Arts and crafts subject curriculum



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ARTS AND CRAFTS SUBJECT CURRICULUM
The objectives of the subject

Throughout time humankind has used and processed materials to make tools, clothing, dwellings and art. Artefacts are part of most areas of our lives and are indispensable for our existence. Artefacts communicate thoughts and ideas, make statements about social status, views on life, power and placement, who we are and where we belong. The aesthetic dimension is a central element of the everyday life of children and young people, constituting a basis for their choices and expressions.


The arts and crafts subject embodies various traditions, from the craftsman’s solid knowledge of materials, techniques and work processes, via the designer’s knowledge of developing ideas and solving problem, to the artist’s production of creative works of art. The perception of art, design and architecture are along with raising the awareness of our cultural heritage in a global perspective, important aspects of the subject. Sami arts and crafts, duodji, are a natural element of our cultural heritage. Understanding the arts and crafts of the past and the present in one's own culture and that of others may provide the basis for developing our multicultural society.
Practical creative work in the studios, developing ideas, and designing products are all central aspects of the subject. This work includes using traditional and more contemporary materials, tools and techniques. Developing imagination, creativity, motor skills and aptitude – from the simple to the more sophisticated – are important dimensions of the subject and as such require time and in-depth study, thus giving each individual the opportunity to experience the joy of creating and mastering.
Knowledge about form, colour and composition is vital for the creation of products that function, and to successfully communicate through visual messages. This knowledge can contribute to personal development, which is a requirement for resolute creative idea development, visual communication and production. Such knowledge can improve the opportunity to participate in democratic decision-making processes in a society where more and more information is communicated visually. The subject has as one of its aims, to help to develop entrepreneurship and cooperation with business and industry, institutions and specialists. In interdisciplinary cooperation on design and technology the subject particularly contributes to the practical-aesthetic aspects of design.
The subject arts and crafts has an important position in developing general cultural education. It also prepares pupils for a number of further education, trades and occupations. Aesthetic competence is a source of development on several levels, from personal growth, via influence on one's personal surroundings, to creative innovation in a larger social perspective.
Main subject areas
The subject has been structured into main subject areas for which competence aims have been formulated. These main subject areas supplement each other and must be considered together
Arts and crafts has competence aims after the second, fourth, seventh and tenth years in primary school.
Overview of main subject areas:

Year

Main subject areas

1 – 10

Visual

communication



Design

Art

Architecture


Visual communication

In visual communication, the focus is on practical creative work with two-dimensional form and visual digital media. Form, colour and composition, as well as idea development, problem solving and symbols are important themes in this main subject area. Experimentation with visual elements is a key part of the work with visual communication in various media.


Design

Design represents a continuance of the artisan tradition and deals with the designing of objects. It comprises both work directly with materials and work with sketches and models. The design of ideas, technical drawings, products and arts and crafts are key elements. Familiarity with materials, problem solving and production can constitute the basis for innovation and entrepreneurship.


Art

The tradition of creative work with images and sculpture is continued and developed in this main subject area. Inspiration from art history, from rock carvings via antiquity and renaissance to contemporary art in our multicultural society, forms the basis and point of reference for the pupil's own imagination and creative work with various materials.


Architecture

In architecture, knowledge about the local physical environment is important. This means knowledge about how building traditions, interior and exterior, can influence our everyday life. Drawing and the building of scale models are part of the main subject area and form the basis for envisioning three-dimensional spaces based on drawings and computer animations.


Teaching hours
Teaching hours are given in 60-minute units:
Primary school

Years 1 to 7: 477 teaching hours


Lower secondary school

Years 8 to 10: 150 teaching hours


Basic skills
Basic skills are integrated in the competence aims where they contribute to development of the competence in the subject, while also being part of this competence. In the arts and crafts subject the basic skills are understood as follows:
Being able to express oneself orally in arts and crafts, and comment on one's own work and that of others is an important part of the subject. The discussion might be conducted on a number of levels, from description to analysis and assessment. Presentation of one's own work, oral descriptions and assessments are key elements. Oral skills are also important for the reflection upon and assessment of experiences, aesthetic techniques and connections.
Being able to express oneself in writing in arts and crafts means using signs and symbols to express oneself visually. The development of written and visual competence occurs when facts, ideas and attitudes are translated into signs. To maintain visual skills, parallel to developing literacy, focused and versatile drawing activities are equally important on all levels.
Being able to read in arts and crafts focuses on being able to interpret signs and symbols and to gain inspiration for creative work. Visual communication permeates the subject and contributes to developing textual understanding. To utilise information and avoid being taken in by visual rhetoric it is important to be able to read and understand different textual expressions. Interpreting diagrams and other visual representations, such as user instructions and architectural drawings, forms the basis for important decisions.
Being able to do mathematics in arts and crafts means working with proportions, dimensions, scales and basic geometric shapes. Drawing involves assessing proportions and two- and three-dimensional representations. The relation between aesthetics and geometry is also an essential aspect of working with decorations, ornaments and architecture. Mathematical skills are required for working with various materials and techniques.
Being able to use digital tools in arts and crafts is important when searching for information and producing information as text and images. Production of digital images is important in the pupils' work with photography, scanning, animation, film and video. Also included here are attitudes relating to source criticism, protection of personal privacy and familiarity with copyright rules. Multimedia is included in presentations of one's own work and that of others. Knowledge of aesthetic and digital techniques is decisive for successful communication.
Competence aims in the subject
Competence aims after Year 2
Visual communication

The aims for the education are that the pupil shall be able to

  • express his or her own experiences through drawing

  • mix and apply primary colours in his or her own creative work

  • experiment with form, colour and rhythm in decorative edging


Design

The aims for the education are that the pupil shall be able to

  • make simple objects and designs in paper and textiles by tearing, cutting, gluing and braiding

  • make simple objects from clay

  • build with simple geometrical basic forms

  • recognise and describe simple artefacts


Art

The aims for the education are that the pupil shall be able to

  • recognise art in the school's local neighbourhood and use this as the basis for his or her own images and sculptures

  • talk about the images made by various national, Sami and Nordic fairy tale illustrators and use them as the basis for his or her own creative work

  • use decorative elements from art and handicrafts in his or her own works


Architecture

The aims for the education are that the pupil shall be able to

  • make simple models of houses using natural materials

  • draw houses from the local environment seen from the front and the side

  • talk about the perception of various types of houses and spaces in local environment


Competence aims after Year 4
Visual communication

The aims for the education are that the pupil shall be able to

  • visualise and present his or her own impressions in different techniques and materials

  • use overlapping in drawing and painting

  • use simple functions in digital image processing software

  • identify and discuss the use of symbolic colours

  • prepare simple exhibitions of his or her own works


Design

The aims for the education are that the pupil shall be able to

  • plan and make simple artefacts

  • make simple objects by knitting, weaving, felting, sewing, nailing and fixing by screws in various materials

  • use simple appropriate hand tools when working with clay, textiles, leather and wood

  • experiment with simple geometric forms in construction and as decorative form elements

  • study, visualise and present how simple artefacts have taken shape, from the idea stage to the finished product


Art

The aims for the education are that the pupil shall be able to

  • use original art in the school's local environment as the basis for his or her own images and sculptures

  • use elements from rock carvings in antiquity as the basis for his or her own creative work

  • talk about how artists from various cultures have visualised nature and used this as the basis for their own work

  • talk about his/her perception of contemporary art


Architecture

The aims for the education are that the pupil shall be able to

  • plan and build models of houses and rooms using digital tools and simple craft techniques

  • draw houses and rooms seen from above, from the front and from the side

  • talk about streets, squares and buildings with different functions in the local environment


Competence aims after Year 7
Visual communication

The aims for the education are that the pupil shall be able to

  • use colour contrasts, diminution and central perspective to create the illusion of space in images with and without using digital tools

  • uses contrasts between diagonal, horizontal and vertical lines in simple compositions to create the illusion of stability and motion

  • distinguish between pigment colour mixing and light colour mixing

  • use shadows in drawings

  • use various graphic techniques in his or her own work

  • make cartoons and explain the relation between cartoons and film

  • photograph and manipulate images digitally and reflect upon the use of motifs and sections

  • compose and assess how writing and pictures communicate and influence each other in various contexts


Design

The aims for the education are that the pupil shall be able to

  • prepare simple artefacts using various materials and explain the relation between idea, choice of materials, craft techniques, form, colour and function

  • use design elements from different cultures when designing objects with decorative elements

  • use different techniques for surface treatment of his or her own works

  • use a sewing machine and simple power tools in a design process

  • use various techniques for joining hard- and soft materials

  • assess the design and industrial production of familiar artefacts from everyday life and conduct simple consumer tests


Art

The aims for the education are that the pupil shall be able to

  • talk about the perception of how artists have applied form, light and shadow, and use this in his or her own work with images and sculptures

  • elaborate on how various influential artists from the periods National Romanticism, Renaissance, Impressionism and Expressionism in different ways have left their mark

  • compare the use of techniques in folk art and handicrafts in various cultures using digital and other sources


Architecture

The aims for the education are that the pupil shall be able to

  • build models of houses in scale based on his or her own technical drawings

  • install exhibitions and other presentations in different types of rooms

  • describe special features of buildings in the local environment and compare with national and international styles


Competence aims after Year 10
Visual communication

The aims for the education are that the pupil shall be able to

  • use different materials and tools when working with images based on his or her own interests

  • use various functions in image processing software

  • draw a storyboard, edit and manipulate simple digital recordings and asses his or her own use of techniques

  • assess different messages, ethical issues and visual quality of advertising, film, websites and computer games

  • simplify motifs based on his or her own sketches when working with patterns, logos, signposts and pictograms

  • document his or her own work in multimedia presentations


Design

The aims for the education are that the pupil shall be able to

  • design products based on a technical specification of form and function

  • describe different solution for the design of a product using sketches and digital software

  • create clothing and discuss fashion, price and quality in a consumer perspective

  • talk about how indigenous peoples and other cultures have influenced and inspired various cultural expressions

  • describe a product's lifecycle and assess consequences for sustainable development, the environment and the creation of value

  • make functional artefacts and assess the quality of his or her own skills

  • elaborate on special features of Nordic design in an international perspective


Art

The aims for the education are that the pupil shall be able to

  • discuss how artists in different cultures have portrayed mankind through the ages, and use this as the basis for his or her own creative work with portraits and sculptures

  • talk about the perception of how artists at different times and different cultures have expressed themselves through photo, film and video, and use this as the basis for his or her own work

  • compare and assess different directions and traditions in two- and three-dimensional art


Architecture

The aims for the education are that the pupil shall be able to

  • draw houses and rooms using two-point perspective

  • talk about architectural drawings and digital presentations of building projects, assess adaptation to the environment and outline solutions

  • assess functional interior decoration of a room, style and taste and visualise solutions

  • explain how climate, culture and societal conditions influence the construction of buildings, choice of materials, shape, expression and symbol functions

  • construct and test load-bearing constructions using different materials


Subject assessment
Provisions for final assessment:
Overall achievement grade

Year

Provision

Year 10 or the grade where the subject is completed.

The pupils shall have one overall achievement grade.



Examinations for pupils

Year

Provision

Year 10 or the grade where the subject is completed.

The pupils have no examination


Examinations for external candidates

Year

Provision

Year 10 or the grade where the subject is completed.

There is no provision for external candidates in the subject

The general provisions on assessment have been laid down in the Regulations relating to the Norwegian Education Act.





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