Structure and presentation
The content of the visual arts curriculum for first and second classes is presented in two sections:
- a section entitled 'Concepts and skills development', which outlines the concepts and skills the child should develop as he/she engages in visual arts activities
- a section comprising six strands, each of which is a medium for visual expression. Two interrelated strand units form the strands, the first of which suggests a range of art-making activities. The second suggests activities in looking at and responding to the visual environment and to art works. Activities in one strand unit inform activities in the other and together they provide the context for learning in art. Exemplars are shown in italic type throughout the content section. They are suggestions, and therefore not prescriptive.
The strands for first and second classes
The child at first and second-class level will enjoy looking at objects in the environment in a more focused way and will interpret what he/she sees in a more representational way. A greater awareness of how space is organised and some ability to show people in action will be evident in drawings and paintings. A growing sensitivity to colour subtleties will be evident in the child's ability to discriminate between variations in pure colour and tone and to recognise harmonious and complementary colours. Print-making will involve exploring shape and negative shape and a wider colour range. New techniques, such as stencilling and wax-resist, will be introduced.
The child will form clay with greater understanding and confidence and will produce simple objects. Activities in construction will stimulate the child to think about how the parts of a structure relate to the whole and to create structures of more than one space. Work in fabric and fibre is more structured and presents opportunities to stitch, to weave and to create soft sculptures or puppets. Work will be enriched by opportunities to see how artists express ideas that relate to the child's own work.
Selecting content
The programme should be broad and balanced and should be planned to ensure continuity and progression and to obviate significant gaps. During the two-year period the child should experience interrelated activities, as suggested by the strand units, in all the strands.
Linkage and integration
Opportunities for linkage (i.e. within the visual arts curriculum) and integration (i.e. cross-curricular integration) are indicated at the end of each strand. Linkage can be achieved in the following ways:
- through concepts and skills development in the different media, for example developing awareness of colour through painting and printmaking and through activities with fabric and fibre
- through activities that develop a theme in a number of media, for example interpreting the theme 'my friend and I are playing with our toys' using construction materials, clay, fabric and fibre, paint, and coloured paper.
Opportunities for integration (especially with music, drama and dance) should be identified when the visual arts programme is being planned. Careful planning will ensure that visual arts objectives are clearly defined within integrated activities.