Secondary Education-Level Three
A global classroom where learners achieve their potential; displays artistic innovations and inventions; driven by belnded inquiry based on community supported by digital visual arts skills and trained professionals in an hovering optimal illusion of space and time.
To teach and provide quality art education through visual arts digital skills approaches, curiosity and exploration in students priorities in classroom strategies to become life long learners in achieving pratical and theoretical skills for serving their global environment to accomplish excellent character and become well-rounded individuals extended beyond visual arts and their communities.
“The Global Classroom while hovering presents the chance to use digital skills inways of applications software, web designing and hovering practices to enhance browsing capabilities to understand technology in a different way.”
integrity and diversity:
“The Global Classroom community is a supportive and committed initiative and artistic integrity and inclusion. A wide range of ideas are promoted, respect and self-expression diversity in all its forms.”
Excellence, creativity and passion:
” The Global Classroom inspire with a focus on excellence while challenging the unconventional thinkers and support dreamers and action takers who are passionate about using their creative works to impact society.”
Connections and collaboration:
“The Global Classroom connect designs in performing visual arts communication and the individual portfolio, outcomes, expanding artistic possibilities and live through creative collaboration.”
The Teacher must be cognizant that drawing is the most fundamental of all art activities and developing competence in drawing; the teacher must ensure that students have: good working knowledge of the materials, tools, and processes used for shaping, joining, finishing, and making the solution; ensure that students own a sketch pad in which they can keep a record of their preliminary work and see their development in painting and traditional careers relating to the visual arts…
The delivery of these units should see; adequate measures in mandating the implementation and innovation of practical artistic definitions related to unit-titles; engage students in a discussion about different issues relating to art creations, labeling, classifying, and reproducing; exploring a wide variety of criteria in printmaking including bringing the awareness to the students about various tools and not rusty dull gouges; oversea a wide variety of continuous improvement…
Re-assure the unit-title definitions and; enable students to develop proficiency in drawing, students must be made aware that drawing is a skill that can be learned; although clay can be purchased pre-prepared, students must be exposed to the process of preparing the materials; facilitate and collaborate with the students to design and produce structures in three -dimensions and engage students in the discussion concerning…
“The visual arts has been one of the most dominant expressive forms in the world and continue to deliver communicated expressions around the globe. Certain artists, through their creations, can claim a type of immortality. Rather, visual arts allow us fully to inhabit other personalities, perspectives, and states of perception. The arts thus elongate human experience, and while it can’t be displayed on standard chronology, who’s to say this qualitative increase in life doesn’t translate to a quantitative one?”.
“The visual arts is a monumental phenomion because individuals are the one in visual arts that makes the one thing on this planet with th epower to change a person’s perspective, mood, assumptions, beliefs, ideas, they can transform a place, represent a community, take you back in time, or ,move your forward into the future; helps a person the fundamentals of their journey to sucess with beauty and certainty of all that occurs in between- nothing else in this world has that nature and responsibility…”