Abstract
Ceramic art lessons are part of visual arts where ceramics are recognized as three-dimensional objects. Introducing the lesson in the middle year program (MYP) curriculum design for international baccalaureate (IB) visual arts will bring a different experience and understanding towards ceramic art. Learners will experience and start to sense the criteria needed to structure and develop ideas from two dimensions to three dimensions using observation and hands-on skills. With guidance and reference to the IB learner profile and Bloom’s taxonomy method of teaching and learning, we propose to generate a progressively sophisticated learning environment for ceramic art. Specification in the Bloom’s taxonomy which is then broken into three main domains of learning—cognitive, psychomotor, and affective—can be applied in ceramic art lessons and adapted in a visual art context including evaluation criteria.
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Acknowledgments
We would like to acknowledge the generous participation of the members of the Formgiving Design Research Group, Universiti Teknologi MARA (UiTM) and with full appreciation to UiTM for the financial support under Research Entity Initiative (REI). We also wish to convey our deepest appreciation to Fairview International School for giving input and sharing knowledge in stimulating suggestions and encouragement.
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Isphahani, E.I.M., Anwar, R. (2016). Ceramic Art: An Introduction to MYP Curriculum Design for International Baccalaureate Visual Art. In: Abidin, S., Legino, R., Noor, H., Vermol, V., Anwar, R., Kamaruzaman, M. (eds) Proceedings of the 2nd International Colloquium of Art and Design Education Research (i-CADER 2015). Springer, Singapore. https://doi.org/10.1007/978-981-10-0237-3_3
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DOI: https://doi.org/10.1007/978-981-10-0237-3_3
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