Arts
Lower Secondary
Syllabus






























Papua New Guinea
Department of Education

1







Issued free to schools by the Department of Education

Published in 2006 by the Department of Education, Papua New Guinea.

© Copyright 2006, Department of Education, Papua New Guinea.

All rights reserved. No part of this publication may be reproduced, stored in
a retrieval system or transmitted by any form or by any means electronic,
mechanical, photocopying, recording or otherwise without the prior written
permission of the publisher.

ISBN xxxx-xxx-xx-x




















Acknowledgements

The Lower Secondary Arts Syllabus was written, edited and formatted by
the Curriculum Development Division of the Department of Education. The
development of the syllabus was coordinated by Antonia Manahave.

Teachers, inspectors, tertiary educators, community members,
representatives from non-government organisations and the Arts Subject
Advisory Committee have developed this syllabus through meetings,
workshops and consultations.

This document was developed with the support of the Australian
Government through the Curriculum Reform Implementation Project.



ii





Contents

Secretary’s message .................................................................iv
Introduction ................................................................................ 1
Rationale.................................................................................... 3
Curriculum principles ................................................................. 4
Aims for Arts ............................................................................ 11
Content overview ..................................................................... 12
Grade 9 units ........................................................................... 19
Grade 10 units ......................................................................... 34
Assessment, examinations and certification............................ 50




iii



Secretary’s message
This Lower Secondary Arts Syllabus is to be used by teachers to teach
Lower Secondary students (Grades 9 and 10) throughout Papua New
Guinea. This syllabus builds upon concepts, skills and attitudes from Upper
Primary and links to concepts, skills and attitudes in Upper Secondary. It
provides a sound foundation for further learning.

The Lower Secondary Arts Syllabus contributes to Integral Human
Development as it is based on the students’ physical environments,
societies and cultures. It links to the National Education Plan’s vision
which is that secondary education will enable students to achieve their
individual potential to lead productive lives as members of the local,
national and international community as they will undertake a broad range
of subjects and work related activities that can be used in everyday life.

The Arts are recognised as a significant component in nurturing and
promoting the national identity of Papua New Guinea. The Arts are
valuable for all students by developing knowledge and meaning not
learned through other subjects. Arts education in schools reinforces the
cultural knowledge of families and societies and also prepares students to
take an active and positive role in their communities.

Potential career opportunities in both urban and village contexts are
increased for students who are exposed to a positive education in arts.

I commend and approve this syllabus as the official curriculum for Arts to
be used in all schools with Grades 9 and 10 students throughout Papua
New Guinea.










DR. JOSEPH PAGELIO
Secretary for Education






iv

Lower Secondary Syllabus
Introduction
The National Curriculum Statement states that education in Papua New
Guinea is outcomes based. All Lower Secondary Syllabuses use an
outcomes based approach. The Arts Syllabus has been designed using
learning outcomes which identify the knowledge, skills, attitudes and
values that all students achieve or demonstrate by the end of Grade 10. It
selects the essential knowledge and skills from syllabuses teachers have
used in the past, and incorporates this with developments in the Arts to
ensure that the syllabus provides relevant skills and knowledge for
students. Arts is part of the national curriculum learning area Culture and
Community and builds on the knowledge and skills students have learnt in
Primary School.

Upper Primary Arts Lower Secondary Lower Secondary Units
Strands

Arts Strands
Art
Arts appreciation
Visual Arts 1
Drama and Dance
Skills development Performing Arts 1 – Dance, Drama and Music
Music
Expressive
Visual Arts 2
Arts Project
communication
Performing Arts 2 – Dance, Drama and Music
Visual Arts 3
Performing Arts 3 – Dance, Drama and Music
Integrated Arts

Assessment is an important component of teaching for learning and is
integrated into the teaching and learning activities of the Arts. Continuous
assessment in the Arts provides feedback to students and the teacher on
students' progress towards achievement of the learning outcomes. It helps
students improve their standards of achievement by knowing what they
need to do well and where they need to improve. In the Arts, teachers will
gather evidence from students’ work during the course of the term and use
those continuous assessments to improve their teaching, and their
students’ learning.

The Arts Syllabus has been designed to be relevant by providing topics
that include knowledge, skills and values that are useful for all students.
The syllabus is flexible as extension units are provided to allow students to
study areas of interest. Units have academic and practical components,
with all units emphasising the development of skills. School developed
units can be written to suit local community needs and can be taught as
part of the syllabus.

The Arts is the term used for the Performing and Visual Arts including story
telling. This syllabus contains both performing arts units and visual arts
units to allow students experience in both areas. The performing arts units
include dance, drama and music, while the visual arts include two
dimensional and three dimensional art as well as graphic design. Option
framework units have been included which allow students to choose a
particular medium of interest and create art works in this medium.

This Arts Syllabus fosters the national identity of Papua New Guinea
through supporting traditional and contemporary arts. Teachers are
encouraged to be flexible in implementing the syllabus by giving due
consideration to cultural identity, availability of resources and students’
individual needs. The local community and resources within it are
1


Arts
important considerations for teachers to access when planning the use of
this syllabus.

The three strands which support the Arts Syllabus are arts appreciation,
skills development and expressive communication. These strands provide
the flavour for Arts and elements of them are included in the units.

Arts is to be timetabled for five periods per week in Grades 9 and 10.

2

Lower Secondary Syllabus
Rationale
The Arts are recognised as a significant component in nurturing and
promoting the national identity of Papua New Guinea. A rich and diverse
heritage of traditional and contemporary cultures demands an emphasis on
the teaching of the Arts in education. Knowledge of the Arts builds a strong
sense of personal and national identity and pride in Papua New Guinea
cultures.

Arts are valuable for all students by developing knowledge and meaning
not learned through other subjects. Learning through the Arts develops
creative thinking, aesthetic judgement, self-confidence, self-expression and
self-discipline.

Arts education in schools supports and nurtures the cultural knowledge of
families and societies and also prepares students to take an active and
positive role in the development of their own communities.

Learning across the Arts prepares a student for further education, job
creation, self-employment, community involvement, cultural expression,
appreciation and enjoyment of life. Events such as festivals, community
events, singsings, and cultural shows are all reliant on skills and
knowledge fostered by the Arts.

The Arts Syllabus is essentially practically based but also has a valuable
theoretical aspect to it. Many students are helped to master the skills in
other academic curriculum areas through learning of the Arts. Study of the
Arts prepares students for positive employment beyond school through
personal development in practical skills, such as thinking creatively,
problem solving, exercising individual responsibility, sociability, self-esteem
and the ability to communicate effectively.

Potential career opportunities in both urban and community or village
contexts are increased for students who have been exposed to a positive
education in the Arts. There are many Papua New Guineans successfully
earning a living through the Arts including village craftsmen and
craftswomen, potters, sculptors, textile designers, graphic artists, painters,
weavers, musicians, actors and arts teachers.

In the modern business environment the ability to communicate, adapt,
diagnose problems and find creative solutions is more important than ever
before. These attributes can be nurtured and refined through studying the
Arts and open up opportunities of employment in the formal and informal
sector, as well as opportunities to continue with further study.
3


Arts
Curriculum principles
The national curriculum principles should influence what students learn
and how teachers teach. These principles are related to Our Way of Life,
Integral Human Development and Teaching and Learning. (N.C.S, 2002,
p.22)
Our way of life
Cultural relevance
Cultural relevance focuses on the richness and diversity of Papua New
Guinean cultures and language. These cultures and languages are
examined within their own unique contexts and within historical,
contemporary and future realities. Our traditional life is based on a holistic
perspective that integrates the past, present and future. Papua New
Guineans are the original inhabitants of Papua New Guinea and live in
sophisticated, organized and self-sufficient societies. Our customs and
traditions constitute a cultural mosaic: rich and diverse, including different
cultural groups. Our customs and traditions are unique. Arts therefore
enables students to

• demonstrate an understanding and appreciation of the traditional
systems, values, customs and traditions of Papua New Guinea
• demonstrate recognition of the importance of Arts as a universal
language which enhances the relationship between Papua New
Guinea and the world around it
• recognise aspects of Papua New Guinean art as forms of cultural
expression.
Maintenance of vernacular language
The Department of Education’s Language Policy in all Schools states that
at the secondary level, lessons will be conducted in English, but teachers
can use opportunities to further develop the students oral and written
vernacular (or lingua franca) skills, for example when a concept is better
explained using the vernacular or lingua franca. Students must be
encouraged to learn and use English, but secondary schools should not
discourage free communication in vernacular languages that the students
speak in and out of the school grounds.
Multiculturalism
Papua New Guinea is fortunate to have so many languages and cultures.
The diversity of our cultures is the source of our knowledge, skills,
attitudes and Melanesian values. As a multicultural society, we must
protect, promote and respect our many cultures and languages. There
are many people from our own ethnic grouping and from other countries
with their own cultures, living and working together in Papua New Guinea.
We must ensure that we promote and share out cultures and in this way
cultural diversity will be maintained and enjoyed whilst learning
experiences will be enriched.
4

Lower Secondary Syllabus

The wealth of cultural diversity in Papua New Guinea is clearly illustrated in
the values placed upon the Arts in different communities throughout the
country. In Arts teachers and students will conscientiously conserve our
cultural diversity and as a result maintain our uniqueness
Ethics, morals and values
Papua New Guinea is striving to create a society in line with democratic,
liberal traditions. The citizens of Papua New Guinea should recognize
appropriate social relationship based on sound human and religious ethics,
morals and values. These are required for interaction with families,
villages, wantoks and other economic groups and people from other
provinces and nations. The process of socialisation requires a belief in the
ethics, morals and values of the Melanesian extended family, dialogue with
and respect for others and a willingness to conserve and promote those
aspects of our traditions, which are consistent with integral human
development. Socialisation also requires an awareness of the
interdependence of individuals, societies and nations in the modern world.
It requires involvement with family, church, school, community and the
world beyond.

In the teaching and learning of Arts, emphasis must be placed on the value
of Arts in our society. The Arts emphasises consideration and
understanding of ethical issues such as the risk of exploitation of traditional
secret or sacred visual or performing arts, and the ownership of ideas and
customs.
Integral Human Development
The Arts Syllabus is underpinned by integral human development which is
described in the National Curriculum Statement on page 21.

integral in the sense that all aspects of a person are important;
human in the sense that social relationships are basic
development in the sense that every individual has the potential to
grow in knowledge, wisdom, skills and goodness.

Arts enables students to develop their potential so that each individual can
solve his or her own problems, contribute to the common good of society
and maintain, promote and improve earning and living.

Papua New Guinea is a rapidly changing society and faces many
challenges. To face these effectively, an individual must strive to become
an integrated person and to work with others to create a better community.
The Arts can help students do this by providing them with opportunities to
participate in cultural arts events and in contemporary visual and
performing arts activities.
Nation building and national unity
Papua New Guinea is a young nation there is still a great deal of nation
building to be done. The Arts promotes national identity by encouraging
5


Arts
pride in the wide variety of traditional and modern art works produced by
Papua New Guineans. The hundreds of different ceremonial dances,
songs, traditional forms of dress, carvings, architectural designs, masks
and paintings all contribute to and foster nation building, because although
they are different, they are also uniquely Papua New Guinean. The art
created in Papua New Guinea is unique and recognised as such by other
countries. The tourism industry, together with the National Cultural
Commission will assist nation building in the future through promoting
national cultural events, School organised cultural events will also help
foster national unity.
Sustainability
Our diverse cultures are threatened by over exploitation and
commercialisation of sacred cultural practices. Unfortunately some of our
cultural traditions are not being handed down from generation to
generation. The Arts Syllabus will encourage students to further
appreciate, respect and value their natural environment, cultures, customs
and traditions. It will give them the skills and knowledge to identify
problems and issues and to take action to sustain these aspects of life in
Papua New Guinea.
Catering for diversity
Gender
All Lower Secondary Syllabuses are designed to cater for the educational
needs and interests of both girls and boys. The Department of Education
Gender Equity in Education Policy (2003) recommends that no student in
the education system of Papua New Guinea will be disadvantaged on the
basis of gender. The policy aims to prepare students for satisfying life
beyond school where:

• equal, non-violent relationships exist between females and males
• rights to personal respect and safety are reflected in everyday life
• positive cultural values and individual differences are acknowledged
and respected.

To implement the policy, teachers have the responsibility to use and
promote gender equity practices in their classrooms and with the wider
community. This means teachers will:

• use teaching and learning strategies that meet the needs and rights of
all female and male students
• use gender inclusive language, content, methodology and assessment
• respect positive cultural values and challenge unfair cultural practices
• respect the contributions of men and women to society
• promote positive attitudes and behaviours of social responsibility,
empathy and sensitivity.

There is a need for sensitivity to local cultural practices and values, with
respect to traditional roles for males and females. In Arts, students will be
6

Lower Secondary Syllabus
given equal opportunities to participate in all practical learning and
assessment activities regardless of gender.

In gender sensitive classrooms:

• there is a safe, challenging learning environment which is socially and
culturally supportive
• boys and girls have the right to equal power
• students take turns in being the leader and reporter
• students share and participate in activities involving different students
• students show respect for other students and their contributions
• teachers will encourage students to challenge stereo-typed gender
roles.
Students with special needs
Many students have special needs. This includes students who are gifted
and those who are disadvantaged. Gifted students should be given
opportunities to extend their learning. Students with physical or intellectual
impairments and emotional or learning difficulties need special support in
the classroom. Teachers have a responsibility to ensure that the learning
needs of these students are met. All students are individuals and all have
the right to quality education in order to reach their full potential.

The Arts caters for the needs of all students. Teachers may need to adapt
learning experiences to cater for students with special needs. This
syllabus promotes the principles of equity through providing a diverse
range of learning experiences and fair assessment practices.
Teaching and learning
The Arts is a practical subject and teaching and learning must reflect this.
Learning will be done through practical activities. Students will learn by
creative thinking and doing.
Student-centred learning
The Arts Syllabus uses a student-centred approach as a vehicle to guide
and facilitate students’ learning. A student-centred approach provides
students with the opportunity to practice and develop critical and creative
thinking, problem solving, decision-making as well as a range of practical
skills and knowledge.

A student centred approach means that teaching and learning approaches
need to be flexible to cater for the individual differences and learning
should be relevant and meaningful to the experiences and needs of the
students. A student-centred approach allows teachers to be more flexible
in determining the most effective ways to help all students achieve the Arts
learning outcomes. Students learn best through active involvement in their
learning through observation, reflection, performance and taking
opportunities to be creative producers.

7


Arts
In Arts, students are encouraged to think critically about what they are
learning and to take responsibility for their learning. They learn to teach
each other and to learn from each other: to work cooperatively and to work
individually. They know that learning has a serious purpose. They enjoy
using a wide range of resources and developing a wide variety of skills and
techniques in both the visual and performing arts. Students learn how to
communicate well with others, how to work things out for themselves and
how to get the information they need. They become confident through
being given the opportunity to use their knowledge and imagination in
performing and creating.
Inclusive curriculum
All students are individuals and all have the right to quality education in
order to reach their full potential. An inclusive curriculum uses content,
language and teaching methods that take account of all students. All Lower
Secondary Syllabuses value the experiences and knowledge of all
students, regardless of gender, ability, geographic location, religious and
cultural background, or socio-economic status.

Teachers must ensure that the learning and assessment activities are
inclusive of all students when interpreting and implementing syllabus
learning outcomes. The following statement identifies important
requirements of an inclusive curriculum.

• All students have fair access to resources such as time spent with
teacher, space in the classroom, books and equipment, outside space.
• All students have equal opportunity to participate fully in teaching,
learning and assessment activities.
• The curriculum includes and addresses the needs and interests of all
students; girls as well as boys, gifted students, students with disabilities
and students from different cultural and religious backgrounds.
• The experiences and knowledge of all students are valued by teachers
and are reflected in classroom practice.
• Teaching and learning methods cater for different learning styles by
allowing students opportunities to learn in different ways.
• Teachers use a variety of assessment methods that give students
opportunities to demonstrate achievement of learning outcomes.
• Teachers have a responsibility to ensure that the curriculum they
teach, and the classroom practices they use, give all students the
opportunity to reach their full potential.
Relevance
The Arts Syllabus should be relevant to the social, spiritual and resource
development needs of a community. This can be achieved by integrating
teaching and learning situations that reflect the knowledge, skills, attitudes
and spiritual values needed for integral human development. A relevant
Arts Syllabus will prepare students for productive community living;
integrate academic and practical education; and will provide ways to paid
and unpaid employment.

Most people in Papua New Guinea work in the informal economy. Students
who leave at the end of grade 10 may need to find work in the informal
8

Lower Secondary Syllabus
economy. These students, however, will not only need to be skilled to work
in the informal economy, but they will also need to be prepared to work in
the formal economy and undertake formal education if there are
opportunities. All students will need applied and academic skills and
knowledge. All students will need to know how to balance new
technologies and knowledge appropriately to their environment. They
therefore need to be self reliant and adaptable, qualities encouraged by the
study of the Arts.

The Arts Syllabus will enable teachers to support students’ learning by
encouraging teaching in real-life contexts. This means relating the skills
and knowledge of subjects to real life situations. People from the
community could be involved in learning activities to help teach skills and
traditional and contemporary knowledge where appropriate.

A key focus of Arts is to provide all students with real life and relevant
learning experiences. There is a clear emphasis on the development of
practical skil s and knowledge that will ensure students are able to achieve
and maintain a sustainable way of life beyond their school years. Learning
in Arts should provide students with opportunities to make connections to
their communities and draw from their cultural, linguistic and everyday
knowledge, skills and attitudes and apply this to what is being learnt in their
classrooms. It is essential that students are aware of and value community
and local knowledge and realise that learning takes place inside and
outside the school context.
Language development across the curriculum
Language development across the curriculum should be encouraged
because all subject areas provide meaningful contexts for real purpose
learning. The Arts has specific language requirements such as vocabulary
and language features which must be explicitly taught in relevant contexts
across the curriculum.

The Arts provides secondary students with opportunities to develop,
explore and express their vernacular or lingua franca. The performing arts
in particular offer opportunities for students to engage in activities using
their vernacular.
Lifelong learning
The Arts is an important part of a student’s education but learning
continues throughout life. The experiences that students have in Arts are
critical in encouraging them to continue learning throughout their lives.
Students know many things when they come to school. They will learn
many things outside of school and continue to learn after they leave
school. The curriculum should build on what students already know. Arts
learning and appreciation will continue throughout life. Arts promotes
lifelong learning through everyday leisure activities such as cultural
performances, watching plays and dramas on television, listening to music
or viewing art works. The Arts engage people and provides a stimulating
learning experience in everyday situations.
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Arts
Integration
Relevant and meaningful teaching and learning of Arts can be provided by
integrating knowledge and skills from a range of subjects such as Business
Studies, Science and Social Science so that practical activities or projects
mimic real life situations.

Taking relevant skills and knowledge from other subjects and using them in
Art can make the subject more meaningful. Likewise, skills gained in the
Arts, such as drawing, singing, performance and design can be used to
enrich other subjects.
Safety
The National Department of Education requires all teachers to have a duty
of care. All students have a duty to act responsibly and safely at all times.
Teachers and students must follow safety instructions and procedures at
all times.

Students and teachers must take particular care when using cutting and
carving instruments and tools, painting equipments and materials, dyes
and thinners, and when participating in performing arts exercises.

The must observe all safety requirements as instructed by the Secretary
for Education.




10

Lower Secondary Syllabus
Aims for Arts
To achieve the aims of Arts a body of knowledge must be learnt, skills
mastered and appropriate attitudes and values developed.
The aims of Arts are that students will:
• learn the particular knowledge and skills that are components of the
various arts
• develop critical analysis, appreciation and interpretation skills in
relation to the arts
• understand and be able to carry out all the stages of the creative
process including designing, planning, preparation of material,
production, marketing and evaluation
• know that the arts have a variety of functions and roles
• integrate the various arts to produce performances, publications,
traditional ceremonies or special cultural events
• express their emotions and ideas creatively through arts.
They will develop attitudes and values such as:
• respond to and appreciate the cultural and artistic expression of a
range of communities
• appreciate, respect, explore and take pride in the cultural expressions
of their own , and other Papua New Guinea communities
• make decisions and accept responsibility for those decisions
• build self-confidence and self respect and become self reliant and
independent thinkers.

11


Arts
Content overview
Broad learning outcomes
The broad learning outcomes for Arts are statements that identify the
knowledge, skills, attitudes and values all students should achieve or
demonstrate at the end of Grade 10. The broad learning outcomes for Arts
are:

Students can:

1. produce art works that communicate ideas in the performing and visual
arts

2. demonstrate knowledge and understanding of, respond to and
appreciate aspects of the performing and visual arts from a variety of
cultures and historical periods

3. use a range of arts skills, techniques, processes, conventions,
technologies and materials safely to develop and refine original ideas

4. explore, research, identify and develop ideas to produce ideas,
documents and designs in a variety of contexts

5. demonstrate an understanding of, and practice ethical entrepreneurial
skills.
Strands
The strands describe the dimensions of the subject. They are broad,
organising structures that define ways of approaching learning in Arts.
They incorporate cross-curriculum learnings and skills and are ‘woven’
through the units within Arts.

The strands for the Arts are arts appreciation, skills development and
expressive communication.
Arts appreciation
Arts appreciation involves an understanding of a range Arts forms in Papua
New Guinean cultures and other societies’ cultures.
Skills development
Skills development is integral to the Arts and involves planning, creating,
demonstrating or performing, presenting and evaluating art works. Skills in
the Arts are developed through learning of new techniques, practice, and
use of imagination.
12

Lower Secondary Syllabus
Expressive communication
Expressive communication underlies all the Arts as it involves
demonstrating and presenting Art forms through the Performing and Visual
Arts.
13


Arts
Units
The Arts Syllabus is made up of performing and visual arts units which
have been organised so that there is a balanced distribution throughout the
course. In grade 9 there are two performing arts units and two visual arts
units. In Grade 10 there is one of each plus an integrated unit. Each unit
has specific learning outcomes which link with the broad learning
outcomes of the subject field, topics, and indications of what must be
studied in each topic, assessment tasks and assessment criteria.

There are four core units and in Grade 9 and three core units Grade 10.
There are four optional extension units in Grade 9 and a choice of optional
units in Grade 10.

All students must complete the four core units in Grade 9.
All students must complete the three core units in Grade 10 and two
options. It is recommended that students study the optional extension units
in Grade 9 to provide a wider, richer experience of the Arts.







Grade
Unit
Unit
Unit
Unit
9
Core and optional Core and optional Core and optional Core and optional
enrichment

enrichment
enrichment
enrichment




Performing Arts 1 Visual Arts 1
Performing Arts 2 Visual Arts 2








Grade
Unit
Unit
Unit

10
Core Performing
Core Visual Arts 3
Option Units
Arts 3

Integrated unit


Option
Option


Framework units
Schools can use the unit framework to offer arts optional unit that have not
been developed in this Syllabus. Examples of units which schools could
offer using the framework unit are:

• Carving
• Puppets
• Weaving
• Miming
• Contemporary
art
• Storytelling
• Abstract
art
• School
plays
• Jewellery/bilas
• Dance and drama
• Batik
• School
band
• Screen
printing
• Choir
• Beading
• Making
music

Working with clay
• Writing
music

Metal art and sculpture


14

Lower Secondary Syllabus

School developed units
If particular topics or contexts are not available within the syllabus or
framework units, then school developed units can be developed to meet
local requirements. Units are developed within the nationally accredited
curriculum framework and use the broad learning outcomes of the subject.
Once accredited by the SBOS, school developed units can be studied in
place of one or more of the option units.

15


Arts
Unit sequence and structure

Grade 9
Grade 10
Performing Arts 1 10 weeks
Performing Arts 3 5 weeks
Core - Exploring the Performing Arts
Core - Let’s Create Contemporary Dance,
• Expressive movement
Drama and Music
• Expressive communication
• Dance
• Elements of music
• Drama

• Music
Enrichment - Using Dance, Drama or Music to
• Appreciation and reflection
Become Aware of Social Issues.
Option A, B, C or D 5 weeks

Visual Arts 1 10 weeks
Visual Arts 3 5 weeks
Core - Exploring the Visual Arts
Core - Exploring the Design Process
• Making an art work
• The design brief
• The design process
• The design process
• Collage or mosaic
• Ethical issues
• Figurative painting
• Graphic design
• Figurative mono-printing
• Environmental design
• Graphic design
• Design for a product

• Portfolio
Enrichment - Extending the visual arts

Option A, B, C or D 5 weeks
Performing Arts 2 10 weeks
Integrated Arts 10 weeks
Core - Let’s Create Dance, Drama and Music
• Traditional dance
Core - Integrated Arts-Cultural and Special
• Create traditional dance
Events
• Traditional drama
• Cultural or special event
• Create traditional drama
• Exhibition and display of visual arts
• Papua New Guinea music
• Presentation of cultural events or special events
• Perform traditional music

Enrichment - Papua New Guinea Traditional and
Contemporary Dance, Drama and Music
Visual Arts 2 10 weeks Option A, B, C or D 5 weeks
Core - Three Dimensional Art
• Construct three dimensional art works
• Carving
• Construction
• Fabric and Fibre

Enrichment -Exploring Traditional Craft Practices
Grade 10 Options 5 weeks

Option A Ceramics
Option C Artists of PNG
• Clay in PNG
• History of local PNG artists
• Pottery
• Case study
• Design

• Building and stocking a kiln
Option D
• Firing a kiln
Options developed from the framework with
Option B PNG Arts Sales and Marketing
school determined content
• Marketing PNG Arts

• The Arts industry in PNG

• Ethical considerations and copyright

• Marketing

• Small project





16

Lower Secondary Syllabus
Broad learning outcomes mapped against unit learning outcomes

BLOs 1 Produce art works
2 Demonstrate
3 Use a range of arts 4 Explore, research,
5 Demonstrate an

that communicate
knowledge and
skills, techniques,
identify and develop
understanding of, and

ideas in the
understanding of,
processes,
ideas to produce
practice ethical
performing and visual respond to and
conventions,
ideas, documents and entrepreneurial skills
arts
appreciate,
technologies and
designs in a variety of

performing and visual materials safely to
contexts

artistic expression of develop and refine
a variety of cultures
original ideas
and historical periods
Grade 9
communicate ideas
develop an



Performin through music, drama
understanding and

g Arts
and dance.
appreciation of forms of


create movement,
dance, drama and

dance and music
music



Grade 9
produce art works that
be innovative in the use follow the design

Visual
communicate ideas in
of appropriate natural
process to produce art
Arts
the performing and
materials
works
visual arts




Grade 9

identify and
develop skills in


Lets
identify, create and
demonstrate an
performing dance,

create
perform traditional
understanding of
drama and music

dance,
dance, drama and
traditional aspects of
drama
musical items
dance, drama and
and music
music
Grade 9
produce art works that
be innovative in the use plan and construct

Exploring communicate ideas in
of appropriate natural
creative forms using
visual arts three dimensional art
materials to create
local materials
three dimensional forms


apply safe and
appropriate codes and
practices in the
classroom
Grade 10 produce art works that respond to and
research,
explore
and

Performin communicate ideas
appreciate artistic
develop ideas to create
g arts 2
expressions
dance, drama and

musical items

Grade 10 develop an

be innovative in the use explore and develop
develop and practice
Visual arts understanding of the
of appropriate skills and ideas to produce
ethical entrepreneurial
2
design process to
techniques
designs in a variety of
skills
develop suitability and

contexts
clarity of message


Grade 10 produce art works that demonstrate
an
Integrated communicate ideas in
understanding of and
unit
the performing and
practice ethical
visual arts
entrepreneurial skills


develop or produce arts
products in either
music, dance, drama or
visual form to perform
or exhibit art in various
forms

Grade 10 produce art works that apply knowledge and
use a range of arts


Frame-
communicate ideas in
understanding through skills, techniques,
work
the performing or visual identifying, selecting
processes,
arts
and using appropriate
conventions,

materials
technologies and
17


Arts
BLOs 1 Produce art works
2 Demonstrate
3 Use a range of arts 4 Explore, research,
5 Demonstrate an

that communicate
knowledge and
skills, techniques,
identify and develop
understanding of, and

ideas in the
understanding of,
processes,
ideas to produce
practice ethical
performing and visual respond to and
conventions,
ideas, documents and entrepreneurial skills
arts
appreciate,
technologies and
designs in a variety of

performing and visual materials safely to
contexts

artistic expression of develop and refine
a variety of cultures
original ideas
and historical periods

materials to develop
and refine original ideas

apply safe and
appropriate codes and
practices in the
classroom
Grade 10
develop a sense of
demonstrate


Option
appreciation for Papua appropriate skills to

Ceramics
New Guinea history of design and produce

the arts in relation to
ceramic items

working with clay


Grade 10

identify and respond to demonstrate
an
demonstrate an
Option
issues related to
understanding of the
understanding of, and
PNG Arts
marketing PNG Arts
use of marketing
practice ethical
sales and

strategies
entrepreneurial skills
marketing


plan, organise and
undertake the
marketing of an arts
product

Grade 10

develop a sense of



Option
appreciation for impact

Artists of
of Papua New Guinea

PNG
artists on the arts today

demonstrate knowledge
of and communicate
information on a Papua
New Guinea artist




18

Lower Secondary Syllabus
Grade 9 units
9.1 Performing Arts 1




10
weeks
In this unit students will study aspects of dance, drama and music. In
dance they will learn about creative movements. In drama they will learn
about expressive communication. In music they will learn about
terminology and arrangements. The content of the unit is drawn from the
skills development and expressive communication strands. It addresses
the broad learning outcomes: produce art works that communicate ideas
in the performing arts and use a range of skills, techniques, processes,
conventions, technologies and materials to develop and refine original
ideas. This unit will be assessed using a performance and a written test.

On completion of the core unit, students can continue with the enrichment
option Using dance, drama or music to become aware of social issues
which is extension work based on the core unit.


Unit learning outcomes

Students can:

9.1.1 communicate ideas through music, drama and dance.
9.1.2 create movement, dance and music
9.1.3 develop an understanding and appreciation of forms of dance,
drama and music.


Core: Exploring the Performing Arts


Content

Students acquire knowledge and skills through the teaching and learning
of this content.
Expressive movement
Dance is expressive movement -a performance art in which the body
is used to express ideas, thoughts and feelings.

Create a range of movements
• identify and practise safe movement practices such as:
- warm-up, stretching and warm down
- safe use of equipment
- use of suitable surfaces
- appropriate movements.
• understand and explore how to integrate the body with
- space – where is the body moving?
- time – how fast does the body move?
- energy – how is the body moving?
• explore potential movements of single body parts.
19


Arts
Respond to sound
• use movements to respond to sound
• explore how they respond to different types of sound using
movements
• respond to sound and rhythm;
- using traditional dance movements to traditional instruments and
sounds
- using creative movements to traditional and or contemporary
instruments and sounds.
Choreograph movements
• Compose movements using a theme, sounds or musical instruments.
Expressive communication
Drama is expressive communication - the re-enactment of real and
imagined events through role playing and acting out.

Use appropriate body gestures and voice to communicate an idea
• identify and practise safe movement practices such as:
- warm-up, stretching and warm down of voice and body
- safe use of equipment
- use of suitable surfaces
- appropriate movement
• understand and explore how to integrate the body and voice with
- space
- time
- energy.
Imitate animals and nature
• explore how to imitate animals and nature using body and voice.

Music
Music is the art of combining sounds to create beauty of expression and
feeling.

Elements of music
• review the elements of music:
- rhythm
- melody
- harmony
- expression
- tone or timbre
- form and style.
Musical notation
20

Lower Secondary Syllabus
• understand and use simple western Musical notation:
- staff
- clef
- names
- notes
- time
- solfa scale
- key.
Compose a rhythm
• create, arrange and write a simple rhythmic composition in either
- traditional form
- contemporary form.
21


Arts
Enrichment option: Using Dance, Drama or Music to Become Aware of Social
Issues

This enrichment option can be studied if students have completed
the core unit Exploring the Performing Arts.


This enrichment option is a performing arts unit but may use some visual
effects to also convey a message. Students learn ways of addressing
social issues through dance, drama or music. Students research issues to
decide on a message to be conveyed through dance, drama or music.
They use their artistic abilities to make the awareness manageable. This
unit can be assessed through a presentation or performance.


Content

Social issues in PNG
• identify and select an issue or theme that can be developed into
dance, drama or music
• select a means of conveying a simple message about the issue
through either a dance, drama or music presentation.
Music
• write lyrics about the issue or theme
• write a simple melody or rhythm to reflect the theme using musical
terms, signs and symbols
• perform the music or rhythm and accompany it with lyrics.
Create dance
• use a range of movements and patterns to create a dance using the
selected theme or issue.
Create drama
• research, plan and develop the theme or issue into a short drama.
Performance
• perform the dance or drama or music to an audience
• use feedback from the audience to check whether or not the message
about the theme or issue has been conveyed successfully.

22

Lower Secondary Syllabus

Assessment
Assessment for core unit Exploring the performing arts and enrichment
option Using dance, drama or music to become aware of social issues.
Assessment Task One
Perform and present dance, drama and music either individually or in
groups.
Assessment criteria
Assessment task one will be assessed on the extent to which students
can:

• create, demonstrate and develop dance and drama movements in
response to sound and rhythm
• demonstrate expressive communication forms with the use of voice
and body gestures to convey an idea.






80 marks
Assessment Task Two
Write a short drama or a rhythmic composition
Assessment criteria
Assessment task two will be assessed on the extent to which students
can:

• use correct conventions or notation for either a short drama or a
rhythmic composition
• convey ideas in a variety of ways including written.






20 marks










Total: 100 marks

23


Arts
9.2 Visual Arts 1






10
weeks
This Visual Arts unit will enable students to learn about two dimensional
objects through painting, collage or mosaic, and graphic design. In
painting the students will develop figurative painting depicting dancers as
in singsings, and figurative mono-printing based on traditional dance. In
designing a collage or mosaic students will base their work on village
activities and in graphic design students will design a poster. This unit will
be assessed through the production of these art works.

On completion of this core unit students can continue with the enrichment
option Extending the Visual Arts which is extension work based on the
core unit.


Unit learning
outcomes

Students can:

9.2.1 produce art works that communicate ideas in the performing and
visual arts
9.2.2 follow the design process to produce art works
9.2.3 be innovative in the use of appropriate natural materials.


Core: Exploring the visual arts

Content

Students acquire knowledge and skills through the teaching and learning
of this content.
Making an art work
• recognise that making art works involves their own interpretation and
experience of the world
• respond to visual images through sight and imagination
• identify and practice the safe use of materials and tools when
producing two dimensional art-works.
Figurative painting
• students produce a composition depicting traditional dance groups
- show restrained use of selected appropriate colours
- depict movement and occasion.
Figurative mono-printing
• students produce a mono-print depicting subjects true to life
- two dimensional printing where only one print can be made from,
for example, ink on glass, drawing over the back of the paper
directly.

24

Lower Secondary Syllabus

Collage or mosaic
• develop and produce
- figurative or non-figurative collage work to reflect a particular village
activity
- mosaic or collage composition depicting village and social activity.
Graphic design
• identify elements and techniques of graphic design
- controlled use of colour, shape, lines, image and space
- mathematical accuracy
- computers: word processing or graphic design programs can be
used
• produce a poster using graphic design techniques
- discuss, select and collect suitable reference and ideas for a poster
on an issue such as HIV/Aids
- brainstorm and develop ideas as thumbnail sketches
• create a poster executing ideas into a final presentable piece.
The design process
• students produce art works using the following process:
- plan and produce a design, rough drawings or reference
- collect materials
- produce the art work
- evaluate the art work
• students must keep evidence of the development of their art work in a
portfolio.



Enrichment option: Extending the Visual Arts


This enrichment option can be studied if students have completed
the core unit Exploring the Visual Arts.

Students research, select and produce other types of two-dimensional art
works such as painting, print making or drawing. This is an extension of
the core unit.


25


Arts
Assessment
Assessment for core unit Exploring the Visual Arts and enrichment option
Extending the Visual Arts
Assessment Task One
Produce a mosaic, collage, figurative painting and a mono-print showing
evidence of the creative process undertaken.
Assessment criteria
Assessment task one will be assessed on the extent to which students
can:

• develop works with evidence of original thinking and understanding in
use of composition and colour
• develop ideas to create visual impact of a completed art work
• select and use appropriate techniques and materials
• communicate their message visually.








60 marks

Assessment Task Two
Produce a poster using graphic design processes.
Assessment criteria
Assessment task two will be assessed on the extent to which students
can:

• develop works with evidence of original thinking and understanding in
use of composition and colour


• develop ideas to create visual impact of a poster


• select and use appropriate graphic design techniques
• communicate their message visually.









40 marks









Total: 100 marks
26

Lower Secondary Syllabus
9.3 Performing Arts 2



10
weeks
This is a Performing Arts unit and will cover aspects of dance, drama and
music. In this unit students will learn to create dance, drama and music
based on traditional cultural background knowledge and experiences or
the contemporary Papua New Guinea setting. Students can work
individually or as a group depending on their interest to develop a dance,
a drama or music piece. The content of this unit is drawn from all the
strands. This unit will be assessed using a performance and test.

On completion of this core unit students can continue with the enrichment
option Papua New Guinea Traditional Dance, Drama and Music which is
extension work based on the core unit.


Unit learning outcomes

Students can:

9.3.1 demonstrate an understanding of traditional aspects of dance,
drama and music
9.3.2 develop skills in performing dance, drama and music
9.3.3 identify, create and perform traditional dance, drama and musical
items.


Core: Let’s Create Dance, Drama and Music

Content

Students acquire knowledge and skills through the teaching and learning
of this content.
Traditional dance
• research and identify dance elements using at least two traditional
dances
- story told
- types of movement
- music associated with the movement
• compare and contrast at least one dance from two different cultures in
respect to the dance elements.
Create traditional dance
• create traditional dance forms
- use choreography to create simple movements and patterns
- repeat movements using different dance elements
- perform dances using traditional movements
- create short dances using a range of traditional movements and
patterns.
27


Arts
Traditional drama
• research and identify dramatic skills of traditional dramas
- improvisation
- mime and pantomime
- story-telling
- short plays
• compare and contrast at least one drama from two different cultures in
respect to the dramatic skills.
Create traditional drama
• use improvised techniques to create short plays or story telling
• write and perform a short play based on traditional drama forms.
Papua New Guinea music
• research and identify various Papua New Guinea musical
presentations in either audio or visual
- traditional
- contemporary
- modern
• compare and contrast at least one musical item from two different
cultures in respect to use of musical types
• generate traditional sounds.
Perform traditional music
• perform a traditional song or item if appropriate
• perform a short musical item based on traditional drama forms such
as a
- song
- drum or rhythm performance.


Enrichment option: Papua New Guinea Traditional Dance, Drama and Music

This enrichment option can be studied if students have completed
the core unit
Let’s Create Dance, Drama and Music.

This unit integrates dance, drama and music in the performing arts.
Students will learn to identify traditional dances, drama or musical
practices in their local areas as well as other parts of Papua New Guinea
through a case study. Teachers will have to assist students with the
content of the case study. Upon results of the case study, students can
compile and document their findings. They can teach other students
these practices with the help of village elders, provided they are not
breaking taboos. Skills in developing a dance, drama or music are
acquired through careful demonstration and observing of the experts.
Students are encouraged to keep portfolios on this work.


28

Lower Secondary Syllabus
Content
Case-studies –select one
Types of dance
• explore, research and identify different traditional dances in Papua
New Guinea using community resources
• compare dances and contrast principles of movements found in
different dances
• write or illustrate findings.
Types of drama
• explore, research and identify different traditional drama in Papua
New Guinea using community resources
• compare dances and contrast principles of movements found in
different drama
• write or illustrate findings.
Papua New Guinea and other cultures’ traditional music
• explore, research and identify traditional music from Papua New
Guinea and other cultures using community resources
• write about a selected Papua New Guinea or other culture’s traditional
music.
Performance
• create an individual or group performance using traditional dance,
drama and music elements.

29


Arts
Assessment
Assessment for core unit Let’s create dance, drama and music 1 and
enrichment option Papua New Guinea traditional dance, drama and
music.

Assessment Task One
Create and perform dance, drama and music using traditional movements
and music
Assessment criteria
Assessment task one will be assessed on the extent to which students
can:

• demonstrate knowledge of a range of traditional music, dances and
drama
• develop a range of traditional skills in performing dance, drama and
music
• show creativity in dance, drama and music.







70 marks
Assessment Task Two
Test on traditional music, dances and drama
Assessment criteria
Assessment task two will be assessed on the extent to which students
can:

• identify a range of traditional dances, drama and music

• describe and explain a range of traditional dances, drama and music.







30 marks










Total: 100 marks

30

Lower Secondary Syllabus
9.4 Visual Arts 2







10 weeks
This unit introduces students to three dimensional art. It has three
components: carving, construction, and fabric and fibres. Students will
use local materials to produce a variety of three dimensional forms. The
emphasis of this unit is on the skills development strand. This unit will be
assessed by skills of technical ability and on originality and composition.

On completion of this core unit students can continue with the enrichment
option Exploring Traditional Craft Practices which is extension work
based on the core unit.


Unit learning outcomes

Students can:

9.4.1 produce art works that communicate ideas in three dimensional art
9.4.2 plan and construct creative forms
9.4.3 be innovative in the use of appropriate natural local materials to
create three dimensional forms
9.4.4 apply safe and appropriate codes and practices in the classroom.


Core: Exploring three dimensional Art

Content

Students acquire knowledge and skills through the teaching and learning
of this content.
Construct three dimensional art works
• recognise that making art works involves their own interpretation and
experience of the world
• respond to visual images through sight and imagination
• identify and practice the safe use of materials and tools when
producing three dimensional art works using the following process
- plan and produce a design, rough drawings or reference
- collect materials
- construct the art works
- evaluate the art works
• students must keep evidence of the development of their art work in a
portfolio.
Carving
• discuss, plan, collect and carve out an art piece using appropriate
tools to create and depict a three dimensional form
• a variety of materials could be used such as
- timber
- stone
- soap
31


Arts
- packing foam
- wax.
Construction –work in groups or individually
• discuss, plan and construct an art piece by building the piece through
an assemblage of found objects in their local environment to depict a
three dimensional form
• explore ways of fixing objects in an interesting way considering form
and scale.
Fabric and fibre
• discuss, plan and collect suitable material fibre and fabric to create a
three dimensional form.


Enrichment option: Exploring traditional craft practices

This enrichment option can be studied if students have completed
the core unit Exploring Three Dimensional Art.


This unit looks at traditional craft practices. Students will learn to identify
traditional craft practices in their local areas as well as other parts of
Papua New Guinea through inquiry and research. Upon results of
research, students can compile and document their findings.

Students produce a three dimensional craft work based on traditional
methods of design and construction. They can teach other students these
practices with the help of village elders, provided they are not breaking
taboos. Skills in developing traditional crafts are acquired through careful
demonstration and observing of the experts. Students are encouraged to
keep portfolios of this work.


32

Lower Secondary Syllabus
Assessment
Assessment for core unit Three dimensional Art and enrichment option
Exploring traditional craft practices.
Assessment task
Construct or carve a three dimensional art work
• research, plan and construct or carve three dimensional forms using
appropriate techniques and materials
• select at least one of the art works produced for assessment
• produce a portfolio showing the steps undertaken in producing the
selected three dimensional form.

The portfolio should include for example:

• student/teacher prepared design brief
• a research component
• notes/drawings on possible ideas
• thumbnail sketches exploring various ideas
• a selection and development of best thumbnails
• development of final three dimensional art work
• completion and presentation of final work
• evaluation.
Assessment criteria
The assessment task will be assessed on the extent to which students
can:

• select and safely use appropriate techniques and materials
• research and plan their carvings




• demonstrate a sense of composition and creative originality to
communicate ideas.

Total: 100 marks
33


Arts
Grade 10 units
10.1 Performing Arts 3



5 weeks
This unit enables students to experience the power of the performing arts
in conveying meaning and messages. Skills development, creativity,
expressive communication and reflection are emphasised. Students are
expected to apply safe and appropriate codes and practices in their work.
Students are able to derive meaning of performances from their own
experiences. This unit will be assessed using a performance and an
evaluation of a performance.

Students select an option unit on completion of this core unit to further
develop skills and understandings in the Arts.


Unit learning outcomes

Students can:

10.1.1
research, explore and develop ideas to create dance, drama
and musical items
10.1.2
produce art works that communicate ideas
10.1.3
respond to and appreciate artistic expressions.


Core: Let’s create contemporary dance, drama and music

Content

Students acquire knowledge and skills through the teaching and learning
of this content.
Create dance movements, drama and music either individually
or in groups

Dance
• explore the use of body movements to create meaning
• explore and create various dance patterns to create meaning
• use choreography techniques to present solo, duet or group
performance which convey meaning such as a personal or social
issue eg peer pressure.
Drama
• explore the use of body movements and voice to create meaning
• explore and create short drama items to convey meaning
• use production techniques to present a short performance which
conveys meaning on a personal or social issue eg peer pressure.

34

Lower Secondary Syllabus
Elements of music
• explore the use of elements of music and voice to create meaning
• explore and create short musical items to convey meaning
• use production techniques to present a short performance which
conveys meaning on a personal or social issue eg peer pressure.
Appreciation and reflection
• watch or listen to a performance
• individual and group reflection on the process used by the performers
• individual and group reflection on the effectiveness of the medium in
conveying meaning
• recognise the quality, value or significance of the performance and/or
its meaning
• make an individual judgment or express an opinion on the quality or
value of the performance.


Assessment

Assessment for core unit Let’s create contemporary dance, drama and
music.

Assessment Task One
Create and perform a dance, drama and music item either individually or
in a group to convey meaning
Assessment criteria
Assessment task one will be assessed on the extent to which students
can:

• demonstrate performing skills in dance, drama or music
• show evidence of development of ideas in creating dance, drama and
musical performance
• communicate ideas through a range of performances.





30 marks
Assessment Task Two
Evaluate a dance, drama or music performance
Assessment criteria
Assessment task one will be assessed on the extent to which students
can:

• communicate ideas about a range of performance
• reflect upon and evaluate both their own and others’ performance.






30 marks

Total:
60
marks
35


Arts

Note: The other 40 marks for this term’s work will be from the option unit
studied.

Option unit














Option A, B or C or D

36

Lower Secondary Syllabus
10.2 Visual Arts 3







5 weeks
This is a visual arts unit and enables students to discover research and
explore different designs. The three types of design they will study are
graphic, environmental and design for a product. Upon completion of their
research work, students can plan a design using the design process.
They will be required to complete at least two different types of design.
This unit places emphasis on the skill development strand. Students are
expected to apply safe and appropriate codes and practices. This unit will
be assessed using a practical task on a selected design using the design
process and the student’s portfolio

Students select an option unit on completion of this core unit to further
develop skills and understandings in the Arts.


Unit learning outcomes

Students can:

10.2.1
develop and practice ethical entrepreneurial skills
10.2.2
develop an understanding of the design process to develop
suitability and clarity of message
10.2.3
be innovative in the use of appropriate skills and techniques
10.2.4
explore and develop ideas to produce designs in a variety of
contexts.


Core: Exploring the design
process

Content

Students acquire knowledge and skills through the teaching and learning
of this content.
The design brief
• students prepare a design brief for corporate identity using a
graphic design.
The design process
• students develop ideas to meet the requirements of the brief by
producing designs such as
- logos
- business cards
- calendars
- brochures
- tattoos
- menus
- uniforms
- wrappers

37


Arts
• revision of the design process: Students are to produce their graphic
design. The process will involve:
- research:
- idea generation and exploration of ideas
- identification of suitable materials, tools and techniques for each
design
- produce drafts, working drawings, reference material
- practice and refine skills needed to produce the design
- production of designs reflecting quality standards appropriate to
the design brief
- presentation of work
- evaluation of work.
Ethical issues
• develop an understanding of moral and ethical issues related to
design
- copyright
- traditional ownership of design
- identify issues
- understand the importance of ownership of ideas
- respect the value of designs owned traditionally by a range of
communities
- the elements of designs [colour, tone, line, shape and form, pattern,
texture, perspective, drawing warm-ups.
Use the design process to decide on a composition based on
the brief in

Graphic design
• select and use appropriate letters, image and colour in composition.
Folio
• all the steps followed in the design brief, along with the student’s
designs are to be recorded and displayed in a folio.

38

Lower Secondary Syllabus
Assessment
Assessment for core unit Exploring the Design Process
Assessment task
Students must use the graphic design process to prepare a corporate
identity folio showing all the steps undertaken.

The folio will show the steps undertaken in the producing of their graphic
designs.

The folio should include for example:

• student/teacher prepared design brief
• a research component
• notes/drawings on possible ideas
• thumbnail sketches exploring various ideas
• a selection and development of best thumbnails
• development of final graphics
• completion and presentation of final work
• evaluation.

Assessment criteria
The assessment task will be assessed on the extent to which students
can:

• select and use appropriate graphic design techniques and materials
• communicate the message visually
• develop works with evidence of original thinking which meet the
requirements of the design brief.

60 marks



Note: The other 40 marks for this term’s work will be from the option unit
studied


Option unit















Option A, B or C or D


39


Arts
10.3 Integrated Arts
Time
10
weeks
This unit integrates both the Performing and Visual arts. The students will
learn various skills from the performing and visual arts subjects while
preparing for, refining and rehearsing projects that will be performed or
exhibited during an event. This unit emphasises all three strands. The unit
will be assessed through practical performances and a test.


Unit learning outcomes

Students can:

10.3.1 produce art works that communicate ideas in the performing and
visual arts
10.3.2 develop or produce arts products in either music, dance, drama
or visual form
10.3.3 perform or exhibit art in various forms
10.3.4 develop and practice ethical entrepreneurial skills.


Core: Cultural and special events

Content

Students acquire knowledge and skills through the teaching and learning
of this content.
Cultural or special event
• group work –identify cultural or special events appropriate to the time
of year and location
• plan
activities:
- set goals
- determine timeframes
- identify resources
- activities to be undertaken
- research – copyright, ethical issues
- evaluation.
Music and dance and drama
Presentation of cultural events or special events
• preparation activities such as
- learn particular dances, drama or movements and music using
community experts
- write drama, music or choreograph dance items
- rehearse performance pieces
- prepare stage or performance areas
- design and develop costumes
- collect items for performance
- design and develop decorations
- collect traditional bilas
40

Lower Secondary Syllabus
- identify audience
- design invitations
• performance
- Perform the items in a group or individually
• evaluation
- appraise the preparation, performance, displays and audience.
Visual Arts
Exhibition and display of visual arts
• identify the audience and context for an exhibition and display of art
works
- preparing art works for display
- mounting
- framing
- finishing touches
- cataloguing
- pricing
- marketing
• take into account
- spatial relationships
- product and audience.


Assessment

Assessment for core unit Cultural and Special Events

Assessment task
Plan, develop, create and perform or participate in an integrated event
either in groups or individually
Assessment criteria
The assessment task will be assessed on the extent to which students
can:

• demonstrate knowledge and understanding of performing and visual
arts skills and techniques
• demonstrate skills, techniques and processes in creating and
presenting performing and visual arts items

• demonstrate a sense of composition, communication and creativity in
performing and visual arts

• apply entrepreneurial skills ethically.



Total:
100
marks
41


Arts

Grade 10 Option Units





Option A: Ceramics Five
weeks

This unit enables students to undertake an advanced study of ceramics
following successful completion of the Visual arts 2 core unit - Three
dimensional art. Students will develop skills and understandings in
working with clay. They will research the art of pottery making, kiln
building and kiln firing in schools where clay is available. Students will use
the design process to design their ceramic objects.


Unit learning outcomes

Students can:

a) develop a sense of appreciation for Papua New Guinea history of the
arts in relation to working with clay
b) demonstrate appropriate skills to design and produce ceramic items.


Content

Students acquire knowledge and skills through the teaching and learning
of this content.
Clay in Papua New Guinea
• areas rich in clay in PNG
• traditional uses of clay
• development of unique styles of pottery items in different areas of
Papua New Guinea
• uses of pottery items in different areas
• traditions and festivals associated with pottery such as
- Hiri Moale
Pottery
• using clay - practise hand building techniques
- pinch
- thumb
- coil
- slab.
Design
• use principles of good design to make a ceramic item
• principles of good design include:
- is innovative
- enhances the usefulness of the product
- is aesthetic
42

Lower Secondary Syllabus
- is functional
- is unobtrusive
- is ecologically appropriate
- is minimal design.
Building and stocking a kiln
• pit kiln or bonfire kiln building
• collection of firing materials
• stocking kilns to prevent breakage
• loading kilns to make sure all items are fired
• safety
guidelines.

Firing a kiln

• safety when firing kilns –guidelines
• timing of the fire.


Assessment

Assessment for option A Ceramics
Assessment task
Use the creative process to design and produce a range of ceramic items
Assessment criteria
The assessment task will be assessed on the extent to which students
can:

• research and identify PNG use of clay in different areas and for
different purposes
• demonstrate a range of skills to produce ceramic items

• apply design principles to produce a well designed item from clay.







Total 40 marks

43


Arts
Option B: PNG Arts sales and marketing
Five weeks
This unit will enable students to gain basic skills in sales and marketing in
the arts industry. It provides learning experiences on how to produce, sell
and manage small scale arts business establishments at the grassroots
and village levels. The emphasis on this unit is on research, analysing
and construction. It broadens the minds of students to confer with each
other about marketing strategies of the arts.


Unit learning outcomes

Students can:

a) identify and respond to issues related to marketing PNG arts
b) demonstrate an understanding of the use of marketing strategies
c) plan, organise and undertake the marketing of an arts product
d) develop and practice ethical entrepreneurial skills.



Content

Students acquire knowledge and skills through the teaching and learning
of this content.
Marketing Papua New Guinea arts
• uniqueness of Papua New Guinea culture as seen through the arts
• purpose of marketing and selling PNG arts products
• products that are suitable for sale
• craft products and art products - what is the difference?
• who buys PNG art?
The Arts industry in PNG
• music
industry
- recording and performing
• dance and drama industry
- performing contemporary dances and dramas
- performing traditional dances and dramas
• visual arts Industry
- fine art
- graphic design
- textile industry
- craft industry
Ethical considerations and copyright
• identify the issues related to performing traditional dances or music for
a fee such as:
- ownership of the dance or music
- copyright
44

Lower Secondary Syllabus
- who gets paid for the performance - the owners or the performers?
- who are the clients?
Marketing
• process of marketing
- market research
- identifying the product
- finding the clients or market
- producing or sourcing the product for the client.

• Market
sales
- pricing the product
- advertising the product
- selling the product
- banking.

• Marketing
skills
- management of a project
- basic record keeping
- acquittal of funds.
Small project
• Market and sell an arts product in the school or community


Assessment

Assessment for Option B PNG Arts Sales and Marketing

Assessment task
Market and sell an arts product in the school or community
Assessment criteria
The assessment task will be assessed on the extent to which students
can:

• research and develop ideas of marketing strategies
• use Papua New Guinea style and resources for the appropriate
marketing
of
an
arts
product


• demonstrate planning and organisational skills in the marketing of a
product

• demonstrate an understanding of ethical issues when marketing
products.










Total 40 marks


45


Arts
Option C: Artists of Papua New Guinea


Five weeks

This research unit is about finding out about Papua New Guinea artists, in
the past and living today, traditional and contemporary. In studying
Papua New Guinea artists the students will research and analyse the
impact of past artists on the arts in Papua New Guinea today.

Students will select at least one artist in the visual arts area and one artist
in the performing arts area as case studies.


Unit learning outcomes

Students can:

a) develop a sense of appreciation for impact of Papua New Guinea
artists on the arts today
b) demonstrate knowledge of and communicate information on a Papua
New Guinea artist


Content

Students acquire knowledge and skills through the teaching and learning
of this content
History of local PNG artists
• Find out about a local PNG dance, drama, music or art artist through
research or community resources.
• Identify local artists and discuss and present the history of their
particular form of art in the area.
• Compile a brief history of selected modern artists in dance, plays,
music or art works of Papua New Guinea.
• Analyse the impact of past artists on the arts in Papua New Guinea
today.
• Explain how art works may be differently interpreted by different
audiences.
Case study
Select one artist in the visual arts area and one artist in the performing
arts and prepare a presentation on their work, and the history of their life.

• describe their art work
• explain the artistic practices of the selected artist
• explain their impact on PNG arts and/or the world.


46

Lower Secondary Syllabus
Assessment
Assessment for Option C Artists of Papua New Guinea

Assessment task

Assignment
A case study of two Papua New Guinea artists; one in the visual arts area
and one artist in the performing arts

Assessment criteria

The assessment task will be assessed on the extent to which students
can:
• identify and undertake research on artists of Papua New Guinea
• analyse the impact of past artists on the arts in Papua New Guinea
• compare and contrast two Papua New Guinea artists











Total: 40 marks
47


Arts
Option D

Option units developed from the framework with school determined
content









Grade

10
Five weeks

Option D Arts units are based on student interest. Examples are found in
the teacher guide but schools can develop a unit using the framework
model, and teach any aspects of the Arts that are relevant to their
community and students, for example:

• Carving
• Puppets

• Weaving
• Miming

• Contemporary
art
• Storytelling

• Abstract
art
• School
plays

• Jewellery/bilas
• Dance and drama

• Batik
• School
band

• Screen
printing
• Choir


• Beading
• Making
music

• Working with clay
• Writing
music

• Metal art and sculpture



Unit learning outcomes

Students can:
a) apply safe and appropriate codes and practices
b) apply knowledge and understanding through identifying, selecting
and using appropriate materials
c) demonstrate a range of arts skills and techniques
d) produce art works that communicate ideas


Content

Students acquire knowledge and skills through the teaching and learning
of school developed content.
48

Lower Secondary Syllabus

Assessment

For every optional framework unit students complete the following
assessment requirements:

Assessment Task

Make an art work or perform a dance, drama or music item

The learning outcomes will be assessed through making an art work or
performing a dance, drama or music item

Assessment criteria

The assessment task will be assessed by the extent to which the student
can:

• produce art works that communicate ideas in the performing and
visual arts
• use a range of arts skills, techniques, processes, conventions,
technologies and materials to develop and refine original ideas

• apply safe and appropriate codes and practices.












Total: 40 marks

49


Arts
Assessment, examinations and certification
Assessment and reporting practices described here are detailed further in
the National Assessment and Reporting Policy for Papua New Guinea
(2003) and in other support materials produced by the Department of
Education.
Assessment
The main purpose of assessment is to improve student learning.

Assessment needs to be for learning as well as of learning. It is used to
evaluate and improve teaching and learning, report achievement and
provide feedback to students on their progress.

Assessment measures students’ achievement of learning outcomes as
described in the syllabus. It is the ongoing process of identifying,
gathering and interpreting information about students’ achievement of the
learning outcomes.

For teaching and learning to be outcomes-based, teachers need to plan
their teaching and assess learner performance in relation to outcomes
using criteria derived from those outcomes.
Assessing in an outcomes-based way involves focusing less on whether
a learner has "passed" or "failed" and more on what outcomes a learner
has achieved and in which areas further support is required.
Assessment in Arts
A student’s achievement in The Arts at the end of Grade 10 will be
assessed against the broad learning outcomes. Assessment of student
progress towards achieving these broad outcomes is cumulative
throughout Grade 9 and 10 using specific outcomes for each unit. The
matrix on pages 16 and 17 of the syllabus shows how the unit outcomes
are linked to the broad learning outcomes.

During the course of each unit students must complete the tasks specified
for the unit. Teachers will expand each task and provide clear guidelines
to students for how the task will be completed and how the criteria will be
applied.

The assessment tasks and criteria in each unit ensure that there is a
common focus for internal assessment in the subject across schools
while allowing for flexibility in the design of tasks. A variety of tasks are
specified to give students the opportunity to demonstrate all the broad
learning outcomes in different ways and to improve the validity and
reliability of the assessment.

It is important that teachers plan the teaching and learning sequence so
that there is a balanced spread of assessment during the unit. Some
tasks, such as investigations or case studies can be designed so that
they are completed over a period of time rather than at the end of the unit.
50

Lower Secondary Syllabus
Other tasks can be done immediately after the relevant section of the unit
has been covered.
Assessment for the School Certificate
A student’s overall achievement in The Arts will be both internally and
externally assessed. The mark awarded to each student for the School
Certificate will be a combination of the internal assessment mark provided
by the school and the examination mark.
Internal assessment
Internal assessment provides a measure of a student’s achievement
based on a wider range of syllabus content and outcomes than may be
covered by the external examination alone.

For The Arts, the internal assessment marks provide a summation of
each student’s achievements in Grades 9 and 10. The assessment tasks
used to determine the internal assessment mark must comply with the
types of tasks and assessment criteria specified in each of the units.

All schools must meet the requirements for internal assessment as
specified in the Grade 10 Assessment, Examination and Certification
Handbook
.
External examination
The external examination provides a measure of student achievement of
those aspects of the broad learning outcomes that can be reliably
measured in an examination setting. Questions for the external
examination in The Arts will be developed using the outcomes,
knowledge and skills in the core units.
Recording
All schools must meet the requirements for maintaining and submitting
student records as specified in the Grade 10 Assessment, Examination
and Certification Handbook
.
Certification
Candidates will be awarded a School Certificate only if they meet all
requirements for internal and external assessment. Eligibility rules for the
award of the School certificate are specified in Grade 10 Assessment,
Examination and Certification Handbook.



51


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