ARTS AND CRAFTS SUBJECT CURRICULUM

The objectives of the subject

Throughout time humankind has used and processed materials to make tools, clothing,
dwellings and art. Artefacts are part of most areas of our lives and are indispensable for our
existence. Artefacts communicate thoughts and ideas, make statements about social status,
views on life, power and placement, who we are and where we belong. The aesthetic
dimension is a central element of the everyday life of children and young people,
constituting a basis for their choices and expressions.
The arts and crafts subject embodies various traditions, from the craftsmans solid
knowledge of materials, techniques and work processes, via the designers knowledge of
developing ideas and solving problem, to the artists production of creative works of art. The
perception of art, design and architecture are along with raising the awareness of our cultural
heritage in a global perspective, important aspects of the subject. ami arts and crafts,
duodji, are a natural element of our cultural heritage. !nderstanding the arts and crafts of
the past and the present in one"s own culture and that of others may provide the basis for
developing our multicultural society.
#ractical creative work in the studios, developing ideas, and designing products are all
central aspects of the subject. This work includes using traditional and more contemporary
materials, tools and techniques. $eveloping imagination, creativity, motor skills and aptitude
% from the simple to the more sophisticated % are important dimensions of the subject and as
such require time and in&depth study, thus giving each individual the opportunity to
experience the joy of creating and mastering.
'nowledge about form, colour and composition is vital for the creation of products that
function, and to successfully communicate through visual messages. This knowledge can
contribute to personal development, which is a requirement for resolute creative idea
development, visual communication and production. uch knowledge can improve the
opportunity to participate in democratic decision&making processes in a society where more
and more information is communicated visually. The subject has as one of its aims, to help to
develop entrepreneurship and cooperation with business and industry, institutions and
specialists. (n interdisciplinary cooperation on design and technology the subject particularly
contributes to the practical&aesthetic aspects of design.
The subject arts and crafts has an important position in developing general cultural
education. (t also prepares pupils for a number of further education, trades and occupations.
Aesthetic competence is a source of development on several levels, from personal growth,
via in)uence on one"s personal surroundings, to creative innovation in a larger social
perspective.
Main subject areas
The subject has been structured into main subject areas for which competence aims have
been formulated. These main subject areas supplement each other and must be considered
together
Arts and crafts has competence aims after the second, fourth, seventh and tenth years in
primary school.
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vervie! of "ain subject areas#
$ear Main subject areas
* % *+
,isual
communication
$esign Art Architecture
%isua& co""unication
(n visual communication, the focus is on practical creative work with two&dimensional form
and visual digital media. -orm, colour and composition, as well as idea development,
problem solving and symbols are important themes in this main subject area'
.xperimentation with visual elements is a key part of the work with visual communication in
various media.
Desi(n
$esign represents a continuance of the artisan tradition and deals with the designing of
objects. (t comprises both work directly with materials and work with sketches and models.
The design of ideas, technical drawings, products and arts and crafts are key elements.
-amiliarity with materials, problem solving and production can constitute the basis for
innovation and entrepreneurship.
Art
The tradition of creative work with images and sculpture is continued and developed in this
main subject area. (nspiration from art history, from rock carvings via antiquity and
renaissance to contemporary art in our multicultural society, forms the basis and point of
reference for the pupil"s own imagination and creative work with various materials.
Architecture
(n architecture, knowledge about the local physical environment is important. This means
knowledge about how building traditions, interior and exterior, can in)uence our everyday
life. $rawing and the building of scale models are part of the main subject area and form the
basis for envisioning three&dimensional spaces based on drawings and computer animations.
Teachin( hours
Teaching hours are given in /+&minute units0
#rimary school
1ears * to 20 322 teaching hours
4ower secondary school
1ears 5 to *+0 *6+ teaching hours
Basic s)i&&s
7asic skills are integrated in the competence aims where they contribute to development of
the competence in the subject, while also being part of this competence. (n the arts and
crafts subject the basic skills are understood as follows0
Being able to express oneself orally in arts and crafts, and comment on one"s own work and
that of others is an important part of the subject. The discussion might be conducted on a
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number of levels, from description to analysis and assessment. #resentation of one"s own
work, oral descriptions and assessments are key elements. 8ral skills are also important for
the re)ection upon and assessment of experiences, aesthetic techniques and connections.
Being able to express oneself in writing in arts and crafts means using signs and symbols to
express oneself visually. The development of written and visual competence occurs when
facts, ideas and attitudes are translated into signs. To maintain visual skills, parallel to
developing literacy, focused and versatile drawing activities are equally important on all
levels.
Being able to read in arts and crafts focuses on being able to interpret signs and symbols
and to gain inspiration for creative work. ,isual communication permeates the subject and
contributes to developing textual understanding. To utilise information and avoid being taken
in by visual rhetoric it is important to be able to read and understand di9erent textual
expressions. (nterpreting diagrams and other visual representations, such as user
instructions and architectural drawings, forms the basis for important decisions.
Being able to do mathematics in arts and crafts means working with proportions, dimensions,
scales and basic geometric shapes. $rawing involves assessing proportions and two& and
three&dimensional representations. The relation between aesthetics and geometry is also an
essential aspect of working with decorations, ornaments and architecture. :athematical
skills are required for working with various materials and techniques.
Being able to use digital tools in arts and crafts is important when searching for information
and producing information as text and images. #roduction of digital images is important in
the pupils" work with photography, scanning, animation, ;lm and video. Also included here
are attitudes relating to source criticism, protection of personal privacy and familiarity with
copyright rules. :ultimedia is included in presentations of one"s own work and that of others.
'nowledge of aesthetic and digital techniques is decisive for successful communication.
Co"*etence ai"s in the subject
Co"*etence ai"s after $ear +
%isua& co""unication
The aims for the education are that the pupil shall be able to
express his or her own experiences through drawing
mix and apply primary colours in his or her own creative work
experiment with form, colour and rhythm in decorative edging
Desi(n
The aims for the education are that the pupil shall be able to
make simple objects and designs in paper and textiles by tearing, cutting, gluing and
braiding
make simple objects from clay
build with simple geometrical basic forms
recognise and describe simple artefacts
Art
The aims for the education are that the pupil shall be able to
recognise art in the school"s local neighbourhood and use this as the basis for his or her
own images and sculptures
talk about the images made by various national, ami and <ordic fairy tale illustrators
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and use them as the basis for his or her own creative work
use decorative elements from art and handicrafts in his or her own works
Architecture
The aims for the education are that the pupil shall be able to
make simple models of houses using natural materials
draw houses from the local environment seen from the front and the side
talk about the perception of various types of houses and spaces in local environment
Co"*etence ai"s after $ear ,
%isua& co""unication
The aims for the education are that the pupil shall be able to
visualise and present his or her own impressions in di9erent techniques and materials
use overlapping in drawing and painting
use simple functions in digital image processing software
identify and discuss the use of symbolic colours
prepare simple exhibitions of his or her own works
Desi(n
The aims for the education are that the pupil shall be able to
plan and make simple artefacts
make simple objects by knitting, weaving, felting, sewing, nailing and ;xing by screws in
various materials
use simple appropriate hand tools when working with clay, textiles, leather and wood
experiment with simple geometric forms in construction and as decorative form elements
study, visualise and present how simple artefacts have taken shape, from the idea stage
to the ;nished product
Art
The aims for the education are that the pupil shall be able to
use original art in the school"s local environment as the basis for his or her own images
and sculptures
use elements from rock carvings in antiquity as the basis for his or her own creative work
talk about how artists from various cultures have visualised nature and used this as the
basis for their own work
talk about his=her perception of contemporary art
Architecture
The aims for the education are that the pupil shall be able to
plan and build models of houses and rooms using digital tools and simple craft
techniques
draw houses and rooms seen from above, from the front and from the side
talk about streets, squares and buildings with di9erent functions in the local environment
Co"*etence ai"s after $ear -
%isua& co""unication
The aims for the education are that the pupil shall be able to
use colour contrasts, diminution and central perspective to create the illusion of space in
images with and without using digital tools
uses contrasts between diagonal, hori>ontal and vertical lines in simple compositions to
create the illusion of stability and motion
distinguish between pigment colour mixing and light colour mixing
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use shadows in drawings
use various graphic techniques in his or her own work
make cartoons and explain the relation between cartoons and ;lm
photograph and manipulate images digitally and re)ect upon the use of motifs and
sections
compose and assess how writing and pictures communicate and in)uence each other in
various contexts
Desi(n
The aims for the education are that the pupil shall be able to
prepare simple artefacts using various materials and explain the relation between idea,
choice of materials, craft techniques, form, colour and function
use design elements from di9erent cultures when designing objects with decorative
elements
use di9erent techniques for surface treatment of his or her own works
use a sewing machine and simple power tools in a design process
use various techniques for joining hard& and soft materials
assess the design and industrial production of familiar artefacts from everyday life and
conduct simple consumer tests
Art
The aims for the education are that the pupil shall be able to
talk about the perception of how artists have applied form, light and shadow, and use this
in his or her own work with images and sculptures
elaborate on how various in)uential artists from the periods <ational ?omanticism,
?enaissance, (mpressionism and .xpressionism in di9erent ways have left their mark
compare the use of techniques in folk art and handicrafts in various cultures using digital
and other sources
Architecture
The aims for the education are that the pupil shall be able to
build models of houses in scale based on his or her own technical drawings
install exhibitions and other presentations in di9erent types of rooms
describe special features of buildings in the local environment and compare with national
and international styles
Co"*etence ai"s after $ear ./
%isua& co""unication
The aims for the education are that the pupil shall be able to
use di9erent materials and tools when working with images based on his or her own
interests
use various functions in image processing software
draw a storyboard, edit and manipulate simple digital recordings and asses his or her
own use of techniques
assess di9erent messages, ethical issues and visual quality of advertising, ;lm, websites
and computer games
simplify motifs based on his or her own sketches when working with patterns, logos,
signposts and pictograms
document his or her own work in multimedia presentations
Desi(n
The aims for the education are that the pupil shall be able to
design products based on a technical speci;cation of form and function
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describe di9erent solution for the design of a product using sketches and digital software
create clothing and discuss fashion, price and quality in a consumer perspective
talk about how indigenous peoples and other cultures have in)uenced and inspired
various cultural expressions
describe a product"s lifecycle and assess consequences for sustainable development, the
environment and the creation of value
make functional artefacts and assess the quality of his or her own skills
elaborate on special features of <ordic design in an international perspective
Art
The aims for the education are that the pupil shall be able to
discuss how artists in di9erent cultures have portrayed mankind through the ages, and
use this as the basis for his or her own creative work with portraits and sculptures
talk about the perception of how artists at di9erent times and di9erent cultures have
expressed themselves through photo, ;lm and video, and use this as the basis for his
or her own work
compare and assess di9erent directions and traditions in two& and three&dimensional art
Architecture
The aims for the education are that the pupil shall be able to
draw houses and rooms using two&point perspective
talk about architectural drawings and digital presentations of building projects, assess
adaptation to the environment and outline solutions
assess functional interior decoration of a room, style and taste and visualise solutions
explain how climate, culture and societal conditions in)uence the construction of
buildings, choice of materials, shape, expression and symbol functions
construct and test load&bearing constructions using di9erent materials
Subject assess"ent
#rovisions for ;nal assessment0
Overall achievement grade
$ear 0rovision
1ear *+ or the grade where the subject is
completed.
The pupils shall have one overall
achievement grade.
Examinations for pupils
1ear 0rovision
1ear *+ or the grade where the subject is
completed.
The pupils have no examination
Examinations for external candidates
$ear 0rovision
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1ear *+ or the grade where the subject is
completed.
There is no provision for external candidates
in the subject
The general provisions on assessment have been laid down in the ?egulations relating to the
<orwegian .ducation Act.
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