scope and includes a diverse range of arts experiences.为此,计划范围广,包括各种不同的艺术经验. “Arts” includes fine arts, popular arts, traditional arts, commercial arts, and functional arts with the understanding that there is much overlap among these categories."艺"包括美术、民俗技艺、传统艺术、商业艺术艺术和功能的了解,其中有许多重叠之类.
At various times in the history of arts education, different
reasons have been given justifying the arts as having a place in
the
classroom.在不同时期的历史和艺术教育由于种种原因一直为其艺术教室有一席之地.
The resulting programs have ranged from the purely creative
(letting the child's creativity “unfold” without interference
from the teacher) to the purely historical (prescribing a body of
content based on perceived history) to the purely academic
(focusing the program on the formal elements of the particular arts
area – art for art's
sake).由此片都介于纯创意(让孩子的创造力",开展"无干扰的老师)给纯粹的历史(9.9一套基于知觉的历史内涵)为纯学术性(聚焦>节目正式尤其艺术领域的要素-为艺术而艺术).
The Saskatchewan arts education curriculum includes the
benefits of these three approaches, but switches in focus to the
aesthetic benefits of an arts
education.萨斯喀彻温省艺术教育课程的好处包括三个方式,但开关集中到一个艺术审美教育的好处.
The arts provide a unique “way of knowing” about the world and
human experience.艺术提供了独特的"从得知"对世界和人类的经验.
There is a tremendous amount of research that clearly
demonstrates the benefits of arts education for all students, not
only for those students who have a special interest in the
arts.有大量的研究显示,所有学生艺术教育的好处,不仅学生有特殊艺术的兴趣.
Students studying arts education will have opportunities
to:艺术教育学生将有机会:
express ideas using the unique languages of the
arts用语言表达思想的独特艺术
gain knowledge of the history of human creative achievements增益人类历史知识创新成果
develop insights into community and global issues explored by contemporary artists深入社区发展和全球性问题的探讨当代艺术家
become proficient with creative processes in a variety of media including technology在创作过程中成为精通与媒体等多种技术
learn about themselves and others through critical reflection on their own work and arts expressions from around the world了解自己和他人的反思自己的工作和关键用语来自世界各地的艺术
learn how societies and cultures construct and record their history, values, beliefs, and individual and collective visions学习如何构建与社会文化的历史纪录,价值观、信念、理想、个人和集体
communicate through the arts using their imaginations, ideas, observations, and feelings通过使用沟通的艺术想象,观念观察、感受
become aware and proud of Canada 's rich cultural and artistic heritage.加拿大意识到和自豪的丰富的文化艺术遗产.
In order for students to benefit from this unique way of knowing, the arts education program encourages the following:为了让学生能从这种独特的方式认识,鼓励艺术教育计划如下:
gain knowledge of the history of human creative achievements增益人类历史知识创新成果
develop insights into community and global issues explored by contemporary artists深入社区发展和全球性问题的探讨当代艺术家
become proficient with creative processes in a variety of media including technology在创作过程中成为精通与媒体等多种技术
learn about themselves and others through critical reflection on their own work and arts expressions from around the world了解自己和他人的反思自己的工作和关键用语来自世界各地的艺术
learn how societies and cultures construct and record their history, values, beliefs, and individual and collective visions学习如何构建与社会文化的历史纪录,价值观、信念、理想、个人和集体
communicate through the arts using their imaginations, ideas, observations, and feelings通过使用沟通的艺术想象,观念观察、感受
become aware and proud of Canada 's rich cultural and artistic heritage.加拿大意识到和自豪的丰富的文化艺术遗产.
In order for students to benefit from this unique way of knowing, the arts education program encourages the following:为了让学生能从这种独特的方式认识,鼓励艺术教育计划如下:
education of the senses to take in
information以感性教育资讯
education about the basic languages of the arts strands基本的语文教育艺术钢绞线
acquisition of skills and abilities to enable students to express themselves using the languages of the arts strands获得技能和能力,使学生能够用语言表达自己的艺术钢绞线
construction of knowledge施工知识
understanding of the role of the arts in cultures and societies, and in people's daily lives认识角色的艺术文化和社会以及人们的日常生活
acquisition of a body of knowledge accumulated over the years of human existence, and consisting of the beliefs and aesthetic principles of various cultures and societies.获取知识的一个机构多年积累的人类生存产生的信念和原则,各种文明和社会美学.
In addition, the program recognizes that artists are thinkers.此外,该计划承认艺术家都是思想家. Their ideas have contributed and continue to contribute to an understanding of human existence.而贡献自己的思想认识,继续对人类生存. The arts education curriculum provides a place for their ideas.艺术教育课程提供了一个地方观念.
education about the basic languages of the arts strands基本的语文教育艺术钢绞线
acquisition of skills and abilities to enable students to express themselves using the languages of the arts strands获得技能和能力,使学生能够用语言表达自己的艺术钢绞线
construction of knowledge施工知识
understanding of the role of the arts in cultures and societies, and in people's daily lives认识角色的艺术文化和社会以及人们的日常生活
acquisition of a body of knowledge accumulated over the years of human existence, and consisting of the beliefs and aesthetic principles of various cultures and societies.获取知识的一个机构多年积累的人类生存产生的信念和原则,各种文明和社会美学.
In addition, the program recognizes that artists are thinkers.此外,该计划承认艺术家都是思想家. Their ideas have contributed and continue to contribute to an understanding of human existence.而贡献自己的思想认识,继续对人类生存. The arts education curriculum provides a place for their ideas.艺术教育课程提供了一个地方观念.
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Strands钢绞线
To fully appreciate the arts throughout life, students need to study each of the four strands of the program.为了充分了解整个艺术生命,每个学生要学股四个节目. It is true that certain concepts pertain to more than one strand, but each strand has unique content that can be learned only through specific studies in that strand.诚然,某些概念涉及一个以上东街、每一股有独特的内容,但我们可以学学,只有通过具体东街. For example, the concept of movement applies to dance, drama, music, and visual art.举例来说,运动的概念适用于舞蹈,戏剧、音乐、视觉艺术. However, if students study movement in dance, they cannot be expected to understand movement as it applies to music, drama, or visual art.但是,如果学生在学习运动舞蹈,他们明白不能指望它适用于运动音乐话剧,或视觉艺术. To apply concepts to music, for example, students must first have a basic understanding of the content of the music strand.适用于音乐概念,例如学生必须先有一个基本的了解音乐东街内容.
To fully appreciate the arts throughout life, students need to study each of the four strands of the program.为了充分了解整个艺术生命,每个学生要学股四个节目. It is true that certain concepts pertain to more than one strand, but each strand has unique content that can be learned only through specific studies in that strand.诚然,某些概念涉及一个以上东街、每一股有独特的内容,但我们可以学学,只有通过具体东街. For example, the concept of movement applies to dance, drama, music, and visual art.举例来说,运动的概念适用于舞蹈,戏剧、音乐、视觉艺术. However, if students study movement in dance, they cannot be expected to understand movement as it applies to music, drama, or visual art.但是,如果学生在学习运动舞蹈,他们明白不能指望它适用于运动音乐话剧,或视觉艺术. To apply concepts to music, for example, students must first have a basic understanding of the content of the music strand.适用于音乐概念,例如学生必须先有一个基本的了解音乐东街内容.
Each of the arts has played a unique role in history and
continues to play a unique role in contemporary cultures and
societies.每个艺术史等方面发挥了独特的作用,并继续发挥着独特的作用在当代社会文化.
Most students are exposed to dance, drama, music, and visual art at
home through cultural events and the mass media even before
entering
school.大多数学生有机会接触舞蹈、戏剧、音乐、在家透过视觉艺术及文化活动及媒体还没进入学校.
By extending what the students already know about the arts,
lifelong enjoyment and critical understanding can be
achieved.延长学生已经知道什么艺术享受终身认识和批判,才能实现.
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Objectives目标
The foundational objectives describe the required content for each strand.描述所需的基本目标每个东街内容. In Grade 1 to Grade 5 Arts Education, the foundational objectives are broad in scope and take all of the elementary years to develop.在一级至五级艺术教育基础目标是范围广,并采取一切发展的基础年. However, what the teacher does at each grade to develop a particular foundational objective differs.然而,在每个年级的老师也特别制定了客观基础不同. The learning objectives describe the specific knowledge, attitudes, skills, and processes that students should develop at each grade level in order to achieve the foundational objectives.学习目标具体描述知识、态度、技能而在发展过程中,每个年级的学生应为达到目标的基础. Detailed descriptions of the foundational objectives for each strand and a chart showing how the specific learning objectives develop from grade to grade are included in this curriculum guide.详细说明每一目标的基础和图表东街如何制定具体的学习目标,从职级列入本课程指导. These objectives guide the unit planning, instructional processes, resource selection, and assessment and evaluation.这些目标引导组规划,教学过程、资源选择、评估与鉴定. Individual student needs and abilities may require an adaptation to instruction, resources, or environment to help students achieve these objectives.个别学生需要和能力可能需要一个适应语言、资源、环境和帮助学生实现这些目标. For more information on adaptation refer to the Adaptive Dimension on page 6.更多关于适应指自适应尺寸6页.
The foundational objectives describe the required content for each strand.描述所需的基本目标每个东街内容. In Grade 1 to Grade 5 Arts Education, the foundational objectives are broad in scope and take all of the elementary years to develop.在一级至五级艺术教育基础目标是范围广,并采取一切发展的基础年. However, what the teacher does at each grade to develop a particular foundational objective differs.然而,在每个年级的老师也特别制定了客观基础不同. The learning objectives describe the specific knowledge, attitudes, skills, and processes that students should develop at each grade level in order to achieve the foundational objectives.学习目标具体描述知识、态度、技能而在发展过程中,每个年级的学生应为达到目标的基础. Detailed descriptions of the foundational objectives for each strand and a chart showing how the specific learning objectives develop from grade to grade are included in this curriculum guide.详细说明每一目标的基础和图表东街如何制定具体的学习目标,从职级列入本课程指导. These objectives guide the unit planning, instructional processes, resource selection, and assessment and evaluation.这些目标引导组规划,教学过程、资源选择、评估与鉴定. Individual student needs and abilities may require an adaptation to instruction, resources, or environment to help students achieve these objectives.个别学生需要和能力可能需要一个适应语言、资源、环境和帮助学生实现这些目标. For more information on adaptation refer to the Adaptive Dimension on page 6.更多关于适应指自适应尺寸6页.
The Saskatchewan Goals of Education state that a body of
knowledge and a range of skills and attitudes are necessary to
function in a changing
world.萨斯喀彻温省的教育目标,国家体知识和各种技能和态度是必要的功能在不断变化的世界.
The arts education curriculum includes the development of
knowledge, skills, and attitudes in the areas of perception,
procedures, conceptual understanding, and personal
expression.艺术教育课程,包括发展知识、技能和态度等方面的看法,程序概念性理解,以及个人表达.
These categories were taken into consideration when determining
objectives for each strand.这些类别是考虑目标确定为每东街.
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Components组件
Arts Education: A Curriculum Guide for the Elementary Level is structured, through the inclusion of the following three components, to achieve a balance in focus.艺术教育:指南初阶课程结构,通过将以下三个组成部分达到平衡焦点. The components are not to be segregated but are intended to be interwoven throughout the program.部件不被隔离,但整个计画拟交集.
Arts Education: A Curriculum Guide for the Elementary Level is structured, through the inclusion of the following three components, to achieve a balance in focus.艺术教育:指南初阶课程结构,通过将以下三个组成部分达到平衡焦点. The components are not to be segregated but are intended to be interwoven throughout the program.部件不被隔离,但整个计画拟交集.
The Creative/Productive Component创意/组件生产
This component includes the exploration, development, and expression of ideas in the language of each strand or art form.这一部分包括勘探、开发和语言表达意念每东街或艺术形式. In order for an activity to be creative, the student must be engaged actively in a critical thinking process.为了让有创意的活动,学生必须积极参与批判思考. The student learns where ideas come from, and how ideas can be developed and transformed.学生学习从何而来,如何能够发展和改造的思路. Reflection, both ongoing and summative, is an essential part of the creative process, and allows students to evaluate their own growth in their creative endeavours.反思,并不断总结,是不可或缺的创作过程中,而让学生评价自己的创造性努力成长.
This component includes the exploration, development, and expression of ideas in the language of each strand or art form.这一部分包括勘探、开发和语言表达意念每东街或艺术形式. In order for an activity to be creative, the student must be engaged actively in a critical thinking process.为了让有创意的活动,学生必须积极参与批判思考. The student learns where ideas come from, and how ideas can be developed and transformed.学生学习从何而来,如何能够发展和改造的思路. Reflection, both ongoing and summative, is an essential part of the creative process, and allows students to evaluate their own growth in their creative endeavours.反思,并不断总结,是不可或缺的创作过程中,而让学生评价自己的创造性努力成长.
The Cultural/Historical Component文/史组件
This component deals with the role of the arts in culture, the development of the arts throughout history, and the factors that influence the arts and artists.这部分涉及角色的艺术文化、艺术的发展历史上而影响因素艺术家. It includes the historical development of each art form.它包括历史发展的每一个艺术形式. In addition, it focuses on the arts in contemporary cultures, and includes popular culture and various cross-cultural studies.此外,它着重于当代艺术文化,包括流行文化和各种跨文化研究. The intent of this component is to develop students' understanding that the arts are an important means of passing on various societies' cultural histories, and are also an integral aspect of living for all people.这一部分的用意是要培养学生了解艺术的重要手段,通过各种社团的文化历史、也是生活的一个组成部分来抓.
This component deals with the role of the arts in culture, the development of the arts throughout history, and the factors that influence the arts and artists.这部分涉及角色的艺术文化、艺术的发展历史上而影响因素艺术家. It includes the historical development of each art form.它包括历史发展的每一个艺术形式. In addition, it focuses on the arts in contemporary cultures, and includes popular culture and various cross-cultural studies.此外,它着重于当代艺术文化,包括流行文化和各种跨文化研究. The intent of this component is to develop students' understanding that the arts are an important means of passing on various societies' cultural histories, and are also an integral aspect of living for all people.这一部分的用意是要培养学生了解艺术的重要手段,通过各种社团的文化历史、也是生活的一个组成部分来抓.
The Critical/Responsive Component危急/响应组件
This component enables students to respond critically to images, sounds, performances, and events in the artistic environment, including the mass media.为使这部分学生反应审慎地影像声、表演艺术活动及环境包括大众媒体. Students become participants in the interactive process between artist and audience rather than passive consumers of the arts.学生成为参与者的艺术家和观众之间的互动过程,而不是被动的消费者艺术. The curriculum suggests several processes to help teachers guide discussion and encourage various responses to works of art; for example, visual art works, musical compositions, or dance and drama performances.课程建议几个工序,帮助教师引导讨论,鼓励不同反应艺术品;例如,视觉艺术作品、音乐作品、舞蹈、戏剧或表演. The processes are intended to move students beyond quick judgement to informed personal interpretation, and can be used with each of the four strands.学生提出的过程是为了超越个人的消息迅速判断解释可用于每家股. These processes are described in the section on page 45 entitled Responding to Arts Expressions.这些过程描述在第23页45题回答艺术表达.
This component enables students to respond critically to images, sounds, performances, and events in the artistic environment, including the mass media.为使这部分学生反应审慎地影像声、表演艺术活动及环境包括大众媒体. Students become participants in the interactive process between artist and audience rather than passive consumers of the arts.学生成为参与者的艺术家和观众之间的互动过程,而不是被动的消费者艺术. The curriculum suggests several processes to help teachers guide discussion and encourage various responses to works of art; for example, visual art works, musical compositions, or dance and drama performances.课程建议几个工序,帮助教师引导讨论,鼓励不同反应艺术品;例如,视觉艺术作品、音乐作品、舞蹈、戏剧或表演. The processes are intended to move students beyond quick judgement to informed personal interpretation, and can be used with each of the four strands.学生提出的过程是为了超越个人的消息迅速判断解释可用于每家股. These processes are described in the section on page 45 entitled Responding to Arts Expressions.这些过程描述在第23页45题回答艺术表达.
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Saskatchewan and Canadian Content加拿大萨斯喀彻内容
The curriculum encourages students in this province to explore the rich and exciting arts community that exists here.课程鼓励学生在本省丰富而精彩的艺术探索社区存在这里. It is important that students become familiar with their own artistic heritage and surroundings.最重要的是学生熟悉自己周围的文物和艺术. As students study Saskatchewan and Canadian arts, students recognize themselves, their environment, their concerns, and their feelings expressed in a diverse range of materials, styles, and art forms.作为学生学习、加拿大萨斯喀彻艺术学生认识自己,对环境的关切,表达自己的感情和各种材料、风格、艺术形式. Students learn that artists deal with personal, cultural, regional, and global concerns, and that the artistic accomplishments in this province and in Canada are cause for celebration.艺术家处理个人学习、文化、区域和全球的关注,而在这个省的艺术成就和在加拿大都是值得庆祝.
The curriculum encourages students in this province to explore the rich and exciting arts community that exists here.课程鼓励学生在本省丰富而精彩的艺术探索社区存在这里. It is important that students become familiar with their own artistic heritage and surroundings.最重要的是学生熟悉自己周围的文物和艺术. As students study Saskatchewan and Canadian arts, students recognize themselves, their environment, their concerns, and their feelings expressed in a diverse range of materials, styles, and art forms.作为学生学习、加拿大萨斯喀彻艺术学生认识自己,对环境的关切,表达自己的感情和各种材料、风格、艺术形式. Students learn that artists deal with personal, cultural, regional, and global concerns, and that the artistic accomplishments in this province and in Canada are cause for celebration.艺术家处理个人学习、文化、区域和全球的关注,而在这个省的艺术成就和在加拿大都是值得庆祝.
Many opportunities exist for schools and school divisions to
enter into formal and informal partnerships with local artists,
musicians and composers, dancers and choreographers, dramatic
artists, filmmakers, or arts and cultural
organizations.学校与学校存在许多机会进入正规和非正规部门的伙伴关系,与本地艺术家音乐家及作曲家,舞者及编舞,戏剧艺术家、导演、艺术或文化团体.
Gallery programs and studio visits, workshops and exchanges with
music groups or dance and theatre companies, and long- or
short-term artist residencies are examples of schools and
communities working together to enhance the learning program for
all
students.画廊、工作室参观节目,车间与交流音乐舞蹈及戏剧团体或公司长期或短期艺术家园地学校和社区的典范,共同致力于促进所有学生的学习计划.
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Arts Education and Special Events艺术教育及特别活动
Often teachers are expected to use the arts education program as an opportunity for providing entertainment or decorations for school events.常老师的艺术教育计画预计使用为契机,为学校活动提供娱乐或装饰品. This might result in a conflict for the teacher, as artistic products and presentations are not always the focus of arts lessons.这可能导致冲突的老师作为艺术产品和重点介绍并不总是艺术课. Time required for the planning or presentation of special events such as the Christmas concert should be taken from across the curriculum, not just from arts education.需出示规划或特殊事件,如圣诞音乐会应从各个学科、不仅从艺术教育.
Often teachers are expected to use the arts education program as an opportunity for providing entertainment or decorations for school events.常老师的艺术教育计画预计使用为契机,为学校活动提供娱乐或装饰品. This might result in a conflict for the teacher, as artistic products and presentations are not always the focus of arts lessons.这可能导致冲突的老师作为艺术产品和重点介绍并不总是艺术课. Time required for the planning or presentation of special events such as the Christmas concert should be taken from across the curriculum, not just from arts education.需出示规划或特殊事件,如圣诞音乐会应从各个学科、不仅从艺术教育.
Much of the daily work in arts education is process oriented
and of a problem-solving
nature.许多日常工作和艺术教育是一项面向过程解决问题的性质. While
students must be encouraged to take pride in their artistic
products, the creative process is of equal importance to the
resulting
product.同时要鼓励学生以自豪的艺术产品创作的过程是同等重要的导致产品.
It should not be expected that the aim of all students' work be for
public presentation, although presentation can provide
opportunities to demonstrate acquired learning to parents,
administrators, and the public at
large.不应预期目的全部学生工作予以公开颁奖,虽然颁奖后天可以提供学习机会,展示给家长、管理者和广大市民.
Artistic products should be an outgrowth of supporting student
achievement of
objectives.艺术衍生产品应该成为支持学生实现目标.
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