Creative Arts Key Stage 11 PDF

Creative Arts
in
The National Curriculum
Key Stage 1 (grade 1, 2 and 3)
2 | PAGE Creative Arts in the National Curriculum Key Stage 1
Creative Arts in the National Curriculum
National Institute Of Education
Ghaazee Building
Ameer Ahmed Magu
Male’ City, 20125
Maldives
http://www.nie.edu.mv/
Copyright © 2014 by National Institute of Education

All rights reserved.
ISBN
Acknowledgement:
The National Insti–tute of Education gratefully acknowledges and sincerely thanks the following
members for sharing their expertise in the development of this document.
Drama panel:
Name Designation School/ Institution
Mizna Fauzy Leading Teacher Iskandar School
Hawwa Nauma Primary Teacher Iskandar School
Rania Ali Primary Teacher Jamaluddin School
Ihsana Ismail Primary Teacher Jamaluddin School
Fathimath Naeem Primary Teacher Jamaluddin School
Fathimath Shareef Pre-school Teacher Madrasathul Ameer Ahmed
Aishath Shanoora Lecturer Faculty of Arts
Music and movement panel:

Praneeth Duggiralal Music Teacher Thaajuddin School
Mohamed Shafeequl Islam Music Teacher Jamaluddin School
Jayanthi Fernando Music Teacher Jamaluddin School
Visaka Pahathkumbura Music Teacher Iskandhar School
Marcia Kamalania Jayawardene Music Teacher Galolhu Madhrasa
Mariyam Adam Pre-school Teacher Galolhu Madhrasa
Visual arts panel:

Aminath Shuhana Primary Teacher Imaduddin School
Suhaira Ahmed Primary Teacher Imaduddin School
Fathmath Zeena Primary Teacher Thaajuddin School
Nadheefa Mohamed Primary Teacher Iskandar School
Sherin Mansoor Primary Teacher Jamaluddin School
Aminath Shimha Primary Teacher Jamaluddin School
Shimla Ismail Pre-school Teacher Galolhu Madhrasa
Ahmed Naeem Artist (expert) United Artists of Maldives
Ahmed Sujau Artist (expert) United Artists of Maldives
Afzal Shaafiu Artist (expert) -
iv | PAGE Creative Arts in the National Curriculum Key Stage 1

Foreword
May Almighty Allah bestow his blessings and mercy upon Mohamed, his messenger (PBUH), who
personified his life as a curriculum throughout his life through the exemplary conduct and
behaviours. May Almighty Allah also grant blessings and mercy upon his companions and household.
The year 1979 was an insightful year as the government of Maldives strategized to mainstream the
primary school education. This led to the development of the first syllabi for grades 1 to 5 in the
Maldives in 1980, following which the revision of the syllabi in 1982. The crafting and
implementation of the 1st National Curriculum for primary grades 1-5 was done in 1984. An effort
was then made to revise the curriculum in 1997 and was completed by year 2000.
The 2nd revision of the 1st curriculum commenced in 2006, during which it was realised that
enormous changes were needed to the curriculum. A decision for curriculum reform was made to
address the needs and demands of the country, and bring rise to the development of the 2nd
national curriculum framework.
The 2nd national curriculum is developed based on the changes that have taken place in the society,
from practices of the past to the current needs, with a vision for a better tomorrow. It aims to build
a knowledgeable future generation, highly skilled to cater for the needs of the 21st century, with a
focus on nurturing attitudes and values. The curriculum also intends to inculcate the main
competencies outlined, such as practicing Islam. Other competencies include self-management,
critical thinking, creative thinking, human relations, healthy life styles, sustainable practices and ICT
literacy. The curriculum also intends to produce students who possess the 21st century skills, and
are healthy both physically and also spiritually, to be responsible towards the progression of the
Maldivian society.
Key Stage 1,Creative Arts syllabus aims to give students the opportunities for creative action,
aesthetic development and emotional response as well as insights into personal and cultural values
and beliefs. The syllabus is underpinned by the belief that engagement in learning in and through
the arts is to be part of a balanced education for all.Thus, the new syllabus put forth a learning
programme that uses a range of art forms and provides challenging and enjoyable learning
experiences.
I hereby take this opportunity to extend my sincere gratitude and heartfelt appreciation to each and
every individual for the tireless effort, commitment and dedication in developing the National
Curriculum Framework and this syllabus. I pray that the Almighty Allah bless them for their
commitment and contribution.
Last but not least, it is my sincere hope that this syllabus be beneficial for the students and teachers
in the Republic of Maldives.
Adam Shareef Umar

Minister of State for Education
Ministry of Education
(text)
Creative Arts in the National Curriculum Key Stage 1 PAGE | v

Contents
Introduction ------------------------------------------------------------------------------------------------------------------- 1
Rationale --------------------------------------------------------------------------------------------------------------- 1
Key Learning Area --------------------------------------------------------------------------------------------------- 1
Creative Arts in the National Curriculum ------------------------------------------------------------------------------- 3
The Vision ------------------------------------------------------------------------------------------------------------- 3
The Principles --------------------------------------------------------------------------------------------------------- 3
The Key Competencies --------------------------------------------------------------------------------------------- 4
Practising Islam ---------------------------------------------------------------------------------------------- 4
Using sustainable practices ------------------------------------------------------------------------------- 4
Living a healthy life------------------------------------------------------------------------------------------ 4
Understanding and managing self ---------------------------------------------------------------------- 5
Making Meaning --------------------------------------------------------------------------------------------- 5
Relating to people ------------------------------------------------------------------------------------------- 5
Using technology and media------------------------------------------------------------------------------ 5
Thinking critically and creatively ------------------------------------------------------------------------- 5
Evolution------------------------------------------------------------------------------------------------------------------------ 6
Structure of the Syllabus---------------------------------------------------------------------------------------------------- 7
The Strands and Sub Strands of The Syllabus ----------------------------------------------------------------- 7
STRAND 1: DRAMA (DR) ----------------------------------------------------------------------------------- 7
STRAND 2: MUSIC AND MOVEMENT (MU) ------------------------------------------------------------ 7
STRAND 3: VISUAL ARTS (VA) ----------------------------------------------------------------------------- 8
The Sub Strands ---------------------------------------------------------------------------------------------- 8
SUB STRAND 1: Creating and Presenting (CI) --------------------------------------------------------- 8
SUB STRAND 2: Reflecting, Responding and Analysing (RA) -------------------------------------- 8
SUB STRAND 3: Exploring History and Cultural Context (HC) ------------------------------------- 9
Outcomes -------------------------------------------------------------------------------------------------------------- 9
Indicators -------------------------------------------------------------------------------------------------------------- 9
Planning, Teaching and Assessing Creative Arts --------------------------------------------------------------------- 10
The Planning Stage ------------------------------------------------------------------------------------------------- 10
Teaching and Learning Creative arts --------------------------------------------------------------------------- 11
Recommended Time Allocation --------------------------------------------------------------------------------- 12
Classroom Learning ----------------------------------------------------------------------------------------12
Coordination Between Inside And Outside School Hours ----------------------------------------- 12
Assessment Practices --------------------------------------------------------------------------------------12
What Should Be Assessed?------------------------------------------------------------------------------------------------14
FORMATIVE ASSESSMENT ----------------------------------------------------------------------------------------14
vi | PAGE Creative Arts in the National Curriculum Key Stage 1

SUMMATIVE ASSESSMENT ---------------------------------------------------------------------------------------14
Scope and Sequence (Key Stage 1) --------------------------------------------------------------------------------------16
Strand – 1: Drama -------------------------------------------------------------------------------------------------- 16
Strand – 2: Music and Movement ------------------------------------------------------------------------------ 19
Strand – 3: Visual Arts ---------------------------------------------------------------------------------------------22
GRADE 1 -----------------------------------------------------------------------------------------------------------------------26
Strand – 1: Drama -------------------------------------------------------------------------------------------------- 26
GRADE 2 -----------------------------------------------------------------------------------------------------------------------34
Strand – 1: Drama -------------------------------------------------------------------------------------------------- 34
GRADE 3 -----------------------------------------------------------------------------------------------------------------------44
Strand – 1: Drama -------------------------------------------------------------------------------------------------- 44
Planning, Teaching and Assessment Examples ----------------------------------------------------------------------- 53
Sample Lesson Plan – Grade 1 (Creative Arts) ---------------------------------------------------------------53
Sub-strand 1: Creating & performing ----------------------------------------------------------------- 53
Sub-strand 2: Reflecting, Responding & Analysing ------------------------------------------------- 54
Links within the subject strands ------------------------------------------------------------------------- 56
Links with other Key Learning Areas: ------------------------------------------------------------------ 56
Assessment: -------------------------------------------------------------------------------------------------- 56
Extension option: -------------------------------------------------------------------------------------------56
Teacher reflection: -----------------------------------------------------------------------------------------57
Sample Lesson Plan – Grade 1 (Music) ------------------------------------------------------------------------ 58
Assessment: -------------------------------------------------------------------------------------------------- 61
Sample Lesson Plan – Grade 3 (Creative Arts) ---------------------------------------------------------------62
Sub-strand 1: Creating &Presenting ------------------------------------------------------------------- 62
Sub-strand 3: Exploring history and cultural context ---------------------------------------------- 62
Links with other Key Learning Areas: ------------------------------------------------------------------ 64
Differentiated Instruction: -------------------------------------------------------------------------------- 64
Assessment: -------------------------------------------------------------------------------------------------- 64
Teacher reflection: -----------------------------------------------------------------------------------------64
Glossary ------------------------------------------------------------------------------------------------------------------------65
DRAMA ---------------------------------------------------------------------------------------------------------------- 65
MUSIC AND MOVEMENT -----------------------------------------------------------------------------------------68
VISUAL ARTS --------------------------------------------------------------------------------------------------------- 73
Creative Arts in the National Curriculum Key Stage 1 PAGE | vii

Introduction
The Creative Arts is one of the key learning area syllabuses developed for the primary curriculum. It
provides information about teaching and learning in Visual arts, Music and movement and Drama. It
replaces the existing Practical arts syllabus (2001).
The Creative arts syllabus is an outcome-based syllabus designed to be used by classroom teachers.
It encourages a learner-centered and activity-based approach and therefore enhances individual
students’ creative talent and develops their artistic skills to their maximum. The syllabus is designed
to assist teachers in their understanding of artforms and in their planning, teaching and learning and
assessment of student achievement. The syllabus caters for a full range of learners and promotes
the inclusion of all students.
Learning experiences in visual arts, music and movement and drama contributes to the development
of the whole child. Therefore, regular learning experiences that are thoughtfully planned, sequenced
and related are essential for developing students’ skills and knowledge and understanding within the
artforms.
This syllabus acknowledges that Drama is a strand of the Creative arts syllabus. However schools
should include Drama within their English and Dhivehi language programs as well as across the
curriculum.
Rationale
Creative arts play a significant role in nurturing creativity and in the broad-based education aimed at
developing the “whole” child. By engaging in experiences within the Creative arts, students will
recognise and communicate feelings and emotions, both their own and those of others, in different
ways. The Creative arts play a central role in shaping our sense of our personal, social and cultural
identity. Learning in the Creative arts also plays an important role in supporting students to
recognise and value the variety and vitality of culture locally, nationally and globally. Specialist
studies in the Creative arts prepare students for advance learning in the Maldives and overseas and
to contribute to a variety of careers in the creative industries.
Study of Creative arts builds student’s artistic skills, knowledge and understanding. It also helps
sharpen students’ perception of their world and give them new ways of looking at things. Through
the development of artistic literacy, creating, presenting, viewing, and listening, students are able to
participate in, interpret, value, and enjoy the arts throughout their lives.
Key Learning Area

Creative arts as a key learning area in the national curriculum aims to develop students’ literacies in
Drama, Music and movement, and the Visual arts. It also helps students to explore, clarify and
Creative Arts in the National Curriculum Key Stage 1 PAGE | 1

communicate ideas, feelings, experiences and understandings in these artforms. This learning area
plays a vital role in enabling students to enhance their creative talent and develop their artistic skills.
Creative arts enable students to develop an appreciation of aesthetic and cultural values, identities
and broaden understanding of arts in local and global context, both past and present. Therefore, it
provides opportunities which assist students to participate in and develop a life-long appreciation of
Creative Arts in the Maldives.

Creative Arts in the National Curriculum
The Vision
NCF Vision: The learning experience in Creative arts allow students to:
 To instill, in every child, a firm  appreciate Allah’s blessings, and the aesthetics of Allah’s
belief in Islam, a strong sense of creations.
national identity and ensure
 explore a variety of local / national folk stories, music and
that they are motivated to learn
movement, arts and craft, through looking, making and
and explore, confident,
responding to art.
competent, responsible and
productive citizens  explore, experiment and use a variety of skills, techniques
and tools to produce original artworks and performances
which develop student’ motivation
 develop artistic literacies, that develops their confident
and competent and also recognise and value the variety
and vitality of culture locally, nationally and globally
 apply and develop a variety of thinking strategies,
through rich learning experiences and therefore become
self-regulated learners.
The Principles
The Creative arts syllabus is underpinned by the principles of the national curriculum
Islam Teaching and learning in the Creative arts has the scope for strengthening learners
Islamic beliefs by providing students with opportunities to value and appreciate
the aesthetics of Allah’s creations. It also teaches ways to accept and live in
harmony with people from other religions and cultures.
Identity and As the students’ gain deeper awareness of themselves as an individual and as part
Culture of a group through personal expression in different art forms, they develop an
awareness of and appreciation of their own cultural heritage and appreciate the
arts that are unique to the Maldives.
Human Rights, Students get the opportunity to engage in activities related to topics such as
Democracy & empathy, globalization, citizenship, human rights and this empowers students to
Justice promote human rights, democracy and justice.
Holistic Learning opportunities offered through Creative arts contributes to the

Development development of students’ intellectual, social, physical and emotional growth and
well-being.

Personal Teaching and learning activities in the Creative arts supports and empowers all
Excellence students to learn and achieve personal excellence through active arts experiences,
regardless of their individual circumstances
Inclusivity The teaching of Creative arts ensures inclusivity and value diversity of belief and
expression through arts.
Preparation for Students are provided with necessary skills for life and work through the use of
Life authentic situations such as visit to local artists, museums and galleries and create
and reflect on artworks and performance as artists.
Relevance The artistic knowledge and skills developed are of great relevance to the students
as they have the opportunity to use them in various personal, social, and cultural
contexts.
The Key Competencies

The Creative Arts syllabus incorporates the eight key competencies in the National Curriculum. It
helps students to develop the knowledge, skills and values that are essential for success both in
school and beyond.
The learning outcomes and indicators in the Creative arts syllabus provide a number of opportunities
to develop the key competencies through authentic tasks and therefore, teachers are encouraged to
explore the key competency guide and incorporate the key competencies in their day to day
teaching as well as organise learning opportunities that develop the key competencies through
school wide activities. The following are some ways key competencies are developed through the
subject.
Practising Islam
Through Creative Arts, students appreciate and value the aesthetics of Allah’s creations, gain deeper
awareness of themselves and the world around them. Similarly, students develop an understanding
of Islamic culture through study of Arabic calligraphy, Islamic architecture, symbols and designs.
Using sustainable practices

Creative arts enables the investigation of the interrelated nature of social, economic and ecological
systems through art making and responding. It investigates the significance of this for the
sustainability of practice, resource use and traditions in drama, music and movement and visual arts.
Students’ choose suitable art forms to communicate their developing understanding of the concept
of sustainability and persuade others to take action for sustainable futures.
Living a healthy life

Participating in the arts develops students’ social, physical and emotional well-being. Engagement in
art related activities develop confidence, self-image and contribute to the full development of a

person. Additionally, while handling materials and instruments students practice safety procedures
which contribute to this key competency.
Understanding and managing self

Creative arts learning provides students with regular opportunities to recognise, name and express
their emotions while developing art form specific skills and techniques. As they think about ideas
and concepts in their own and others art works, students identify and assess personal strengths,
interests and challenges. As art-makers, performers and audience students develop and apply
personal skills and dispositions such as self-discipline, goal setting, working independently and
showing initiative, confidence, resilience and adaptability.
Making Meaning
Communicating in the Creative arts means learning to translate ideas through dance, music and
movement and visual arts. Students participate in the communication process as receivers:
observing, analyzing, evaluating, critiquing and interacting. They also learn to interpret information,
ideas, express feelings and experiences using images, movements, sounds, signs and symbols that
students make sense of their world.
Relating to people
In Creative arts, students develop their ability to work, both individually and collaboratively to make
and respond to artworks. They learn to empathise with the emotions, needs and situations of
others, to appreciate diverse perspectives, to communicate effectively and to understand and
negotiate different types of relationships. When working with others, students develop and practise
social skills that assist them to communicate effectively, work collaboratively, make considered
group decisions and show leadership.
Using technology and media

In Creative arts, this key competency enables students to use digital technologies when making and
responding to artworks, for example, using multimedia, notation or mind-mapping software, to plan,
create and distribute to art works. As a result, students learn to apply social and ethical protocols
and practices in a digital environment, particularly in relation to the appropriate acknowledgment of
intellectual property and the safeguarding of personal security when using technology and media.
They use digital technologies to locate, access, select and evaluate information, share and exchange
information, and communicate with a variety of audiences.
Thinking critically and creatively

In the Creative arts critical and creative thinking is integral to the processes and strategies students
develop and apply as they make and respond to art. In creating art works, students draw on their
curiosity, imagination and thinking skills to pose questions and explore ideas, spaces, materials and
technologies. They generate and analyse art forms consider possibilities and processes and make
choices that assist them to take risks and express their ideas, concepts, thoughts and feelings
creatively. In responding to art, students learn to analyse traditional and contemporary art works
and identify possible meanings and connections with self and community.

Evolution
Arts Education has secured a significant place in the National Curriculum since 1984. It has been
offered under the title “Practical Arts” from 1984 - to-date. Since 1984 Practical Arts (P.A), has been
offered in all the Primary schools across the country. The syllabus outline was revised in 2001.
The Practical Arts syllabus (1984) includes drawing and painting, handwork, drama, music and
singing for grades 1-7. In addition, students had to study working skills in grades 6 and 7. In 2001 the
syllabus was revised to include the following strands. They are collage, printing and designing, paper
craft, 3D activities, weaving and needlework, music and movement, art appreciation from grades 1
to 7, and additional strands including cooking, agriculture, fishing, and carpentry was offered to
students from grades 6 and 7.
The revised National Curriculum includes Creative arts as one of the eight key learning area
syllabuses which replace the existing Practical Arts syllabus (2001). The Creative arts syllabus from
Foundation stage to Key stage 3 provides a foundational learning in Visual arts, Music and
Movement and Drama. However Music and Movement is an optional strand at this level. At Key
stage 4 and 5 students have an option to choose Art and Design through this key learning area.

Structure of the Syllabus
The content of the Creative arts syllabus for primary is set out in two stages that describe the
sequence of learning experiences through which students progress. These divisions reflect the
important milestones in the physical, mental and emotional development of the child. The stages of
primary are:
The Strands and Sub Strands of The Syllabus

Creative arts syllabus is organised into three interrelated strands: Drama, Music and movement and
Visual arts:
STRAND 1: DRAMA (DR)

Drama provides students with opportunities to look at contemporary drama practices of making,
performing and appreciating drama. These drama practices enable students to be active,
experiential, and reflective, and students develop knowledge, understanding and skills that pertain
to each of these practices. They are also provided with opportunities to play the part of actors,
directors, playwrights, designers and stage managers.
The contribution of drama is experienced through the curriculum area of languages; English and
Dhivehi.
STRAND 2: MUSIC AND MOVEMENT (MU)

Music and movement helps students to develop their skills in performing, composing, notating and
analyzing music. Students are provided with opportunities to express their thoughts through
performing vocally and instrumentally; create and compose short rhythmic and melodic patterns for
a given scale using traditional / non-traditional instruments; identify notes and symbols in the treble
and bass clef; use terms relating musical elements; identify music forms, instrument families. Music
and movement enhances students’ self-esteem, balance, co-ordination and body awareness.
Improvement in these skill leads to the development of adaptive social behavior. Students who do
not wish to study the music strand are given the flexibility to do so and their overall performance in
the creative arts is measured in terms of the outcomes specified for visual arts and drama.

STRAND 3: VISUAL ARTS (VA)
Visual arts consist of a broad range of fields, including drawing, painting, printmaking, sculpture,
design, traditional and fine crafts, photography, and electronic arts. The strand encourages self-
expression, imagination, sensitivity, conceptual thinking, powers of observation, an analytical ability
and practical attitudes. Through the strand, students also develop their visual literacy by looking at,
responding to, and critically analysing a wide variety of artworks from different historical periods,
styles and cultures.
The Sub Strands

The Creative arts syllabus is grouped under a set of interrelated sub strands shared by all three of
the arts strands- drama, music and movement and visual arts. They are:
 Creating and Presenting (CI)

 Reflecting, Responding and Analysing (RA)
 Exploring History and Cultural Context (HC)
SUB STRAND 1: Creating and Presenting (CI)

Through this sub strand, students develop the ability to express ideas by creating original artworks,
in visual arts, music and movement, or drama. Students will learn to use a variety of art materials,
tools and technologies, including electronic equipments and computers and develop new and
different ways to enhance their power of imagination, creative thinking and presentation skills.
Students will also develop a positive attitude for continual exploration and experimentation through
the process of making and presenting their artistic ideas.
SUB STRAND 2: Reflecting, Responding and Analysing (RA)

As artists and audiences, students explore, respond to, analyse, and interpret the artworks they
experience in drama, music and movement and visual arts. They learn that meanings can be
generated from different viewpoints and begin to understand and appreciate their own and others’
work.

SUB STRAND 3: Exploring History and Cultural Context (HC)
This is the sub strand through which students learn to understand the meaning and value work of
artists within their own communities, within Maldives and beyond. They will be provided with
numerous and diverse opportunities to contribute, reflect on and respond to the arts within their
own and other contexts including historical, personal, social and cultural.
Outcomes
The outcomes are statements of knowledge, skills and understandings expected to be achieved by
students at the end of a given stage. These outcomes are achieved as students engage with the
content of the syllabus. All outcomes are equally important. The presentation of the outcomes does
not imply a sequence of teaching and learning activities.
Indicators
Each outcome in this syllabus is accompanied by a set of indicators. An indicator is a statement of
the behaviour that students may display as they work towards the achievement of syllabus
outcomes. Indicators reflect and describe aspects of knowledge, understanding, skills and values and
they may describe part or all aspects of an outcome.
Outcomes and indicators together assist teachers in identifying student’s achievement and progress
and help them in planning future learning experiences. Teachers should also keep in mind that the
indicators are not mandatory and they are suggestions provided to assist in the assessment of how
well the students achieve the learning outcomes.

Planning, Teaching and Assessing Creative Arts
The Planning Stage

Using the syllabus outcomes and indicators as a reference point, teachers can design units of work
that encompass arts creating/ performing, contextualizing, and reflecting, which incorporate many
aspects of the arts learning process. As flexibility is an important part of the planning, lessons can
radiate in many directions, and possibilities are limitless. For example, a lesson in collage may lead to
making of masks that may be incorporated into dramatic storytelling and movement.
When planning units, teachers have opportunities to engage people and resources available in the
wider school community. In addition, sharing ideas and materials within a school or group of schools
during the planning, allows for rich and varied experiences for students and initiates important
conversations among teachers about the excitement that can be generated through art.
The following are some key features to consider in planning Creative arts programs:
 SELECTING THEMES
Learning of arts concepts and skills should be planned around unifying themes and ensure
continuity and progression. Learning through themes provide context in which students
learn the application of arts concepts and skills and also connect students’ learning with
their experiences in the wider world. Teachers also should make decision about the
appropriateness of the themes in terms of interest, relevance, time, level of difficulty, needs,
and abilities.
 INTERGRATING LEARNING IN THE ARTS

Teachers should consider possibilities for meaningful integration of the concepts in visual
art, music and movement and drama within the subject strands and across other key
learning areas. Integration can be achieved through concepts and skills development (for
example: ‘developing awareness of pattern’ in Visual arts, Music and Mathematics) and
through activities that develop a theme (for example, ‘Toys’ in Visual arts, Drama, and
Languages).
 STIMULATING ACTIVE PARTICIPATION

Interactive learning activities stimulate students’ intrinsic expressive motivation, feelings
and ideas. Students should be able to participate in learning activities which provide them
with choices and room for development in art appreciation, criticism and making activities.
 USING ARTWORKS AND ARTISTS

Artworks and artists can be used to teach art concepts and the use of traditional and
contemporary materials, techniques and technologies. Artworks and artists can be used as
stimuli to engage students.

 CONSIDERING HEALTH AND SAFETY ISSUES
A wide variety of tools, equipment and materials are used in the art making process.
Teachers should consider health and safety issues when planning practical activities in the
Creative arts.
Different learning environments should be considered when planning Creative arts lessons.
A conducive learning environment enhances and promotes the learning of arts.
 DISPLAY OF ARTWORKS
Displaying students’ artworks in class, school and public spaces fosters their self confidence
and sense of achievement. The displays are excellent resources to engage students in the
discussion and making of art. Students can learn from one another and learn to value
artworks made by their peers. Displays of works in progress and of varying achievements
levels can also be used to focus on the processes of artmaking. These works can be used to
generate discussions and provide feedback for learning and improvement.
 EXPERIENCES BEYOND THE CLASSROOM

Different environments provide different sensory experiences for students. Bringing
students to places where artworks are produced or displayed also helps to connect their
learning with real life. The following are some suggestions which teachers can consider:
o Visits to concerts, galleries, museums and exhibitions

o Visits to artists’ studios, advertising or media production companies
o Talks/demonstrations/workshops by local and/or visiting artists
Teaching and Learning Creative arts

Creative arts syllabus supports teachers in meeting the needs of students through providing a wide
range of carefully planned and well-paced learning experiences. Within a rich, supportive
environment teachers should draw upon a skilful mix of teaching learning approaches to promote a
climate of creativity and innovation, including:
 active involvement in creative activities and performances
 tasks or performance opportunities which require a creative response
 opportunities to perform or present to an audience
 partnerships with professional performers or artists and other creative adults
 raising awareness of contemporary culture and connecting with student’s experiences
 appropriate, effective use of technology
 building on the principles of Assessment for Learning
 both collaborative and independent learning

 establishing links within the Creative arts and with the wider curriculum
 opportunities to analyse, explore and reflect.
The majority of activities in the Creative arts involve creating and presenting and are practical and
experiential. Evaluating and appreciating are an integral part of the creative process and are linked
to developing creative skills, knowledge and understanding and enhancing enjoyment.
Recommended Time Allocation
Classroom Learning
About 9- 10% of lesson time is recommended for Creative arts in the formal curriculum at primary
level. Therefore, about three periods per week can be allocated to teach Creative arts at both key
stage 1 and 2. One double period will be allocated to Visual arts and one single period for Music and
Movement per week. There is no set period for Drama however; drama components will be
integrated within the other Creative arts strands and within other key learning areas, especially
Social studies, Dhivehi and English language classes.
Coordination Between Inside And Outside School Hours

The Creative Arts curriculum should incorporate the planning of formal, informal and non-formal
learning. It assists students in experiencing a wide range of arts activities, knowledge and skills, and
also enhancing self-learning abilities and attitudes, thus fostering the notion of Learning to Learn.
Students can also make good use of extra-curricular activities and venues outside schools to broaden
their visual arts learning experiences.
Assessment Practices
Assessment is an integral aspect of the teaching and learning process. It should be based on the
learning outcomes in Visual arts, Drama, Music and Movement that specify what students know,
understand and are able to do in the artforms. Assessment should be conducted regularly to provide
students with information on their strengths and areas for improvement. Assessment also provides
teachers with information on their students’ learning and allows review of teaching for further
instruction. Teachers are recommended to use variety of assessment strategies to facilitate
students’ learning in the Creative arts. Some possible assessment strategies teachers can use are:
 Teacher observation
 Teacher-designed tasks and tests
 Assessment rubrics
 Checklists
 Student-teacher conference
 Anecdotal records

 Rating scales
 Self and peer assessment
 Students work samples and portfolios
 Practical performance
 Reflection journals

What Should Be Assessed?
Assessment in the Creative arts should be closely related to the syllabus outcomes/ indicators. It
should focus on student’s skills and abilities to express themselves through creating, presenting,
contextualizing, evaluating, and appreciating. Approaches to assessment will also include a focus on
their abilities to organize, present and discuss their own feelings and emotions and those of others.
Assessment should reflect all the creative process used to achieve an outcome. Students should
constantly be challenged to examine their artwork, discuss and share ideas with others and bring
learning to new levels of understanding.
Assessment should also link with other areas of the curriculum within and outside the classroom
and, for example, offer students opportunities to become aware of the role of professional arts
companies and cultural organizations in society and the economy.
FORMATIVE ASSESSMENT
Formative assessment is the practice of building a cumulative profile of student achievement. This
usually takes place during day-to-day classroom activities and involves informal interaction and
systematic observation. The intentions developed for particular units of work through the indicators
may be used to guide teacher observations. While it may also include more formal assessment
procedures, formative assessment can provide a broader profile of the student than just formal
testing. It is a valid and valuable part of overall assessment.
SUMMATIVE ASSESSMENT
Summative assessment is the practice of making judgments about student achievement at certain
relevant points in the learning program, such as at the end of a unit of work, or at the end of a term
or year of schooling.
Formative and summative assessment complement each other and both should be used to form a
comprehensive profile of student achievement.

Key Stage 1
(grades 1, 2 and 3)

Scope and Sequence (Key Stage 1)
Strand – 1: Drama
Grade 1 Grade 2 Grade 3
Creating and Presenting
Elements of Elements- characters and Elements- identifies and Elements- Develops the
drama setting in a story. describes characters, plot, characters, plot, and settings
(characters, and setting in stories. in stories to dramatize.
plot, setting,
Costumes, props and Improvises objects into Experiments with sound,
dialogue)
scenery used in classroom simple props, scenery and props, costumes and scenery
drama. costumes to be used in in basic directing.
classroom drama.
Start, middle and end of a Beginning, middle, and end Theatrical concept of
story. in storytelling and beginning, middle, and end
dramatizations.
Explores concepts learnt in
other subject areas.
Character types and Describes the traits of a Depict a character using

personality traits of character. actions.
characters.
Sequence of events in a Sequence of events in a Expresses the sequence of

story. dramatization. events in a dramatization.
Expresses mood, feelings, Clear diction in speaking. Clear voice, diction, pace and
and emotions. volume in reading the
dialogues.
Narration and dialogue. Genres such as fairy tales, Genres such as mystery,
and folktales. comedy, tragedy, historical
drama.
Developing Act out stories, songs, Retell stories with different Varies voice when
acting Skills nursery rhymes. endings. dramatizing and retelling
stories.
Different vocal qualities: Speaks convincingly in role. Uses variations of

volume pitch tone and movement, gesture, and
tempo. vocal pitch, tempo, and tone
for different characters.
Shows concentration and Shows concentration and Concentration and focus is

focus in drama activities. focus in drama activities. maintained throughout the
drama activities.

Uses pantomime, tableau, Plans, visualizes, and draws Writes and performs
and improvisation during scenery for dramatic dialogues and short scenes
drama activities. presentations. involving characters,
problems, and solutions.
Role-play:- everyday life Role-play:- topics related to Role-play:- community

events. environment. related events.
Cooperates with others Create a drama for Plans, directs and evaluates
while dramatizing. performance in classroom drama activities
collaboration with others. and accepts others ideas in
the process.
Portrays the attributes of Sustains the context of a

characters when enacting a given dramatic situation.
piece.
Takes direction and give Arrange the performing

helpful suggestions. space to communicate mood
and time depicted in the
script.
Identifies the 5 W’s (who, Incorporates the 5 W’s (who,

what, where, when, and what, where, when, why)
why) in a classroom drama. when planning and creating
dramas.
Special effects using

technological means.
Identifies life and personal Compares observations of Incorporate observations of

experience that can be life and personal experience life and personal experience
incorporated in dramatic that can be incorporated in in dramatic activities and
activities and playmaking. dramatic activities and playmaking.
playmaking.
Message of a drama. Message or moral of a Explains the message or

drama. moral of a drama.
Identifies situations and Compares situations and Compares and contrasts

characters from real life characters from real life situations and characters
with those created for a with those created for a from real life with those
dramatic performance. dramatic performance. created for a dramatic
performance.
Reflecting, Responding and Analysing
Describing and Emotional reactions to Reason outs particular Discuss and explain reasons
analyzing drama. emotional responses to for particular emotional
drama dramatizations. responses to dramatizations.
performances
Talk about different Comments on an actor’s Suggests alternative endings.
emotions from a story performance.
narration or a dramatic
performance.

Drama vocabulary - Drama vocabulary- Drama vocabulary-
dialogue, tableau, hero, playwright, director, scene, persuasion, motivation,
villain, entrance, exit, improvisation, script, dramatic pause, stage areas,
offstage, onstage. conflict, plot, diction. props, blocking.
Appropriate audience Expresses reasons for Practice appropriate

behavior. appropriate audience audience behavior.
behavior.
Describes their likes about a Discusses their likes about a Reason why they liked a
dramatic performance in dramatic performance they certain dramatic
general. have seen. performance.
Describes- strengths, Discusses- their strengths, Analyzes- strengths,

weaknesses and areas of weaknesses and areas of weaknesses and areas of
improvement of their own improvement of their own improvement of their own
theatrical work. theatrical work. theatrical work.
Exploring History and Cultural Context
Evaluating folk Listens to and/or dramatize Compares stories from Dramatizes events from
stories and tales and stories from different cultures, including various cultures and
critically various cultures including Maldivian folk stories and Maldivian history.
analyzing and Maldives. look for similarities and
differences.
comparing
stories from Identifies and compares
different similar characters and
cultural and situations in stories and
historical dramas from and about
settings various cultures
Talks about a certain period Discusses how a long period Discusses how drama reflects
in their life (e.g., their pre- of time can be depicted in life.
school period). drama.
Identifies Maldivian folk Retells a Maldivian folktales Researches a Maldivian

stories. in own words. folktales and with teachers
help write a script.

Strand – 2: Music and Movement
Sing Pitch Pitch Pitch

Sing songs and play games Sing a simple song on pitch in Sing with matching pitch
that require them to use an established key. simple songs, such as
their voice both ways nursery rhymes, rounds,
Perform, vocally, a high-
(speaking and singing). ostinati, partner songs, and
middle-low pattern.
traditional Dhivehi songs.
Attempts to match a given
Harmony
pitch. Harmony
Speak in a group a vocal
Sing accurately in unison. Speak, with others, a given
ostinati to accompany a
ostinati as an
Matches pitches when poem or song.
accompaniment to a
singing simple songs, such
Speak and sing in a group, a melody.
as nursery rhymes, (Row,
vocal ostinato while the
Row, Row Your Boat, Are Posture
teacher speaks a poem or
You Sleeping).
sings a melody. Demonstrate grade
Melodic direction appropriate vocal technique
Posture
(diction, breath control and
Sing, with a group, short
Demonstrate correct singing tone) by singing a given
melodic patterns that move
posture, (open mouth, and melody with others.
upward and downward.
good tone).
Sing, with a group, a simple
Melodic direction
song that moves upward
and downward. Sing, with a group, a simple
song that moves upward and
downward.
Sing a simple song, accurately
reproducing melodic
direction.
Perform on Investigate the sounds of Steady beat Identifies strong and

instrument different musical weak beats in duple and
Maintain a steady beat
instruments. triple meter.
independently.
Steady beat Play simple rhythm in
Maintain steady beat at
duple meter.
Maintain a steady beat varying tempos.
independently. Creates basic rhythmic
Play simple rhythm in
patterns in duple meter.
Use body percussion and duple meter.
classroom instruments to Perform basic rhythmic
Maintain a steady beat
accompany songs and patterns (half notes,
while the teacher plays a
chants while quarter notes, paired
simple rhythm.
demonstrating steady eighth notes, quarter
beat. Maintain a steady beat in rests) in duplemeter on
group A while group B non-pitched instruments
Demonstrates
plays a simple rhythm. using proper technique.
appropriate care of
musical instruments. Demonstrates appropriate Melody
care of musical
Play long/short and Identify classroom

fast/slow sounds. instruments. melodic instruments.
Technique Technique Perform, alone, basic
melodies on a pentatonic
Demonstrate correct Demonstrate correct
scale (four-measure
technique for holding technique for playing
minimum).
instruments and/or instruments.
mallets. Compose
Play instrument with
Demonstrate correct correct technique and Create and demonstrate,
technique for playing producing a good tone. vocally or instrumentally,
instruments. a four-measure melody
Song Accompaniment
based on a pentatonic
Compose
Play a simple ostinati in a scale while maintaining a
Choose appropriate group to accompany a steady tempo.
long/short and fast/slow poem/song.
sounds to accompany
Compose
story, song, or poem.
Create and demonstrate
Create and demonstrate
an eight-beat rhythm
a four-beat rhythm
composition using quarter
composition using
notes, paired eighth notes,
quarter notes, paired
and/or quarter rests.
eighth notes, and/or
quarter rests.
Read and Understands that notation Identifies and perform Identifies and perform
Notate Music can represent melodic rhythms in 2/4 and 4/4 time rhythms and melodies in
direction and duration. 2/4, 3/4 and 4/4 meter
Read writes and perform
Reads writes and perform notation for quarter note, Reads and writes rhythms
quarter note, quarter rest, paired eighth notes, half including whole notes, rests
and paired eighth note notes, and quarter rest.(q Q and dotted half notes
rhythms.( q, n, Q ) (ta, ti-ti) n h) (ta, ti-ti and too)
Read writes and perform
Reads writes and perform Recognize and perform iconic notation for quarter note,
simple three pitch (i.e. sol, notation for high, middle, and paired eight notes half
mi, la or doe re mi) melodic low sounds. notes, dotted half notes and
patterns. quarter rest(q Q n h d)
Perform a short melody using
Read and notate pitches on so-mi-la following notation Writes a four measure
the treble clef. provided by the teacher. melody using traditional
music notation
Identify various dynamic
markings (e.g., forte, mezzo
forte, piano, crescendo,
decrescendo) and
directional markings (e.g.,
repeat sign, D. C., fine,
coda).
listening and Talk about the differences Identify by sound a group of Identifies the music element
analyzing between the voices of men, teacher selected instruments. of pitch, tempo, dynamics,
women, and children. rhythm, and timbre as same
Classify a teacher selected

Recognize individual percussion instruments into or different for teacher
instruments and explore families (pitched and selected music.
how sound is produced in unpitched,
Discuss a musical
different instruments. wood/metal/strike/shake).
performance using grade-
Identify classroom Make visual representations appropriate music
instruments, by sight and of a melody (rise and fall). vocabulary.
sound, and classify into
Identify the tempo of music Identify forms in music (AB
families.
as fast or slow. and ABA forms.
Identify and compare
Identify the dynamics of a Recognize the instruments
sounds (musical and non-
music selection as loud/soft. of the four families of the
musical): high-low, loud-
orchestra; percussion, brass,
soft, short-long, slow-fast, Discuss a musical
wind and string.
up-down. performance using grade-
appropriate music
Discuss a musical
vocabulary.
performance using grade-
appropriate music Demonstrate appropriate
vocabulary. audience behaviors during a
performance.
Discuss appropriate
audience behaviors during Evaluate audience behaviors
a performance. exhibited during a
performance.
Demonstrate appropriate
audience behaviour during
a performance.
Exploring History and Cultural context
Various uses of music in the Use of music in cartoons, Music for special occasions
community. computer games, and and celebrations.
movies.
Listen, talk, sing, and move Music of other cultures
to Maldivian music. Appropriate music for through live or recorded
different occasions. authentic performances.
Popular musician of the
community Listen, talk, sing, and move Role of musician in the media.
to Maldivian music.
Role of musician in the
community.

Strand – 3: Visual Arts
Elements of Types of lines – curved, Line types-horizontal Identify and use lines
art: (Line, zigzag, broken, straight, (asleep), vertical (standing expressively.
shape and spiral, wavy, thick, thin. up) and diagonal (falling).
form, colour,
Basic shapes. Geometric shapes Shape combinations
texture, value
and space) Organic shapes Symmetrical shapes and
forms.
Forms (3D shapes).
Primary colours. Distinguish between Warm and cool colours

primary and secondary
Mix primary colours to Use colours expressively.
colours.
make new colours.
Create secondary colours by
mixing primary colours.
Textures (furry, prickly, Textures (rough, smooth, Differentiate between real

bumpy, rough, smooth). ridged, corduroy). and illusory texture.
Identify lightness and Experiment with value (by Experiment with value (by
darkness of a colour (light mixing white to make a varying the pressure of
blue/ dark blue). range of tints). pencil).
Illusion of depth (space) Identifies foreground, middle

using overlapping of ground, background and
objects/ shapes, and size horizon line and uses them
relationship. to show depth.
Principles of Make simple patterns. Alternating, and regular Random, alternating, and
design: patterns regular patterns
(pattern, Create patterns using Create patterns to tell a
proportion, repetition of line, colour story.
balance, and shape.
contrast)
Investigate size Recognise proportion and Compare and contrast scale
relationships (from big to scale between objects. between objects.
small, tall to short).
Symmetrical balance. Symmetrical balance. Asymmetrical balance.
Identify and creates contrast

in artworks.
Making Create images based on Create drawings from Investigate the natural or
artworks observation. observation. built environment through
based on observation.

ideas, feelings,
Create images based on Create images based on Express their responses to
imagination,
real experiences and/or real experiences or classroom or community
observations,
memory. memory. issues.
personal
experiences Create images from Create images from Create images from
and interests imagination. imagination. imagination.
Exploring and Use a variety of tools for Experiment with a variety of Experiment with a variety of
creating making marks and effects in tools for making marks and tools for making marks and
images using a drawing on different effects in drawing on effects in drawing on
surfaces. different surfaces. different surfaces.
variety of
materials,
Create a collage. Create a collage. Create a collage.
technologies
and processes Use mixed media to create Use mixed media to create Use mixed media to create
to create art. art. art.
images
Experiment with paint of Explore a variety of colour Explore a variety of colour
different consistencies. media and their effects. media and their effects.
Create a simple Create a simple relief print. Create a printmaking

printmaking. (monoprints, collagraphs
etc).
Create art work using Create art work using Experiment with textiles to
textiles (simple weaving). textiles (make a decorative create artworks (sewing,
stitch, weaving on a loom). weaving, fix a button).
Create an imaginative 3D Create 3D objects using a Create 3D objects using a

object. variety of natural and variety of natural and
processed materials. processed materials.
Use digital media and Use digital media and Use digital media and
software programs to make software programs to make software programs to make
art. art. art.
Reflect on and Talks about personal Talks about personal Talks about personal ideas
talk about a preferences and reasons. preferences and art and feelings about artworks
variety of experiences. and art experiences.
artwork and
Describe the art elements Suggest reasons for the use Explain art elements,
art
and principles used in the of art elements and principles, materials,
experiences artworks. principles in their own and technologies and processes
others’ work. used in their own and others’
work.
Evaluate their strengths, Evaluate their strengths, Evaluate their strengths,

interests, and areas of interests, and areas of interests, and areas of
improvement in their own improvement in their own improvement in their own
artwork. artwork. artwork.

Exploring History and Cultural context
Understand Identify examples of art at Identify examples of visual Give examples of how visual
and value home, and school. arts within their home, at arts can express the identity
artworks from school, in their community. of a community.
a variety of
Reasons people make visual Reasons people make and Purpose of visual arts.
cultures, and
images. use visual art.
contexts
Describe works of art from a Describe works of art from a Describe works of art from a
variety of cultures, times variety of cultures, times variety of cultures, times and
and places. and places. places.
Recognize and describes Demonstrate an awareness Demonstrate an awareness

subject matter, signs seen in of subject matter, signs of subject matter, signs seen
their everyday lives and in seen in their everyday lives in their everyday lives and in
artworks. and in artworks. artworks.

Grade 1 Syllabus Details
GRADE 1
Strand – 1: Drama
Sub-strand 1: Creating & Presenting
Outcomes Indicators
DR.CP.1 This is evident when a student:
Identify and apply a. Identifies characters and setting for the scene or story.
the elements of
b. Uses costumes, props and scenery in classroom drama.
drama in the creation
of original and c. Identifies the starting, middle and end of a story
scripted pieces. d. Identifies character types and personality traits of characters.
e. Identifies the sequence or events in a story.
f. Uses voice and movement to express mood, feelings, and emotions.
g. Identifies difference between narration and dialogue.
Outcomes Indicators
Develop acting skills a. Acts out stories, songs and nursery rhymes.
that allow him or her b. Demonstrates vocal qualities such as volume pitch tone and tempo while
to portray a variety speaking.
of characters in
c. Shows concentration and focus in drama activities.
performing
monologues, scenes d. Uses pantomime (acting without words through facial expression, gesture, and
and plays in staged movement), tableau (a silent and motionless depiction of a scene created by
productions and in actors), and improvisation during drama activities.
informal classroom e. Role-play everyday life events (e.g., incidents such as getting late to school,
presentations. importance of cleanliness).
f. Demonstrates the ability to cooperate with others while dramatizing to explore
content in other subject areas (example using voice, movement, drama, mime
and music).
g. Identifies life and personal experience that can be incorporated in dramatic
activities and playmaking.
h. Identifies the message given by dramatic presentation
i. Identifies situations and characters from real life with those created for a
GRADE 1
dramatic performance.
Sub-strand 2: Reflecting, Responding and Analysing
Outcomes Indicators

DR.RA.1 This is evident when a student:
Reflect upon, a. Identifies and discusses emotional reactions to drama.
describe and analyze b. Talk about different emotions from a story narration or a dramatic
their own drama performance.
work and the work of
c. Uses drama vocabulary such as dialogue, tableau (pause), hero, villain,
others
entrance, exit, offstage, onstage.
d. Recognizes and talks about appropriate audience behavior (e.g., not talking
during the show, respecting others around you, not disrupting the show).
e. Describes what they like about a dramatic performance.
f. Describes their strengths, weaknesses and areas of improvement of their own
Sub-strand 3: Exploring History and Cultural Context
Outcomes Indicators
DR.HC.1 This is evident when a student:
Discuss and evaluate a. Listens to and/or dramatize tales and stories from various cultures including
the purpose of Maldives.
different folk stories b. Talks about a certain period in their life (e.g., their pre-school period).
and critically analyse
c. Identifies Maldivian folk stories.
and compare stories
from different
cultural and historical
settings
GRADE 1

Outcomes Indicators
MU.CP.1 This is evident when a student:
Sing a variety of a. Matches simple pitch patterns.
songs in varying b. Maintains good posture and a steady beat while singing.
ranges and dynamics
c. Sings at contrasting dynamic levels with appropriate tone quality.
while maintaining
good posture, and d. Sings songs of different cultures.
steady tempo.
Outcomes Indicators
Play short rhythmic a. Echos short melodic and rhythmic patterns.
patterns using body b. Maintains a steady beat on a percussion instrument while playing in a group.
percussion and
c. Demonstrates correct technique for playing instruments.
pitched and non-
pitched classroom
instruments.
Outcomes Indicators
Create short rhythmic a. Creates sounds (vocal, body percussion or using percussion instruments) to
and melodic patterns accompany songs, poems, and stories.
and accompaniments b. Plans and performs rhythmic and melodic material (in groups) to accompany a
to accompany a poem using a variety of sound sources.
poem or story
Outcomes Indicators
MU.RA.1 This is evident when a student:
Read basic rhythms a. Reads and perform simple four-beat patterns with quarter notes, eighth notes,
and pitches using and quarter rests using rhythm syllables.
GRADE 1
syllables and utilizing b. Notates quarter notes, eighth notes, and quarter rests using iconic or standard
relevant examples notation.
from repertoire.
c. Uses body percussion and movement to demonstrate rhythmic patterns.
d. Reads simple pitch patterns from a staff using solfège

Outcomes Indicators
Identify similarities a. Identifies changes in tempo, dynamics, and mood using movement.
and differences in b. Identifies various vocal, instrumental, and environmental sounds.
music and qualities of
c. Identifies phrases of a song as same.
various sounds.
d. Identifies and demonstrate appropriate listening behavior during a classroom
or outside performance.
e. Discusses the place and personal importance of music at home, school, and in
the community.
f. Discusses and evaluate classroom music activities based on established criteria.
Outcomes Indicators
MU.HC.1 This is evident when a student:
Identify functions of a. Identifies various uses of music in the community
music and experience b. Experiences Maldivian music through singing, listening, or moving.
music of various
c. Identifies some known musicians in the community or media.
historical periods and
cultures.
GRADE 1

Outcomes Indicators
VA.CP.1 This is evident when a student:
Identify and apply line:
one or more art a. Identifies and investigates different types of lines – wavy, straight, jagged,
elements to create curved, zigzag, broken, spiral, thick and thin lines (e.g., describe types of lines
artworks observed in art works and in own surroundings, create a variety of lines using a
variety of media such as finger paint, draw in sand, make lines from clay, cut
lines from paper/ cloth, draw lines to music)
shape and form:
b. Recognises basic shapes (circle, square etc) and free-form/ organic shapes
(puddle, water drop, leaves, flowers, clouds etc) and use them to make works
of art (e.g., a collage using organic shapes)
colour:
c. Identifies primary colours (red, yellow and blue)
d. Mixes primary colours to make new colours *Note: students should be given
only the three primary colours and they need to mix them to create new
colours
texture:
e. Identifies textures of familiar objects (e.g., furry, prickly, bumpy, rough,
smooth)
f. Creates a variety of textures (e.g., a pattern of lines to show the texture of a
zebra skin; by impressing different tools in clay create a rough surface; glue
seeds or coarse sand on a picture to make it bumpy and rough; transferring
texture onto paper by placing a piece of paper over a textured surface and then
rubbing the paper with crayon)
value:
g. Identifies lightness and darkness of a colour (e.g., light blue / dark blue)
Outcome Indicators
Demonstrate an pattern:
understanding of
a. Recognises pattern in nature, in the environment and in artworks art
composition, using
(e.g., veins on leaves, ripples in water, bricklaying, textiles)
GRADE 1
the principles of
design (pattern, b. Makes simple patterns using repetition of colours, lines and shapes (e.g.,
proportion and AA, AB, BB, ABA)
balance) proportion:
c. Investigates size relationships (e.g., from big to small, tall to short)

balance:
d. Identifies symmetrical balance in natural and human-made objects and
in artworks
e. Creates artwork to show symmetrical balance (e.g., a blot painting/
printing of a mirror image)
Outcome Indicators
Creates artworks a. Creates images in response to something they observed (e.g., toys, shoe, apple,
based on ideas, pumpkin, papaya, flowers etc)
feelings, imagination, b. Creates images that represent their responses to real experiences and/or to a
observations, particular memory (e.g., first day of school, a birthday party, moving to a new
personal experiences house, going to the dentist)
and interests c. Creates images from their imagination (e.g., imaginary animals such as
unicorns, dinosaurs and dragons, imaginary cartoon character, imaginary
garden)
Outcome Indicators
Creates artworks drawing:
based on ideas, a. Uses a variety of tools for making marks and effects in drawing on different
feelings, imagination, surfaces (e.g., coloured pencils and chalk pastels on coloured paper)
observations,
collage:
personal experiences
and interests b. Creates collage using varied papers, fabric and other 2D materials (e.g., use
paint in combination with cardboard, wool, fabric, ribbons to make a collage of
an insect)
mixed media:
c. Uses different media together to make art (e.g., wax resist using the oily quality
of the crayon to resist the water based paint)
painting:
d. Experiments with paint of different consistencies such as transparent and thin
paint or opaque and thick paint (e.g., use different paints such as water colour,
poster colour, oil paint and inks to achieve different effects such as transparent
washes of colour over an oil pastel drawing of a fish)
printmaking:
e. Explores the technique of simple printmaking with found objects (e.g., potato
GRADE 1
prints; make texture rubbings using found objects to explore various textures)
fabric & fibers:
f. Experiments with textiles to create artworks (e.g., simple weaving, tying and
attaching parts of cloth, wool or ribbon; make simple stitches on stitching
cards)

models & crafts:
g. Creates imaginative 3D objects using a variety of natural and processed
materials (e.g., using techniques such as stacking, gluing, taping, tying, cutting,
folding, tearing and weaving, create a 3D artwork such as a space helmet or
party hat using paper; using hands or simple tools to shape, cut, roll, join, make
models from clay/ playdough)
digital media:
h. Uses digital media and software programs to make art (e.g., use a computer
software such as paint to create a self-portrait)
Outcomes Indicators
VA.RA.1 This is evident when a student:
Reflect on and talk a. Talks about their personal preferences and suggest reasons (e.g., “I like the
about a variety of roses in this painting. The colours on it reminds me of my new dress”)
artwork and art b. Describes the art elements and principles used in the artworks viewed (e.g., I
experiences see a variety of shapes and colours in this design)
c. Identifies and evaluates their strengths, their interests, and areas of
improvement in their own artwork (e.g., use reflective tools such as happy face
or sad face to reflect personal thoughts of the artwork, thumbs up or thumbs
down; do a think-pair-share on their favourite part of one of their art works;
during teacher-student conferences discuss about something that they think is
good about their artwork and something they would change)
Outcomes Indicators
Recognise and value a. Identifies examples of art at home, and school (e.g., patterns on clothing or
artworks from a textiles, sign boards, bulletin boards, stamps, illustrations in books, student’s
variety of times and artwork in schools, sculptures in public spaces)
places b. Describes reasons people make visual images (e.g., for beauty and enjoyment,
to communicate an idea, to tell a story, to decorate functional item, to record a
memory)
c. Recognises and discuss art from different cultures, times and places (e.g., look
at puppets from different cultures and then make a socks or hand puppet using
beads, buttons, wool or fabric)
d. Recognizes and describes subject matter (e.g., landscape, portrait, still life),
signs and symbols seen in their everyday lives such as traffic lights, road signs,
GRADE 1
zebra crossing.

GRADE 2
Strand – 1: Drama
Outcomes Indicators
Identify and apply a. Identifies and describes the character, plot, and setting in stories.
the elements of b. Improvises objects into simple props, scenery and costumes to be used in
drama in the creation classroom drama.
of original and
c. Uses the concept of beginning, middle, and end in storytelling and
scripted pieces.
dramatizations.
d. Observes and describes the traits of main and side characters.
e. Discusses the sequence of events in a dramatization.
f. Uses clear diction in speaking.
g. Identifies genres such as fairy tales, and folktales.
Outcomes Indicators
Develop acting skills a. Retells stories with different endings.
that allow him or her b. Speaks convincingly in role.
to portray a variety
c. Shows concentration and focus in drama activities.
of characters in
performing d. Plans, visualizes, and draws scenery for dramatic presentations.
monologues, scenes e. Role-play topics related to environment (e.g., garbage disposal).
GRADE 2
and plays in staged

productions and in f. Demonstrates the ability to work collaboratively in helping to create a drama
for performance or presentation by incorporating learnt material from other
informal classroom
subject areas.
presentations.
g. Portrays the attributes of characters when enacting a piece.
h. Takes direction and give helpful suggestions.
i. Identifies the 5 W’s (who, what, where, when, and why) in a classroom drama.
j. Compares observations of life and personal experience that can be
incorporated in dramatic activities and playmaking.
k. Identifies the message or moral of a work of dramatic presentation.
l. Compares situations and characters from real life with those created for a

Outcomes Indicators
Reflect upon, a. Expresses reasons for particular emotional responses to classroom
describe and analyze dramatizations and dramatic performances.
their own theatrical b. Discusses an actor’s performance in terms of voice, gesture, facial expression,
work and the work and movement.
of others
c. Uses the vocabulary of drama such as playwright, director, scene, improvisation,
script, conflict, plot, diction.
d. Expresses reasons for appropriate audience behavior (e.g., not talking during
the show, respecting others around you, not disrupting the show).
e. Discusses what they like about a dramatic performance they have seen.
f. Discusses about their strengths, weaknesses and areas of improvement of their
own dramatic performance.
Outcomes Indicators
Discuss and evaluate a. Compares stories from different cultures, including Maldivian folk stories and
the purpose of look for similarities and differences.
different folk stories b. Discusses how a long period of time can be depicted in drama.
c. Retells a Maldivian folk story using their own words.
and compare stories
from different
cultural and
historical settings
GRADE 2

Outcomes Indicators
Sing a variety of a. Sings with accurate pitch, appropriate tone quality, clear diction, and good
songs with accurate posture.
pitch, appropriate b. Sings songs in the languages of other cultures, adding any movement
tone quality, and considered intrinsic to authentic performance of the music.
good diction and
c. Sings an ostinato with a familiar song, maintaining a steady beat.
posture.
d. Follows the cues of a conductor.
Outcomes Indicators
Play melodic and a. Echos melodic and rhythmic patterns.
rhythmic patterns on b. Maintains a steady beat and play with appropriate dynamic levels.
classroom
c. Plays instruments with correct technique producing a good tone.
instruments
accurately and while d. Names and identifies different percussion instruments.
maintaining a steady e. Plays simple ostinatos.
beat.
f. Follows the cues of a conductor.
Outcomes Indicators
Create short a. Performs short rhythmic and melodic phrases within teacher guidelines and
GRADE 2
rhythmic and write them using standard or original notation.

melodic patterns b. Creates music collaboratively to enhance a poem or short story using a variety
within specified of sound sources.
guidelines and create
c. Arranges and perform a short sound piece cooperatively in small groups using
group compositions. the voice, body percussion, found items, or classroom instruments.

Outcomes Indicators
Read, write, and a. Reads and perform quarter, eighth, half, dotted half, and sixteenth notes, and
perform simple quarter and half rests in four-beat groupings using rhythm syllables.
rhythmic and b. Notates quarter, eighth, half, dotted half, and sixteenth notes, and quarter and
melodic patterns half rests using iconic or standard notation.
using standard or
c. Identifies direction of notated pitch patterns and interpret through singing,
iconic notation and playing, or movement.
utilizing relevant
examples from d. Identifies basic musical terms and symbols and interpret through singing,
playing, or movement.
repertoire.
Outcomes Indicators
Identify similarities a. Identifies contrast and changes in tempo and dynamics using basic music
and differences in terminology and movement.
music using b. Identifies repetition and contrast in sections of music using symbols or
movement and movement.
musical terms.
c. Identifies groups of classroom instruments by sight and sound.
d. Identifies families of orchestral instruments by sight and sound.
e. Identifies voices as those of children, adult males, or adult females.
f. Discusses and demonstrate appropriate listening behavior for various types of
performances.
g. Discusses personal preferences for different musical works.
h. Listens to and compare two contrasting styles of composition using basic
musical terminology.
GRADE 2
i. Establishes and apply criteria for good musical performance in and outside the
classroom.
Outcomes Indicators
Experiences music a. Discusses the use of music in cartoons, computer games, and movies
from Maldivian b. Identifies appropriate music and for different occasions.
cultures and explore
c. Listen to and talk about Maldivian music.
roles of musician in
the community d. Discusses the role of musician in the community

Outcomes Indicators
Explore and use a line:
combination of art a. Categorizes line types-horizontal (asleep), vertical (standing up) and diagonal
elements to create (falling) use them in art making (e.g., after looking at artworks of Mondrian,
artworks create a Mondrian style painting or collage)
shape and form:
b. Categorizes geometric shapes (circle, square etc) and free-form/ organic shapes
(puddle, water drop, leaves, flowers, clouds etc) and use them to make works
of art (e.g., a collage using organic shapes)
c. Recognise and creates a variety of forms (e.g., a cone hat using paper, paper
folding/ origami, clay model)
colour:
d. Distinguishes between primary and secondary colours on the colour wheel and
in works of art (e.g., ‘Sun’ by Ahmed Nimal)
e. Creates secondary colors by mixing two primary colors and describe the process
(e.g., ‘I mixed red and yellow to make orange’)
f. Creates artwork using primary and secondary colours (e.g., create a painting of
a garden using primary and secondary colours) *Note: students should be given
only the three primary colours and they need to mix them to create secondary
colours
texture:
g. Identifies textures of familiar objects (e.g., rough tree bark, smooth plastic
plate, ridged corduroy fabric)
h. Creates a variety of textures (e.g., a rough texture created by patterns of lines,
GRADE 2
pasting saw dust, course sand or seeds to give a rough texture)

value:
i. Experiments with value (e.g., mixes white to make a range of tints and mixes
black to make a range of shades)

Outcomes Indicators
Demonstrate an pattern and rhythm:
understanding of a. Recognises alternating, and regular patterns in everyday objects (e.g., textiles
composition, using [Indonesian batik designs], ceramics [china]) and in artworks (e.g., Pierrot and
the principles of Harlequin by Paul Cézanne)
design (pattern and
b. Uses repetition of line, colour and shape to make patterns (e.g., create a series
rhythm, proportion of stamp prints based on tropical fish depicting pattern by repeating and
and balance) overlapping fish of different sizes and shapes)
proportion:
c. Recognizes proportion and scale between objects (e.g., paste different sized
shapes with largest shapes at the bottom and smaller shapes higher up the
paper)
balance:
d. Identifies symmetrical balance in natural and human-made objects (e.g.,
insects, flowers, skyscrapers) and in artworks
e. Creates artwork to show symmetrical balance (e.g., create a mask to show a
symmetrical balance)
Outcomes Indicators
Creates artworks a. Creates drawings from observation (e.g., look at the features of their own face
based on ideas, in a mirror as they draw a self-portrait; using a magnifying glass observe and
feelings, imagination, draw the patterns formed by veins on leaves, shapes and texture of bark on
personal experiences tree trunks or spirals on seashells)
and activities in their b. Creates images that represent their responses to real experiences (e.g., a family
community or vacation, a field trip)
observations of c. Creates images from their imagination (e.g., an imaginary character, creature,
GRADE 2
nature or place)

Outcomes Indicators
Describe and apply a drawing:
variety of materials, a. Experiments with a variety of tools for making marks and effects in drawing on
technologies and different surfaces (e.g., use wet and dry media on different types of paper)
processes to create
collage:
images
b. Creates collage with a wide range of natural and processed materials using
water-based glues (e.g., paper, leaves, sand, seeds, strings and glue to create a
landscape collage)
mixed media:
c. Uses different media together to make art (e.g., use paint in combination with
other media such as crayon, salt or tissue paper)
painting:
d. Explores a variety of colour media and their effects (e.g., adding a wash of
water over water-soluble felt pens; letting dyes run together to achieve mixed
colours or painting inside shapes with acrylic paint for a floral painting)
printmaking:
e. Explore the technique of simple relief prints with found objects (e.g., vegetable
or leaf prints, monoprints or glue line prints; arranging the shapes in a
symmetrical pattern)
fabric & fibers:
f. Experiments with textiles to create artworks (e.g., weave on a simple loom,
tread a needle, make a simple decorative stitch on coarse fabric)
models & crafts:
g. Creates 3D objects using a variety of natural and processed materials (e.g., use
clay to create pinch pots or organic forms that are inspired by nature; using
techniques such as stacking, gluing, taping, tying, cutting, folding, tearing and
weaving, create artwork such as a mobile/ diorama for a sea theme; papier
GRADE 2
mache to create artworks such as a mask)

digital media:
h. Uses digital media and software programs to make art (e.g., create a simple
image on a computer and alter it by using the copy and paste functions to
create multiple images)

Outcomes Indicators
Reflect on and a. Describes personal preferences and art experiences (e.g., It looks like a painting.
respond to a variety Someone has done this with fingers, string and brushes. The dark colour of the
of artwork and art paper makes the paint stands out)
experiences b. Suggests reasons for the use of art elements and principles in their own and
others’ work (e.g., colour choices in pictures to create desired emotional effect,
such as warm colours for a beach or a variety of dark scary colours and textures
for a scary mask; explain how the artist has used flowing lines to depict
smoothness or peacefulness)
improvement in their own artwork (e.g., use T charts with “This time I…’ ‘Next
time I will…’, ‘What I like …’ ‘What I would change…’; focus on questions such as
“What is interesting about the work you have made?”, “What do you feel you
have done well and what would you do differently next time to improve?”)
Outcomes Indicators
VA.HC.1 This is evident when a student:
Understand and a. Identifies examples of visual arts within their home, at school, in their
value arts from a community (e.g., clothing, photographs, ceramic platter, road signs, billboards
variety of cultures and murals)
and contexts b. Lists reasons people make and use visual art (e.g., for beauty and enjoyment, to
communicate an idea, to illustrate a story, to decorate functional item, to
express a memory, to express cultural identity, advertising)
c. Describes works of art from a variety of cultures, times and places (e.g., after
looking at a selection of images of masks from different cultures, make
GRADE 2
comparisons and discuss materials as well as possible functions of mask)
d. Demonstrates an awareness of subject matter (e.g., landscape, portrait, still
life), signs and symbols seen in their everyday lives and in artworks (e.g.,
symbols and shapes related to school, travel, and the arts; sports or institutional
logos)

GRADE 3
Strand – 1: Drama
Outcomes Indicators
Identify and apply a. Develops the characters, plot, and setting in classroom dramatizations and/or
the elements of formal productions.
drama in the creation b. Experiments drama elements such as sound, props, costumes and scenery in
of original and basic directing.
scripted pieces. c. Applies the concept of beginning, middle, and end of a drama to explore
concepts learnt in other subject areas (e.g., act out the life cycle of a flowering
plant).
d. Plays the role of the main and sub characters of a drama.
e. Expresses the sequence of events in a dramatization.
f. Shows how voice (voice, diction, pace and volume) may be used to explore
multiple possibilities for a live reading. Examples: “I want you to go.” “I want
GRADE 3
you to go.” “I want you to go.”

g. Identifies genres such as mystery, comedy, tragedy, historical drama.
Outcomes Indicators
Develop acting skills a. Varies voice when dramatizing and retelling stories.
that allow him or her b. Uses variations of movement, gesture, and vocal pitch, tempo, and tone for
to portray a variety different characters.
of characters in c. Maintains concentration and focus in drama activities.
performing
monologues, scenes d. Writes and performs dialogues and short scenes involving characters, problems,
and solutions.
and plays in staged
productions and in e. Role-play community related events (e.g., eid celebration).
informal classroom f. Accepts others ideas in planning, directing and evaluating classroom drama
presentations. activities and incorporate learnt material from other subject areas
g. Sustains the context of a given dramatic situation.
h. Arrange the performing space to communicate mood and time depicted in the
script.
i. Incorporates the 5 W’s (who, what, where, when, why) when planning and
creating dramatizations of stories from current events or other subject areas.
j. Identifies technological means of creating different effects (e.g., the use of
background music).
k. Incorporate observations of life and personal experience in dramatic activities
and playmaking.
l. Explains the message or moral of a work of dramatic presentation.

m. Compares and contrasts situations and characters from real life with those
created for a dramatic performance.
Outcomes Indicators
Reflect upon, a. Discuss and explain reasons for particular emotional responses to classroom
describe and analyze dramatizations and dramatic performances.
their own theatrical b. Makes suggestions for alternative endings.
work and the work of
c. Uses the vocabulary of drama such as persuasion, motivation, dramatic pause,
others.
stage areas, props, blocking.
d. Practice appropriate audience behavior (e.g., not talking during the show,
respecting others around you, listening carefully, not disrupting the show).
e. Suggests reason why they liked a certain dramatic performance.
f. Analyzes and describe strengths, weaknesses and areas of improvement of
their own dramatic performance.
GRADE 3
Outcomes Indicators
Discuss and evaluate a. Dramatizes events from various cultures and Maldivian history.
the purpose of b. Identifies and compares similar characters and situations in stories and dramas
different folk stories from and about various cultures
c. Discusses how theatre reflects life.
and compare stories
from different d. Researches a Maldivian folk story and write a script with teacher guidance
cultural and historical
settings.

Outcomes Indicators
Sing a variety of a. Sings songs with attention to pitch, diction, tone quality, and posture.
music expressively b. Sings expressively with varied dynamics and appropriate phrasing.
with appropriate
c. Sing songs from a variety of cultures including those of the school and
pitch, tone quality,
community.
diction, and posture.
d. Sings rounds and songs with ostinatos.
e. Follows the cues of a conductor (with regard to tempo).
Outcomes Indicators
Play melodies and a. Echos melodic and rhythmic patterns.
rhythms on b. Plays given pitch patterns on a mallet instrument, keyboard, or recorder.
classroom
GRADE 3
instruments with c. Plays instruments in a group with a steady beat, appropriate dynamics, and
correct technique.
correct technique,
appropriate d. Names and identifies musical instruments of different cultures(selected)
dynamics, and a e. Plays short melodies on pitched percussion instruments.
steady beat, alone
f. Plays ostinato accompaniments on pitched and non-pitched classroom
and in groups while
instruments, independently and with others.
following a conductor
g. Follows the cues of a conductor.
Outcomes Indicators
Create short a. Composes rhythmic and melodic phrases according to teacher guidelines
melodies and utilizing classroom instruments and available electronic resources.
accompaniments b. Notates/records using traditional or available electronic means.
using traditional and
c. Composes a melody to match given lyrics with teacher guidance.
electronic resources.
d. Creates lyrics to match a given melody.
Outcomes Indicators
Read, write, and a. Reads and perform quarter, eighth, half, dotted half, sixteenth, and whole
perform rhythmic notes, and quarter, half, and whole rests in meters of two, three, and four using

and melodic patterns, rhythm syllables.
utilizing relevant b. Notates quarter, eighth, half, dotted half, sixteenth, and whole notes, and
examples from quarter, half, and whole rests using iconic or standard notation.
repertoire.
c. Reads and performs expanded pitch patterns and simple songs using solfège
and letter names of the treble clef.
d. Identifies and explain the dynamic markings forte, mezzo forte, piano, mezzo
piano, crescendo and diminuendo (decrescendo).
e. Identifies and explain the musical symbols for fermata, octave, and D.C. al fine.
Outcomes Indicators
Use movement and a. Identifies and describe AB, ABA, and rondo forms using movement and
symbols to describe symbols.
music. b. Identifies representative orchestral instruments and their families by sight and
sound as well as instruments of other cultures.
c. Discusses and demonstrate appropriate listening behavior for various types of
performances.
d. Explains personal preferences for various styles of music using appropriate
terminology.
GRADE 3
e. Listens to and discuss or write about two contrasting compositions using
appropriate terminology.
f. Establishes and apply criteria for evaluating various types of musical
performances.
g. Identifies and demonstrate appropriate behavior when performing music.
Outcomes Indicators
Discover music a. Identifies and investigate the use of music for special occasions and
associated with celebrations.
special occasions and b. Describes a variety of music and dances of other cultures they have seen in the
investigate roles of media, at live performances and social gatherings, or in the classroom.
musicians and
c. Discusses the role of musicians and choreographers in the media.
choreographers in
media.

Outcomes Indicators
Explore and use a line:
combination of art a. Identifies and uses line expressively (e.g., curly lines for wind in the sky, soft,
elements to create curvy lines for flowers; facial expressions using line in cartooning; after looking
artworks at ways lines are used expressively in arts works such as ‘Starry night by Vincent
van Gogh, ‘Tall reflection’ by Ahmed Suja, create an artwork using lines
expressively)
shape and form:
b. Describe ways shape combinations are used to communicate (e.g., multiple
shapes used in drawing complex objects)
c. Identifies symmetrical shapes and forms (e.g., shapes and forms in buildings)
colour:
d. Identifies warm colours (e.g., red, orange, yellow) and cool colours (e.g., blue,
green, purple)
GRADE 3
e. Creates an expressive painting using warm or cool colours (e.g., yellow: happy,
red: angry: blue: peace/ cool)
texture:
f. Differentiates between real visual or illusory texture (e.g., smooth surface of a
ceramic work versus drawing of rough tree bark [e.g., in artworks such as
‘Nikagas’ by Hassan Ziyad] or lines that look like fur)
g. Creates artwork using real or illusory texture (e.g., impasto: applying thick,
textured paint to make the surface rough)
value:
h. Experiments with value (e.g, varying the pressure of pencil, mixes colours with
white to make a range of warm and cool tints)
space:
i. Identifies foreground, middle ground, background and horizon line in artworks
(e.g., in photographs, in paintings such as ‘Old Male’/ ‘Landscape’ by Hussain
Afeef, ‘Sailing by Ahmed Naeem)
j. Uses foreground, middle ground, background and horizon line to give illusion of
space and depth (e.g., create a landscape/ seascape/ cityscape that shows the
illusion of space and depth)
k. Investigates positive and negative space
Outcomes Indicators
Demonstrate an pattern and rhythm:
understanding of a. Recognises random, alternating, and regular patterns in everyday objects (e.g.,
composition, using

the principles of textiles, ceramics) and in art (e.g., works by M. C. Escher- tessellation, patterns
design (pattern and in Islamic art)
rhythm, variety, b. Creates patterns (e.g., use repetition of colour, line or shapes throughout an
balance, proportion image that communicates a story)
and contrast)
proportion:
c. Compares and contrasts scale between objects (e.g., objects near seems big
with more details, and objects faraway are smaller in size with less detail)
balance:
d. Identifies asymmetrical balance in natural and human-made objects (e.g.,
windblown trees, some contemporary additions to buildings) and in artworks
e. Creates artwork to show asymmetrical balance
contrast:
f. identifies and creates contrast in artworks (e.g., use contrast in a painting, such
as a red apple amongst green, a collage with a big circle amongst small circles)
Outcomes Indicators
Creates artworks a. Investigate the natural or built environment through observation drawing (e.g.,
GRADE 3
based on the natural look at a seascape and draw them in cool colours; an important place such as
and built Hukurumiskii/ market)
environment or that b. Expresses their responses to classroom or community issues (e.g., draw a
have the community picture/ poster that conveys messages on topics such as friendship, traffic
as their subject safety, caring for the environment, problem of litter, climate change,
endangered species)
c. Creates images from their imagination (e.g., (e.g., imaginary object/ landscape/
seascape/ creature/ animal)
Outcomes Indicators
Describe and apply a drawing:
variety of materials,
a. Experiments with a variety of tools for making marks and effects in
technologies and
drawing on different surfaces (e.g., use marker, acrylic or fabric paint to
processes to create
make a design on ceramic tiles, wood, cloth etc)
images
collage:
b. Creates collage with a wide range of natural and processed materials
using water-based glues (e.g., use different textured and colour paper,
and glue to create artworks on a theme or idea)
mixed media:
c. Experiments with different media together to make art (e.g., use paint
and then crayon when the painting is dry)
painting:
d. Experiments with a variety of colour media and their effects (e.g., adding

a wash of ink to a shape and drawing over the top of the ink when dry
with crayon to build up textures; paint areas of a still life with opaque,
thick paint and areas with thin transparent washes)
printmaking:
e. Explore the technique of simple printmaking with found objects (e.g.,
make stamps by cutting shapes out of foam, monoprints, collagraphs;
create a paper marbeling)
fabric & fibers:
f. Experiments with textiles to create artworks (e.g., sew a variety of
simple decorative stitches or use simple weaving techniques, fix a
button using needle and thread)
models & crafts:
g. Creates 3D objects using a variety of natural and processed materials
(e.g., make insect shapes and habitat features, using wood, twigs, raffia,
husks, and other natural materials to explore science concepts; create a
clay model of a landscape/ zoo)
digital media:
h. Uses digital media and software programs to make art (e.g., edit
photographs using a computer program and display it as a slide show for
GRADE 3
a class exhibition)
Outcomes Indicators
Apply the critical a. Explains personal ideas and feelings about artworks and art experiences (e.g.,
thinking strategies to express thoughts and ideas about an artwork while in role as the artist in a peer
analyse, reflect on artist interview
and respond to a [e.g., “The materials I used to create this artwork were ____.
variety of artwork
The artwork tells about ______.
and art experiences
I want people to feel ______when they see my artwork”])
b. Explains art elements, principles, materials, technologies and processes used in
their own and others’ work (e.g., I used the colours purple and green in this
painting because___”; after looking at an artwork answer the following
questions with a peer‘: Is it a painting, collage or a computer made image?
What materials were used? What type of lines, shapes and colours have been
used?’ , ‘What does the shape, lines & colour represent?’)
improvement in their own artwork (e.g., verbally explain what they like about
the artwork and what they would change in the artwork; keep an art journal to
record what they think they have done well in their artworks, or learned about
in their artworks, as they complete them; use the strategy of matching word
and image to share their feelings about an art work or its creation)

Outcomes Indicators
VA.HC.1 This is evident when a student:
Understand and a. Give examples of how visual arts can express the identity of a community (e.g.,
value visual arts from national symbols, sports team logos, cultural symbols)
a variety of cultures b. List and discuss reasons people make and use visual art (e.g., for beauty and
and contexts enjoyment, to communicate an idea, to illustrate a story, to decorate, to
express a memory, to express cultural identity, advertising, to entertain, to give
information, to give direction etc)
c. Compare and contrast artworks from a variety of cultures, times and places
(e.g., compare and describe artworks based on a similar themes such as
depiction of nature, of people doing things together, or of people at work that
were created at different time periods)
d. Demonstrates an awareness of subject matter (e.g., landscape, portrait, still
life), signs and symbols seen in their everyday lives and in artworks (e.g.,
symbols different cultures use to portray common themes like crown
representing royalty, arrow or spear symbolizing hunt, dove representing peace,
heart representing love)
GRADE 3

Planning, Teaching and Assessment Examples
Sample Lesson Plan – Grade 1 (Creative Arts)
Subject: Creative Arts Grade: 1 Duration: 2 periods

(1 double period)
Strand: Visual Arts Sub-strand: Values relating to self
Key Competencies: Shared Values:

 Understanding & Managing Self (identity)  Values relating to self
Prior Knowledge: Materials Needed:

 Explored ideas about themselves  Images of children in a range of media, including
photographs, family albums, advertisements,
 Used drawing media
magazines
 Talked about their own and other’s drawings
 portraits and self-portraits of different artists, eg
 Looked at other artists’ work and talked about “Self-portrait with straw hat” by Vincent van
what they think or feel about it gogh, Mona Lisa by Leonardo Da Vinci, “ Self-
portrait ” by Frida “The Little dancer” by Edgar
Degas, “Boy with a green cap” by Henri, Robert ,
“Girl with a cage” by Berthe Morisot, Senecio by
Paul Klee, “The Gardner by Arcimboldo and
“Mother“ by David Hockney
 dressing up clothes
 mirror
 empty picture frame (approximately 40 x 50 cm)
Sub-strand 1: Creating & performing
Learning Outcomes / Indicators:

VA.CP.3 Creates artworks based on ideas, feelings, imagination, observations, personal experiences
and interests
 Creates images in response to something they observed
VA.CP.4 Describe and apply a variety of materials, technologies and processes to create images
Drawing:
 Uses a variety of tools for making marks and effects in drawing on different surfaces (e.g.,
coloured pencils and chalk pastels on coloured paper)

Painting:
 Experiments with paint of different consistencies such as transparent and thin paint or
opaque and thick paint (e.g., use different paints such as water colour, poster colour, oil
paint and inks to achieve different effects such as transparent washes of colour over an oil
pastel drawing of a fish)
Sub-strand 2: Reflecting, Responding & Analysing
VA.RA.1 Reflect on and talk about a variety of artwork and art experiences
 Describes the art elements and principles used in the artworks

 Identifies and evaluates their strengths, their interests, and areas of improvement in their
own artwork
Resources / Differentiated
Duration Teaching & Learning
Material needed Instruction
10 mins Introduction: Images of children

in a range of
 Talk about selected images of children, raising
media, including
questions in which the clothes worn, the pose
photographs,
and the activities shown, convey ideas about
family albums,
the children.
advertisements,
 Show some self- portraits. Talk about selected magazines
self-portraits, focusing on how artists have portraits and self-
conveyed ideas about themselves, eg how do portraits of
the artists show themselves? As a painter? As a different artists, eg
mother? As a friend? As a person with status? “Self-portrait with
Ask students suggest why portraits are made, eg
straw hat” by
to record an important time in a person’s life, to
Vincent van gogh,
project a powerful image of the person, to
Mona Lisa by
portray individuals as wealthy, knowledgeable
Leonardo Da Vinci,
or hard working. Ask if the person in each
“ Self-portrait ” by
painting could speak, what the students think
Frida “The Little
they would say?
dancer” by Edgar
Degas, “Boy with a
green cap” by
Henri, Robert ,
“Girl with a cage”
by Berthe Morisot,
Senecio by Paul
Klee, “The Gardner
by Arcimboldo and
“Mother“ by David
Hockney
70 mins Developmental Activities: Investigate mark

making using ICT

 Explain that paintings of people are called tools, including
portraits. Discuss the meaning of portrait and flood fill and spray
self-portrait. Explain that some artists paint tools. They could
pictures of other people (portraits) and some use these effects to
paint pictures of themselves (self-portraits). make portraits
showing feelings
 Stand behind an empty frame and adopt the such as anger, fear
pose and the expression of the people in the
or joy.
Van Gogh and Da Vinci portraits. What are you
doing? (sitting, painting etc.) How do you feel?
(this activity helps students begin to understand
Explore the shape
how people have been represented by the artist
and form of the
in a portrait and that the subject’s pose and
head and create a
expression helps tell us about the person)
three dimensional
 Have students think about the techniques the clay model of
artists use. Ask students how they would paint themselves.
their own portrait (self-portrait). Discuss how an
artist might paint a self-portrait (using a mirror
or photograph)
 Focus the student’s attention on one self- dressing up clothes Students who
portrait. Ask them to describe: cannot express
mirror
much can use
- the person or people and the objects they empty picture strategies such as
are holding, wearing, etc (the content and frame (approx 40 x thumbs up, thumbs
subject) 50 cm) down to rate their
- the main shapes and colours, etc in the artworks.
glue
image (the visual elements and the
composition) black glaze paper
- how the image is made. Is it a photograph?

A painting? A print? (materials and process
used)
- how the image makes them feel about the
person portrayed. What sort of a person is
this? What is the person doing? What does
the image tell you about the person? (the
ideas and meaning)
 Ask the students to look at and describe each
other’s appearance, eg: their height, shape,
colour of skin and hair, hair type, facial features.
Have students list all the features of the face.
 Get students to investigate a range of drawing
media and the marks they can make eg try out
techniques for showing textures of hair,
smoothness of the skin, patterns on the
clothing.
 Have students draw their own face from
memory using crayons, pencils, or oil pastels.
Demonstrate how to apply the media (crayon or
pastel) thickly. Refer to the listed words
describing facial shapes and textures to help

guide the students when they are drawing. They
focus upon details such as shape and position of
nostrils, nose, eyes and eye lashes, mouth, ears
and face.

 Have students share their first attempt with the
class. Get them to guess who the picture was
based on evidence and ask them how they
know it. Get students to talk about what they
think and feel about their own and others’
artwork, the successful part of their painting
and explain why they think these parts are
successful and what they might want to change
or improve
Closure:
 Exhibit the artists’ prints and students’ self-
portraits (it can be arranged and pasted to make
a mural.
Links within the subject strands

 Drama: making and performing
Links with other Key Learning Areas:

 Health & PE: Growth and development
 Social Sciences: ourselves, individual uniqueness
Assessment:
(Key assessment opportunities art marked)
 Informal discussion
 Informal assessment of student skill by observation
Extension option:
 Represent themselves by selecting and making an arrangement of the objects that they
value, e.g., toys, clothes, books, games, recording their observation and making a painting.
 Create a life-size drawing of themselves, by tracing them on large sheets of paper and
decorate it by drawing the things of their interest or patterns found in their clothes, or
things related to them.

 Create a self-portrait using a computer software (such as paint), and investigate mark
making using ICT tools, including flood fill and spray tools. They could use these effects to
make portraits showing feelings such as anger, fear or joy.
 Explore the shape and form of the head and create a three dimensional clay model of
themselves
Teacher reflection:
 Personal note of what went well and what needs to be improved. This is to be filled by the
respective teacher soon after the lesson.

Sample Lesson Plan – Grade 1 (Music)
Subject: Music Grade: 1 Duration:
Topic: Singing and Speaking Voice

 Making Meaning  Values relating to others
 Relating to people
Key Concepts: Vocabulary:

 Singing voice and speaking voice  Pitch timbre
Lesson Objectives: Outcome:

 Student will use their voices in different ways  Develop awareness of the different music
element by singing a varied repertoire of songs.
 Student will identify speaking and singing voice
 Student will describe the voices they hear
Prior Knowledge: Indicators:

 Exposure to different sounds in their daily lives,  use voice in different ways;
such as sounds of nature, the community, and
 choose how to use voice to make different sound
home environment
effects;
 decide which elements of music can be used to
make a performance interesting;
 tell the difference between speaking voice and
singing voice;
 make a good singing sound
Introduction: Ears hear

Whole Class Doggie song
 Introduce the poem, “Ears Hear”, having Grandma Moses
students speak the descriptive words for the
Melodic contour
sounds which are identified (buzz, roar, hiss,
map
etc.).
 Have students listen for a sound they would like
to make and experiment individually.
Teacher Prompts
 How does your (tongue, teeth, lips) help you to
make the sound of a…bee, etc?”

 Name one way you could describe a lion’s roar,
bird’s tweet, etc.” (such as loud, rough, high,
etc.)
 Have students select a sound from the poem to
share with a partner and identify each others’
sounds.
 Read the poem with space (learning silences) for
student demonstrations of the sounds.
Developmental Activities: Plan different ways

and means of
Whole Class Activate Prior Learning
involving individual
 Build a repertoire of sounds by asking students students. Some will
to imagine familiar sounds and where they have be comfortable
heard those sounds. using their voices in
a variety of ways.
 Generate categorical lists of sounds grouped by
Others may be
the source of the sounds…zoo, home, beach
reluctant, but can
etc.).
remain engaged by
clapping the steady
beat, for example.
Teacher Prompts
 What familiar sounds do you hear when…
- You go to the beach?
- You play in the school ground during break?
- You get up in the morning?” etc.
 What is the difference in the sound of a… e.g.,
bus/car, cat/cow, etc.?
 Try being a kind gentle lady, a mean grouch, etc.,
and describe how their voices might differ.
Whole Class
 Teach the song, “Grandma Moses”, with the
teacher demonstrating by singing the song and
speaking the parts of the text where it indicates
what the Dr. actually said.
Teacher Prompts
 How does this song make you feel? Why?
 Have students sing the sung parts of the song
only while the teacher speaks the spoken text.
 Have the class sing the parts of the song in their
heads (internalize) and
- Speak out loud only the spoken words

(internalizing the sung portions) then; and
- Sing out loud only the melodic (sung) parts
(internalizing the spoken words).
 Have the class speak the Doctor words while the
teacher sings the song.
 Divide the class in two and have one half
perform the singing parts while the other
performs the spoken parts. Switch.
 Individual children can speak the Dr.’s words
using their own “Dr. voice.”
Teacher Tip
 Have children place their hands flat on their
upper chests while they speak the spoken parts
and then when they sing the melodic parts. They
should be able to feel the chest vibrations when
they speak, coming to the conclusion that their
speaking voices are their chest voices.
 The singing voice can often be felt at this age by
placing the fingers on the top of the head.
Because the singing voice requires development
of head tone, it is often referred to as the “head
voice”.
Closure:
 Through further brainstorming generate other
lists of sounds based on the qualities of sound,
such as high/low, smooth/rough, fast/slow, etc.
 Have children enact the song, “Grandma
Moses”, with students singing and speaking the
roles and then create a melody map,
 Enact other songs, such as “Old MacDonald”
with children replicating the different animal
sounds.
Old Mac Donald had a farm
EE-I, EE-I O,
And on that farm he had a (name of animal)
EE-I, EE-I O,
…sing the remainder of the song out loud while
individuals make the animal sounds. As they
learn a song well and gain experience in
internalizing, make it a bit more challenging by
leaving out more and more.
 Play “Doggie Doggie”. Instead of having the
“doggie” guess who has the bone, have the child

with the bone sing “I have your bone” while the
“doggie” remains facing away from the class.
The “doggie” then determines who has his bone
on voice recognition.
Teacher Tips
 This singing game has excellent learning
opportunities:
- Vocal timbre (tone) recognition;
- Developing the singing voice; and
- Use of so-mi and so-la-mi--the first three
solfege syllables introduced.
Assessment:
 Teacher, through observation, will assess students' ability to describe and perform a variety
of sounds with their voices.
 Students self-assess and teacher assesses the students' ability to differentiate between their
singing and speaking voice and to use a singing voice (head tone) when performing simple
songs.
 Peer: describe the tone colour/timbre of each other’s voice, e.g., How did you know it was
(name) who stole your bone?
 Teacher: observe, record, and/or provide feedback on students’
- in-tune singing (pitch)
- ability to hear different vocal timbres
- ability to explain the different timbres, e.g., How did you know it was (name) who stole
your bone?

Sample Lesson Plan – Grade 3 (Creative Arts)
Subject: Creative Arts Grade: 3 Duration: 2 periods

(1 double period)
Strand: Drama

 Understanding and Managing self  Values relating to self
Prior Knowledge: Materials Needed:

 Name different feelings  Different situations/scenarios written on cards.
 Differentiate between the types of feelings E.g., 01: Scenario one: It’s your birthday; your
mom has given you a birthday surprise party. You
 Can read simple sentences
are very happy. Mom is excited about the party
but very tired.
Eg 02: You are walking on the road with your dad,
you see an accident. You are very scared, dad is
very curious to find out what happened.
 Feeling cards. (pictures)
 Reading materials (Any reading text where they
can express feelings through voice and body
language)
Sub-strand 1: Creating &Presenting
Learning Outcomes/ Indicators:

DR.CP.1: Identify and apply the elements of drama in the creation of original and scripted pieces.
 Uses voice and movement to express mood, feelings, and emotions.
Sub-strand 3: Exploring history and cultural context
DR.RA.1 Reflect upon, describe and analyze own theatrical work and the work of others
 Talk about different emotions from a story narration or a dramatic performance.

 Describes what they like about a dramatic performance

10 mins Introduction: Feeling cards

 Show feeling cards and ask students to name the Reading materials
feelings
Situation cards
 Have students hold their hands down on their
desks.
 Ask the students pretend to wear masks. The
teacher asks them to put on a mask which shows
no feeling. (The robot mask.) The teacher
explains that as humans this is impossible to
have no feelings, but with drama we can “make
believe” or act "as if" it is real.
 Tell the students that it is important to isolate
the feelings on their faces.
 Next Ask students to put on a happy, sad, angry,
and frightened mask Without talking. After
these four masks, ask students for feelings that
have not been done. Help them if they do not
respond. Other feelings might be: greed,
surprise, pride, jealousy, etc. Only do two or
three more.
70 mins Developmental Activities: A4 sheet

 The teacher reads a selection from a reading
text with no feeling, then with anger, and
sadness, etc. Students will quickly understand
that feeling changes the meaning of words.
 Talk to students about the use of the voice to
express feelings.
 Ask students’ to read a text with feelings.
 Teacher puts on a pretend mask; eg: happy, sad,
angry, scared etc. and say ‘hello’ to the students
reflecting the feeling expressed by the mask.
 Ask student’s to put on the mask to mimic the
teacher and say the word “hello” to reflect the
mask.
 Ask students to stand in a semi-circle. The
teacher explains that they will now "isolate"
feeling in another part of their bodies. This time
instead of the face, they will use their hands.
When the teacher says a feeling, the class has a
count of three to make their hands show the
feeling. Each student must take the feeling off
their face.
 The teacher points out different qualities of the
hands which express the feeling, e.g: if angry:
tight fist, if sad close fist but not tight, happy

open fist etc.
 Make pairs ask students to read the given
dialogue.
 Using their whole body and voice to express the
feelings in the dialogues. (reading and
dramatizing)
Reflecting, responding and analyzing

 Ask students to talk about the partners acting,
feelings and voicing and what they liked about it
or what they didn’t like about.
Closure:
 To conclude play a game, "What’s My Feeling?"
Ask three or four students create a feeling
statue in front of the entire group (show a
feeling using the whole body). They must come
to life and express their feelings for at least 30
seconds, using no sounds. Students can guess
what the feeling is.
Links with other Key Learning Areas:

 English: Reading using appropriate body language, voice level and tone to enhance meaning
Differentiated Instruction:
 Students who cannot read can be paired with a student who can or the teacher can read out
the situation to the students.
Assessment:
(Key assessment opportunities are marked)
 Informal discussion
 Informal assessment of student skills by observation
Teacher reflection:
 Personal note of what went well and what needs to be improved. This is to be filled by the
respective teacher soon after the lesson.

Glossary
This syllabus generally defines and explains significant terms as they are used.
Art works: Artwork is used as a generic term for a work in each of the four Arts
subjects. For example
artworks in:
 Dance include dances for performance, choreographed dances in any
style
 Drama include devised or scripted drama in any style for performance
 Music include composition, improvisation, arrangement of music in
any style for performance
 Visual Arts include two dimensional works, for example, paintings,
photography; three dimensional works, for example, sculpture
Artists: Artist is used as a generic term for the maker of an artwork

For example artists in:
 Dance include choreographers, dancers, designers
 Drama include actors, directors, playwrights, designers
 Music include composers, performers, arrangers
 Visual Arts include painters, sculptors, designers
Aesthetic specific artistic awareness, or a deep appreciation of the meaning of an

artistic experience through intellectual, emotional and sensual response
to a work of art
 in Dance, standards of appropriateness and competency relevant to
the genre/style/time/place
 in Drama, involves subjective responses to non-verbal, affective and
verbal devices which can be representative of genre/style/time/place
 in Music, involves the subjective responses by which music is
perceived and judged, which can be relevant to genre/style/time/
place
 in Visual Arts, the philosophical theory or set of principles governing
the idea of beauty at a given time and place
DRAMA
Audience: People watching a drama
Blocking: The planning and working out of the movements of actors on stage.

Characters: A personality or role an actor/actress re-creates.
Comedy: Professional entertainment consisting of jokes and sketches, intended to

make an audience laugh
Costumes: Clothing worn by an actor on stage during a performance.
Dialogue: The conversation between actors on stage
Diction: The pronunciation of words, the choice of words, and the manner in
which a person expresses himself or herself
Directing (stage): The art and technique of bringing the elements of theatre together to
make a play
Dramatic play: Children’s creation of scenes when they play “pretend”
Emotions: A strong feeling deriving from one’s circumstances, mood, or

relationships with others
Endings: An end or final part of the drama
Entrance (stage): The coming of an actor or performer on to a stage
Events: A thing that happens or takes place, especially one of importance
Exit (stage): Used as a stage direction in a play to indicate that an actor leaves the
stage
Folklore: The traditional beliefs, customs, and stories of a community, passed

through the generations by word of mouth
Genre: In literary and dramatic studies, genre refers to the main types of literary
form, principally tragedy and comedy. The term can also refer to forms
that are more specific to a given historical era, such as the revenge
tragedy, or to more specific sub-genres of tragedy and comedy, such as
the comedy of manners
Gestures: An expressive movement of the body or limbs
Hero: A person, typically a man, who is admired for their courage, outstanding
achievements, or noble qualities
Historical drama: Drama in which stories are based upon historical events and famous
people
Mime: a form of theatre performance in which actions and characters are

suggested using gesture, movement, and facial expression without words
or sounds.
Mystery: Something that is difficult or impossible to understand or explain
Narration: The action or process of narrating a story

Offstage: Not on the stage and so not visible to the audience
Onstage: On the stage and so visible to the audience
Pace: Speed of speech or movement
Pacing: The tempo of an entire theatrical performance
Pantomime: Acting without words through facial expression, gesture, and movement.
Pause: A break in speaking: period of silence
Pitch: The highness or lowness of voice
Plot: Storyline of a drama
Props: Real life objects that characters use in drama
Role-play: The acting out or performance of a particular role
Scene: Section of a drama, set in one place at one time
Scenery: Resources used to create the setting where a drama takes place e.g.
backcloth, flats, rostra, furniture
Set (1): Scenery used to show where a drama takes place
Set (2): To place a drama in a certain time or place
Stage: The area where actors perform.
Story telling: a performance in which a story is presented through action, dialogue, and
narration
Tableau: A silent and motionless depiction of a scene created by actors
Technologies: equipment that helps to create, present, explain, document, analyse,

view, interpret, or learn about dramatic work (for example, puppets,
masks, lighting, props, sounds, costumes, recording equipment).
Tempo: The speed at which a passage of music is or should be played
Tone: Change of voice to express emotion
Tragedy: A drama about unhappy events and with a sad ending
Villain: a character whose evil actions or motives are important to the plot
Volume: describes how loud or soft the voice or sound is

MUSIC AND MOVEMENT
Accelerando symbol used in musical notation indicating to gradually quicken tempo.
Accent make a particular part more important
Accidental sharp, flat, or natural sign.
Accompaniment subordinate harmonic and/or rhythmic material supporting a principal

melody
Adagio a tempo having slow movement; restful at ease.
Allargando gradually slower and broader
Allegretto slightly slower than allegro
Allegro lively, rather quick
Andante rather slow, at a moderate pace.
Andantino generally a little quicker than andante
Band large ensemble consisting mainly of wind instruments
Bar a vertical line drawn through one or more staves to indicate a measure.
Bar also means measure (e.g., a four-bar phrase).
Bass a voice, instrument, or part in the low register.
Beat the unit of time in metric music. In time signatures, the upper numeral
indicates the number of beats per measure.
Brass wind instruments which produce tone by vibration of the lips,
Canon a composition in which each part has exactly the same melody
throughout the piece, starting at different points. The strictest form of
imitation.
Chant general term for liturgical song similar to plainsong.
Choir vocal ensemble, usually small church choruses. Also applied to groups in
an orchestra: e.g., brass choir, woodwind choir.
Chord a combination of three or more tones.
Chorus a large vocal ensemble.
Conductor One who directs a group of performers, the conductor indicates the
tempo, phrasing, dynamics, and style by gestures and facial expressions.

Concerto a composition for one or more solo instruments with orchestral
accompaniment, usually written in three movements.
Crescendo gradually getting louder
Da Capo a sign at the end of a movement indicating that the player must return to
the beginning. abbreviation: D.C.
Da Capo Al Fine return to the beginning and play to the word "fine"
Decrescendo gradually getting softer
Diminuendo gradually getting softer
Double Bar two vertical lines drawn through one or more staves to indicate a major
sectional division or the conclusion of a composition.
Duo two, in two parts
Duple Meter two or four beats to the measure.
Dynamics levels of soft and loud.
Eighth Note one eighth the value of a whole note
Ensemble a performing group consisting of two or more players or singers.
Ferma resolute, steady
Fermata a pause or hold
Fermato firmly, resolutely
Fortissimo as loudly as possible
Fine the end, often in phrases like al fine (to the end)
Flat a symbol placed in front of a note to indicate lowering that note by one
half step
Forte or f (usually): strong; i.e., to be played or sung loudly
Forte Piano or fp (usually): strong-gentle;
Fortissimo or ff very loud
Fortississimo or fff as loud as possible
Half Note one half the value of a whole note
Harmony pleasing combination of two or three tones played together in the

background while a melody is being played.

Interlude piece of instrumental music played between scenes in a play or opera.
Interval the distance in pitch between two notes.
Introduction the opening section of a piece of music or movement.
Largo broadly; i.e., slowly
Legato Smoothly in a connected manner
Lentissimo Very slowly
Lento slowly
Major diatonic scale with half steps between the third and fourth and between
the seventh and eighth tones of the scale. Also, a triad consisting of a
major and a minor third.
Melody consecutive tones; the linear or horizontal element of music.
Meter the measuring of time in music according to a specific number of beats to

the measure
Minor a diatonic scale with a half step between the second and third notes of
the scale; the upper tetrachord of a minor scale is variable, resulting in
natural, harmonic, and melodic forms of the minor scale. A triad
consisting of a minor and major third.
Measure the period of a musical piece that encompasses a complete cycle of the
time signature, e.g., in 4/4 time, a measure has four quarter-note beats
Medley piece composed from parts of existing pieces, usually three, played one
after another, sometimes overlapping.
Mezzo half; used in combinations like mezzo forte (mf), meaning moderately
loud
Mezzo Forte half loudly; i.e., moderately loudly
Mezzo Piano half softly; i.e., moderately softly
Mezzo Soprano a female singer with a range usually extending from the A below middle C
to the F an eleventh above middle C.
Moderato moderate; often combined with other terms, usually relating to tempo;
for example, allegro moderato
Natural a symbol (♮) that cancels the effect of a sharp or a flat (see in this list)
Octave interval between one musical pitch and another with half or double its
frequency. 12 semitones equals an octave.

Orchestra a large instrumental ensemble.
Opera a drama set to music for soloists, chores and orchestra.
Ostinato obstinate, persistent; i.e., a short musical pattern that is repeated

throughout an entire composition or portion of a composition
Overture a instrumental prelude to an opera
Pentatonic Scale musical scale having five notes. For example: the five black keys of a
keyboard make up a pentatonic scale
Percussion essentially rhythmic instruments such as drums, cymbals, gongs, and

triangle.
Phrase a musical unit, often four measures in length, which concludes with a
cadence.
Pianissimo extremely soft
Piano An instruction in sheet music to play softly. Abbreviated by a “p”.
Pitch the vibration frequency of a tone.
Pitched Instrument Is a percussion instrument used to produce musical notes of one or more
pitches.
Quarter Note one fourth the value of a whole note
Recital A solo concert with or without accompaniment.
Refrain A repeating phrase that is played at the end of each verse in the song.
Rhythm the time element in music which is determined by accent and/or duration
of tones.
Rondo A musical form where the principal theme is repeated several times. The
rondo was often used for the final movements of classical sonata form
works.
Scale a system of adjacent notes on which melody and harmony are based.
Semitone The smallest pitch difference between notes (in most Western music)
Sequence a recurrent melodic pattern repeated at successively higher or lower

intervals.
Sixteenth Note one sixteenth the value of a whole note
Sharp A symbol indicating the note is to be raised by one semitone.
Slur A curve over notes to indicate that a phrase is to be played legato.

Soprano The highest female voice.
Solfège Is a music education method used to teach pitch and sight singing
Staccato Short detached notes, as opposed to legato.
Stanza a verse of a song
Steady Beat is an unchanging continuous pulse, this is different from the rhythm
patterns of a specific song
Staff made up of five horizontal parallel lines and the spaces between them on
which musical notation is written.
Symphony three to four movement orchestral piece, generally in sonata form.
Tempo generally, the speed of music; the rate of beats as indicated by such terms
as allegro, presto, adagio, lento, and andante.
Timbre Tone color, quality of sound that distinguishes one verse or instrument to
another. It is determined by the harmonies of sound.
Time Signature A numeric symbol in sheet music determining the number of beats to a
measure.
Tone The intonation, pitch, and modulation of a composition expressing the

meaning, feeling, or attitude of the music.
Tonic The first tone of a scale also known as a keynote.
Triad Three note chords consisting of a root, third, and fifth.
Treble a relatively high-register part, indicated by the G clef or treble clef.
Tune A rhythmic succession of musical tones, a melody for instruments and

voices.
Tuning The raising and lowering a pitch of an instrument to produce the correct
tone of a note
Unaccompanied a solo part, passage, or vocal ensemble without accompaniment.
Unpitched Percussion an unpitched percussion instrument is a percussion instrument played in

Instruments such a way as to produce sounds of indeterminate pitch, or an instrument
normally
Unison two parts singing or playing the same note.
Variation the modified repetition of a theme or melody without the loss of it's
entire identity.
Vocal music to be performed by the human voice or voices.

Whole Note the basic unit of note values
Wind Instruments instruments which produce tones by a vibrating column of air when
blown; woodwinds and brass.
Woodwind Instruments wind instruments which generate tone by a vibrating reed (e.g., oboes,
clarinets, saxophones, bassoons) or by a whistle-type mechanism (flutes,
recorders).
VISUAL ARTS
Assemblage: an artwork that is made by constructing found objects generally in relief
or three dimensional works.
Art elements: line, shape and form, colour, value, space and texture
Art materials: resources used in the creation and study of the visual arts (e.g., paint,
canvas, fiber, charcoal, crayons, wood, clay, film, metal)
Balance: a principle of design concerned with the arrangement of one or more of

the elements so that they give a sense of equilibrium in design and
proportion (e.g., balance of shapes or colours, lightness and darkness).
Balance includes:
 symmetrical balance: the image is equal on both sides of an imaginary
line (e.g., a butterfly, a human face)
 asymmetrical balance: each side of the image are different but equal
(e.g., a large shape on one side and several small shapes on the other)
 radial balance: the design radiates from a central point (e.g., a wheel,
a cross-section of a piece of fruit)
Batik: a colour design or composition created by waxing sections of a piece of

cloth before dyeing, so that the waxed section remains uncoloured
Cityscape: a picture of the outside, with the city or buildings being the most
important part
Colour: Has three attributes: hue, intensity and value. Depends on a source of
light to be defined
Collage: an image or design created by sticking materials such as paper, card,

fabric, printed materials and string to a base
Contrast: a principles of design, refers to the use of several elements (e.g., large and
small shapes, light and dark colours) to engage the viewer’s attention
Cool colours: colours suggesting coolness (e.g., blue, green, violet) and which appear to
recede in a painting

Digital artworks: types of artworks made with digital technologies such as a digital video
recorder and/or scanner and computer.
Emphasis An outstanding or interesting area of an artwork created by the use of

contransting elements (e.g., strong colour, dark shape, distinct texture)
Figure Drawing: drawing the whole body of a person
Focal point: the element or object in a work of art on which the viewer’s attention is
focused
Foreground: the area of a picture that appears closest to the viewer. It is often at the
bottom of the picture plane
Form: Form refers to three dimensional (3-D); encloses volume
Found objects: everyday objects that can be used, for example in a collage or to create
stamps for print-making
Geometric shapes/ a geometric shape/ form is precise and has hard, precise edges (e.g.,
forms: circle, square, triangle, and rhombus, sphere, cone, cube, cylinder and
pyramid etc)
Horizon Line: the “line” at which the sky and the earth appear to meet
Hue: the common name of a colour (e.g., red)
Landscape: a picture of the outside, with the landforms being the most important
part.
Line: A visual path left by a moving point. It may be a continuous mark on a

surface or implied by the edges of shapes and forms
Media: materials and tools used by artists
Middle ground and the part of a composition that appears to be farther and farthest away
background: from the viewer.
Mixed media: the use of various media in a single composition
Mood: the way in which the art work makes the viewer feel
Movement Direction of the visual path taken by the eye through an artwork; created
by the arrangement of line, shape and colour
Motif: a singular distinctive design or figure that recurs in variations throughout

a work
Organic shapes: free flowing shapes which have irregular contours such as a puddle or ink
blot e.g., leaves, flowers, clouds etc
Overlapping placing one shape in front of another to give a three-dimensional effect in

a composition

Painting is a type of art in which wet media such as tempera or watercolor paints is
applied to a two-dimensional surface, such as paper, canvas, wood, etc.
Pattern is created through repetition of shapes, colours, lines, textures, and

forms. There are formal patterns (with obvious rhythm, like the pattern
on a chessboard) and informal patterns (with no obvious rhythm, like the
pattern formed by pebbles on a beach)
Portfolio a systematic, organized collection of a student’s work
Portrait an artwork that shows a specific person or animal. Often shows only the
face
Positive & negative positive shape is the object. Negative shape is the space around the
shape shape.
Primary colours the three basic colours (red, yellow and blue) that cannot be mixed from
other colours but can be used to mix all the other hue (colours)
Principles of design pattern and rhythm, balance, proportion, variety, contrast, emphasis and
unity and harmony
Printmaking the transfer of an inked image from one surface (plate or block) to
another (usually paper)
Proportion: the size relationships of one part to the whole and of one part to another
Reflection: personal and thoughtful consideration of an artwork; an aes¬thetic

experience; the creative process
Relief printing: printing from a block whose design or image stands out in relief
Repetition & pattern One or more elements are repeated in an artwork to create rhythm and
pattern
Rhythm: A type of visual movement in an artwork, usually created by the

arrangement of line, shape and colour
Scale: relative size, proportion. Used to determine measurements or dimensions

within a design or work of art
Sculpture: three-dimensional artworks
Secondary colours: colours that are mixes of two primary colours: orange, made from red and
yellow; green, made from yellow and blue; and violet, made from blue
and red
Shade: color with black added to it
Shape: Two-dimensional that encloses an area; can be organic or geometric
Space: Area around or within objects; it can be two or three dimensional

Still life: an arrangement or a work of art showing a collection of objects
Symbol: a simplified drawing that stands for a figure or object
Symmetrical: refers to an arrangement of parts to produce a mirror image
Technique: the method or procedure used to create an artwork
Tessellations: positioning images in a symmetrical way without overlapping or leaving

any gaps. Repeating an image as both the positive and negative shapes
Texture: quality of a surface (e.g., roughness, smoothness); its effects can be visual
(simulated) or real/ tactile (actual)
Tint: colour lightened by the addition of white
Unity: Feeling of harmony between all parts of an artwork
Value: Qualities or variation of lightness or darkness of a colour (i.e., dark colours

are low in value, light colours high in value)
Warm colours: colours suggesting warmth (e.g., red, orange, yellow), which appears to
advance in a composition
Wash: a thin, transparent layer of paint

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Creative Arts

Copyright © 2014 by National Institute of Education

Music and movement panel:

Visual arts panel:

iv | PAGE Creative Arts in the National Curriculum Key Stage 1

Adam Shareef Umar

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vi | PAGE Creative Arts in the National Curriculum Key Stage 1

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Key Learning Area

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Holistic Learning opportunities offered through Creative arts contributes to the

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The Key Competencies

Using sustainable practices

Living a healthy life

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Understanding and managing self

Using technology and media

Thinking critically and creatively

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The Strands and Sub Strands of The Syllabus

STRAND 1: DRAMA (DR)

STRAND 2: MUSIC AND MOVEMENT (MU)

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The Sub Strands

 Creating and Presenting (CI)

SUB STRAND 1: Creating and Presenting (CI)

SUB STRAND 2: Reflecting, Responding and Analysing (RA)

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The Planning Stage

 INTERGRATING LEARNING IN THE ARTS

 STIMULATING ACTIVE PARTICIPATION

 USING ARTWORKS AND ARTISTS

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 EXPERIENCES BEYOND THE CLASSROOM

o Visits to concerts, galleries, museums and exhibitions

Teaching and Learning Creative arts

 active involvement in creative activities and performances

 tasks or performance opportunities which require a creative response

 opportunities to perform or present to an audience

 partnerships with professional performers or artists and other creative adults

 raising awareness of contemporary culture and connecting with student’s experiences

 appropriate, effective use of technology

 building on the principles of Assessment for Learning

 both collaborative and independent learning

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 opportunities to analyse, explore and reflect.

Recommended Time Allocation

Coordination Between Inside And Outside School Hours

 Teacher-designed tasks and tests

12 | PAGE Creative Arts in the National Curriculum Key Stage 1

 Self and peer assessment

 Students work samples and portfolios

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Creating and Presenting

Character types and Describes the traits of a Depict a character using

Sequence of events in a Sequence of events in a Expresses the sequence of