Framework curricula for primary education
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- Developmental requirements
- Number of teaching hours per year: 55 New activities
- TOPICS CONTENTS / ACTIVITIES Fine arts, expression
- Culture of objects and environment
- Works of art recommended for presentation and analysis
- Prerequisites of moving ahead
- Number of teaching hours per year: 37 New activities
DRAWING AND VISUAL ARTSYears 5 through 8 of Education Objectives and tasks This subject teaches to see and to cause to see. Its overall professional objective is to found students’ culture of vision. It aims to develop their visual perceptive, receptive and creative abilities, to present the everyday, the artistic, the technical and the scientific modes of communication, the visual forms of messages and expression. The subject, in particular, contributes to the understanding of the deeper content, meaning, aesthetic message of the sight. It enables children to find their way in the visible and tangible material reality, in the world of images, and to seek individual creative paths. It improves their planar and spatial illustrative, expressive, communicative, formative and constructive abilities; through activities reach in thoughts and emotions, it teaches to possess the world through the senses and experiences; it is responsible for the education of the intelligence of the eyes and hands. The perspective of space, the sense for forms, colour dynamics and structure, the abilities of materials are all elevated to a higher level as a result of this subject. In an age of the multiplied effect of visual effects and technical information, a novel objective of this subject is to establish the abilities of information selection and critical reception by students. The subject contributes to general education objectives by expanding creativity, problem identifying and resolving abilities, imagination, visual thinking, taste, openness, empathy and emotional life. Artistic education, at the same time, fulfils a value-communicating and value-creating role, and contributes substantially to the shaping of an environment-conscious behaviour appreciating cultural values. The conceptual thinking of students in Years 5 through 8 reaches a higher level. Along with their improving self-knowledge and the strengthening of their attitude leaning to criticism, the less restricted self-expression forms characterising the primary years are gradually replaced by the demand for reality, the efforts aiming at a more objective view of the world and the demand for a corresponding mode of illustration. Therefore the subject now aims to develop the visual perceptive ability, to include the general visual literacy in a conscious system. Within the creative activities, this means the acquisition of the rules governing planar and spatial means of expression, spatial representation, colour theory, design and basic construction processes, the learning of techniques required for their establishment. The development of receptive ability is implemented through the analysis, evaluation and description of sights and works, the acquisition of rules governing visual judgement by learning about the periods of universal and Hungarian art history and about Hungarian folk art. Developmental requirements As a result of subject development, students are expected to improve, to different extent, in their abilities, skills, knowledge and behaviour, which is to measured, at all times, with reference to their own placement levels at the beginning of the year and to their age-specific characteristics. Creative abilities The receptive openness, sensitivity, interest in visual experiences and aesthetic influences of lower secondary students are motivated by varied creative activities. They become capable of conscious observation, of retaining visual relations, relationships, qualities with rich details in their memories and of recalling them. The working and development of their imagination can be traced in their thinking (visualisation, selection, reduction, transformation), in the diversity of their associations, in the authenticity of their creations. Their creative abilities manifest in developing a taste for complexity, in avoiding strict order, in applying unusual solutions. Their symbol systems are often diversified, carry unique stylistic marks. Their creativity is expressed in the flow of ideas, inventive problem-solving and acts accompanied by emotions. The expansion of their scope of interest enables them to resolve their assignments by using more types of materials and tools. They aim at a systematic approach in implementing their ideas, they can easily mobilise their incumbent skills and knowledge. Some students are able to generate productive creations, while others tend to display an exquisite and intense work in reproductive formations, they are capable of examining their achievements critically, they strive to evaluate other’s achievements realistically. Receptive, perceptive abilities Their receptive and perceptive abilities are characterised by experiences related to space, form, colour, motion, materials and aesthetics, by their perceptive receptivity towards the visible world. Their interest is vivid and mobile, they are able to observe sights in a targeted and conscious manner, to recall internal images and concepts from memory. Their visual memory enable them to think in terms of internal images, visual, aesthetic and artistic concepts embedded in activities, to perform operations on images (comparison, relation, investigation of causal relationships, judgement, transformation). They are able to analyse and interpret the meaning inherent in the sight, the aesthetic effect manifesting in artistic expression, the content of visual information according to specific criteria. They become capable of considering visible (space, form, colour, change and motion) qualities and relations, problems, of understanding and analysing orally the representation of essential relationships (external and internal form, substance, form and content, function, etc.) with an increasing degree of objectivity. They are capable of mobilising their visual and artistic concepts and knowledge in the course of analysing objects and works of art according to specific criteria, they strive to formulate individual opinions on the basis of other’s opinions regarded by them as governing. The depth of their aesthetic experiences are reflected in their emotions, they are able to word their opinions of taste in line with their character. Abilities facilitating learning Visual expression is indispensable in sorting the experiences from other perceptive organs, in learning, in culture and in everyday life. This subjects provides a sufficient foundation for acquiring the preparedness required in order to oversee, break down and illustrate information, to understand and generate diagrams. Students acquire the forms of visual information and learn its sources (books, exhibitions and other) through this process. Year 5 Number of teaching hours per year: 55 New activities This subject is characterised by the presence of its core activity forms throughout the entire stage of schooling, it is only their operational level, which increases from year to year. Raising the awareness of using expressive means by creating planar and spatial works. Analysis of works of arts, recognition of branches and styles of art by following the path of art history. Studies of space, form and colour in line with the point-of-view on the basis of direct observation. Conceptual learning of representation modes. Sorting colour experiences. Applied graphical design. Distinction between direct and recorded communication and the forms of mass communication. Designing utility objects. Exploring the relationship between demand and style.
Works of art recommended for presentation and analysis Stonehenge, Venus of Willendorf, a sculpture from West Africa, Visitation God from Szegvártűzköves, Bison of Altamira, Temple at El-Karnak, the pyramids at Giza, Clerk, Fishpond (grave painting from Thebes), Zikkurat, Gudea sculpture, Hunting scene from Ashurbanipal’s Palace in Nineveh (relief), the Acropolis in Athens, Polykleitos: Pikeman, Horsemen from the frieze of Parthenon; Myron: Discobolus (Discus Thrower), Vase image from red cinder, Pantheon, Arch of Titus, Colosseum, villa farm in Baláca, equestrian statue of Marcus Aurelius. Prerequisites of moving ahead Students are capable of expressing their experiences, emotions, fantasy images, thoughts with versatile visual tools. They are familiar with and distinguish the branches and genres of visual arts, they apply the methods learnt to analyse works of art with assistance. They are familiar with the key stylistic marks of art history periods learnt, they recognise and identify at least three works from each period. Students are capable of visual observations accompanied by drawing analyses and oral explanations. They are able to highlight certain features of simple models and figures in the illustration. They are capable of drawing less complex sights, imaginary objects by heart, from imagination. Students are familiar with a few methods of representing spatial positions. They are capable of wording and reading visual qualities and simple visual communications. They are familiar with the main features of mass communication. They know the role of style and form in object-separation decisions. Students apply the representation techniques learnt with more or less independence. they strive to choose materials and techniques meeting the specific purpose the best. Year 6
Growing independence in managing experiences and themes. Analysis of works of arts, learning about branches, styles and genres of art by following the periods of art history. Analysis of form, graphical, painter and plastic representation in connection with studies. Understanding the importance of point-of-view, the basics of projective representation. Colour.
Visual recording and interpretation of information. Understanding the rules of visual and written communication, the role of information carriers. Designing objects with a particular function.
Works of art recommended for presentation and analysis Musette plate from Galgóc and Bezdéd, Dish No. 2 from the artefacts of Nagyszentmiklós, San Apollinare in Classe, Theodora or Justinianus mosaic, Church in Ják, Abbey in Bélapátfalva, Dome of Pisa, carpet from Bayeux, the Hungarian Sacred Crown, the Cathedral in Chartres, the Dome in Cologne, Gothic sculptures in the Buda Castle, Giotto: St. Francis is giving away his cloak, M.S. master: Mariah and Elizabeth meet, main altar from Pál Lőcsei in the St. James Church in Lőcse, Kolozsvári brothers: Sculpture of St. George; Márton Kolozsvári: St. Ladislav’s herma, Palazzo Pitti, chapel in Bakócz, Michelangelo: David, Botticelli: Birth of Venus, Leonardo: Mona Lisa and St. Anna with a third company, Raffaello: A School in Athens, Jan van Eyck: The Arnolfini Couple, Dürer: Riders of the Apocalypse. Prerequisites of moving ahead Students strive to establish their own personal visual expression mode. They express moods and emotions through highlighting and transcription. They apply the work description and analysis methods with assistance. They recognise and distinguish the branches and genres of art in artistic examples. They are familiar with the key stylistic marks of art history periods learnt, they recognise and identify at least three works from each period. Students solve their observation-based tasks with consideration given to specific criteria, carry out comparative observations and recognise patterns. They apply the illustration methods learnt in the appropriate way. They are capable of interpreting, preparing diagrams communicating ideas in a comprehensible and simple way. They understand the importance of function in designing objects, they are able to analyse a specific object and explore its meaning. Their sensomotor skills are characterised by more co-ordinated movement and skilful use of tools. Year 7 Number of teaching hours per year: 37 New activities Further fledging of the sense of self-expression. Studying the most essential relationships of works of art, period and culture. Analysis of works of arts, learning about branches, styles and genres of art by following the periods of art history. Visual associative analyses, studies of space, form and colour, creative applications. Learning about Monge projection, Cavalieri’s axonometry. Sorting colours. Examining the system of impacts of printed information. Designing utility objects. Analysis of function and form. Examining the social and ecological relationships of object culture.
Works of art recommended for presentation and analysis Vignola-G. della Porta: Il Gesu, Esterházy Miklós Fényes: Castle in Fertőd, St. Peter’s Church and square; Donner: Statue of St. Martin, Rembrandt: Night patrol, Velazquez: Handing over Breda, Ádám Mányoki: Ferencz Rákoczi II, peasant baroque buildings in Nagyvázsony and Bakonybél, Mihály Polláck: Hungarian National Museum, József Hild: Cathedral in Esztergom; Canova: Grave of Archduchess Maria Christine, István Ferenczy: Pásztorlányka (Peasant girl); Károly Markó Sr.: Visegrád, J. Paxton: Crystal Palace, Imre Steindl: the Hungarian Parliament, Miklós Izsó: Táncoló paraszt (Dancing peasant), E. Delacroix: Liberty leads the people, Corot: Remembrance, László Paál: Nyárfák (Poplars), Millet: Wattle carrier, Viktor Madarász: Hunyadi László siratása (Grieving László Hunyadi), Pál Szinyei Merse: Majális (Summering), C. Monet: The Cathedral of Rouan, E. Degas: Dancer Greeting the Audience, Cézanne: Mt. St. Victoire, Gauguin: Women from Tahiti. Prerequisites of moving ahead Students may strive to establish their own personal visual expression mode, but they have to possess the visual language skills required for communicative representation. Their expressive and design works consider the optical and emotional effect of colours. They are able to compare works of art according to analysis criteria. They are familiar with the key stylistic marks of art history periods learnt, they recognise and identify at least three works from each period. In the observations, students are able to relate, consider spatial, form and colour relationships, proportions, they see important visual links, they understand rules and can express them orally. Their abstraction skills manifest in highlighting the gist, in geometric simplification. They are capable of finding their way around in visual information, to examine them critically. They are familiar with the basic of Monge-projection and the axonometric representation, they solve such construction tasks with more or less independence. They strive to apply the rules and methods of object design and analysis. Their problem-solving skills manifest in independent creative, design and construction tasks. Students are competent in the peculiar visual-manual methods of learning, they are experienced in using the tools of representation and transformation. Year 8 Number of teaching hours per year: 37 New activities Independent application of elements of visual language, forms of composition. Analysis of works of arts, learning about branches, styles and genres of art by following the periods of art history in the movements of the first half of the 20th century. Examination of the relationships of space, form and colour, transformation based on abstraction as a result of analysis. Analysis of function and form. perspective constructions. Summary of colours. Learning about the communication modes of science and technology, the types of mass communication, the specific features of media. Analysis of external and internal architectural space. Solving a space design task.
Works of art recommended for presentation and analysis A poster by T. Lautrec, Károly Ferenczy: Márciusi est (March evening), Simon Hollósy: Rákóczi-induló (Rákóczi march), Vincent van Gogh: Church in Auvers, Gaudi: Sagrada Familia, Ödön Lechner: Museum of Applied Arts, Rodin: Thinker, Klimt: The kiss, József Rippl-Rónai: Apám és Piacsek bácsi vörösbor mellett (My father and Uncle Piacsek with a wine), Tivadar Csontváry Kosztka: Magányos cédrus (Solitary cedar tree), W. Gropius: central building of the Bauhas, Picasso: Ironing woman, and Guernica, Braque: Still-life with guitar, Boccioni: The forces of the street, M. Duchamp: Bottle drier, V. Tatlin: the authentic wooden scale model of the 3rd International, Piet Mondrian: Composition, Standard bentwood chair, Chagall: My and my village, Dali: Burning giraffe, István Szőnyi: Zebegény, József Egry: Visszhang (Echo), Ferenc Medgyessy: Anyaság (Motherhood), Marcell Breuer: Wassily csőszék (tube chair), Le Corbusier: Chapel in Ronchamp, Jenő Barcsay: Festőállvány (Easel); Erzsébet Schaár: Az utca (The street), Andy Warhol: Elvis, Vasarely: Alakzat III (Formation III), Béla Kondor: Darázskirály (Wasp king). Prerequisites of moving ahead Upon completion of Year 8, i.e. upper secondary school (elementary school in Hungary), students possess the basics of visual intelligence and judgement at a level corresponding their character depending on the amount of time allocated to this subject , and possess more or less independent core representation and expression skills. They apply their creative imagination in unbound shaping and designing tasks. In addition to the intuitive display of their receptive skills, they aim to experience aesthetic impacts consciously. In accordance with specific criteria, they apply one of the empirical and comparative analytical methods learnt. Students are familiar with the key stylistic marks of the art history periods learnt, they recognise and identify at least three works from each period and branch. Students are competent in devising studies of space, form and colour, they understand that these are the tools of understanding visual phenomena. They apply the procedures of analysis of space, form and colour and reduction with the aim of understanding and communication. They possess the spatial perspective basics required by the conventions of representation, they are able to construct simple projection, axonometric and perspective drawings. They know that a visual language using the abstract signs, symbols and images of things make visual communication work, they understand the function of public, scientific, technological, artistic and mass communication, they recognise their differences. Students possess a knowledge of how to shape objects and space, of the basic issues of architecture learnt, they strive to conform the rules of a civilised and environmentally aware behaviour respecting human work and art. They are informed about the conventional and recent (technological) forms of visual representation, they understand that all those are aimed to enrich the set of expressive and communicative means.
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