Stamford American Elementary School Curriculum Guide - page 27

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Learning through the Arts provides strong links to the student profile. From an early age,
students have the opportunity to develop genuine interest, to give careful consideration
to their work, to become self-critical and reflective. They are provided with opportunities
to communicate about their creative work and to share their understanding with
teachers, peers and families. Students are encouraged to develop responsible attitudes
and find appropriate ways to take action through the Arts, in order to make a difference
in and to the world. Appropriate action could involve presenting, exhibiting, celebrating,
communicating and sharing in a variety of ways.
Global Mentor Program
Stamford enriches the academic programs by inviting visiting artists to present to students
on topics that fall within the curriculum but require specialist expertise. In this way the
school seeks to make students aware of the rich diversity of the Arts and share a variety
of experiences with them. Previous visiting artists have included the Yale University
A Capella Group, the Singapore Repertory Theater Shakespeare Workshop, Drama
Playhouse, iTheatre Puppetry Workshop, iTune’s Garage Band and iTune’s Glee Club.
Visual Arts
Stamford’s Visual Arts Program identifies the major expectations considered essential in
our curriculum. These expectations are:
• Creative processes
• Elements of art and design
• Visual Arts in society
• Reflection and appreciation
Each of the strands is addressed separately, although in practice they are interactive and
interrelated elements.
In creative processes, students explore, develop and express their ideas using Visual Arts.
In elements of art and design, students consider the practical and theoretical aspects of
art and design: line, shape, form, color, texture and pattern as well as balance, emphasis,
rhythm, unity, variety, repetition, proportion, tension, contrast and space. They also
understand the importance of taking care of tools and materials and are aware of health
and safety aspects associated with using a variety of tools and materials. Visual Arts in
society looks at its role in society and diverse cultures, both historical and contemporary.
In reflection and appreciation, students study and appreciate artwork from a range of
cultures and media (including their own work) to develop their understanding of the
principles of art and design in the world around them.
Visual Arts as a discipline includes the development of creative skills, verbal and non-
verbal expression, an awareness of the perspectives of others and aesthetic appreciation.
Visual Arts enable students, including EAL students, to communicate in powerful ways
that go beyond their spoken language ability. Through Visual Arts, students can begin to
construct an understanding of their community, their environment, their own feelings and
emotions and to develop their cultural awareness.
Visual Art is part of everyday life. It is a form of non-verbal communication that allows
us to convey our ideas, feelings and emotions. Visual Art contributes to personal, social
and physical development. Fine motor control is developed in the use of media and
tools. Visual Art is both active and reflective. Students are given opportunities to reflect
upon their work and the work of others as well as being actively involved in creating and
collaborating with other students.
Students draw on a wide range of stimuli in their Visual Arts education: contemporary and
historical literature, music, paintings, dance, their own imagination, real-life experiences,
feelings and beliefs. They display their work informally as well as formally to help develop
an awareness of the audience through practical application.
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