Aesthetics

Aesthetics at CCKPS

Our vision for the Arts at CCKPS – To create a Vibrant Arts Culture (VAC) through purposeful learning. This includes nurturing creativity, expression, and artistic growth across every level of our school community.

Our Art Curriculum
The Art curriculum at CCKPS nurtures curiosity, creativity and confidence through exploration, expression and meaningful art-making in support of the school’s VAC.

Approaches:
Our Art curriculum adopts an inquiry-based approach that values both the creative process and the final artwork. Students are encouraged to explore, experiment and reflect on their learning through meaningful art-making experiences.

Through student-centred lessons, students develop confidence, curiosity and imagination while learning to express ideas visually. Artistic vocabulary is introduced to support students in discussing artworks and giving constructive feedback.

Students are also provided with broad exposure to diverse art forms and media, allowing them to explore different ways of creating and expressing meaning through the visual arts.

Art Curriculum

Art Modular Programmes:
Our modular art programmes are designed as a progressive learning journey where students explore materials, develop ideas, refine artistic expression and communicate meaning through a variety of art forms and media.

P3	Transforming Waste into Art: Abstract Animal Sculptures Students explore creative transformation by using recycled materials to build abstract animal sculptures, developing skills in form, structure, imagination and colour while learning about sustainable artmaking.
P4	Shaping Ideas in Clay: Sculpture Exploration Students deepen their understanding of three-dimensional art through clay sculpting, experimenting with form, texture and structure to create imaginative and interactive sculptures inspired by personal experiences and themes such as family and relationships. Through this process, students develop creativity, confidence and the ability to express ideas through sculptural form and colour.
P5	Expressing Ideas through Chinese Brush Painting Students explore traditional Chinese brush painting techniques while developing sensitivity to line, ink and composition. Through guided exploration, students learn to express mood and ideas through controlled brushwork and visual balance.
P6	Digital Art and Visual Communication Students explore digital tools to create artworks that communicate ideas and stories visually. Building on their understanding of form, colour and composition, students learn to combine images, text and design elements to express meaning creatively through digital media.

Other Aesthetic Programmes 

Art Talent Programme
The Art Talent Programme was introduced in 2022 to provide additional opportunities for students who demonstrate strong interest and potential in Art. Through this programme, a small group of students from Primary 3 to Primary 6 receive more focused guidance to further develop their artistic skills and confidence.

Students explore a range of mediums such as charcoal, watercolour and acrylic painting. The programme also supports students in developing their own portfolios, allowing them to document their artistic growth and creative journey over the years.

Art Competitions and Showcases
Students are provided with opportunities to extend their learning beyond the classroom through school-based programmes, museum experiences and national art competitions.

These experiences allow students to apply creative thinking, develop appreciation for the arts and engage with artistic practices in authentic contexts.

These include sustainability-themed school art competitions, design challenges, museum-based learning experiences and participation in national platforms such as the ViArt National Art Competition.

•          School Art Competition P1–P6 (Sustainability Theme)

•          P4 Museum-Based Learning Programme

•          P5 Camp T-Shirt Design Competition

•          ViArt National Art Competition

Aesthetics Fiesta – Ar Mkr Activity

Music Modular Programmes

Level	Modular programmes
P1	Music & Movement, Ethnic music Educational approach combining rhythmic sounds, songs, and physical activities to engage children in active learning through dance, clapping, and instrument play, which strengthens motor skills, coordination, and emotional expression. Ethnic music module includes authentic learning of ethnic music including cultural background, ethnic musical instruments, and singing of songs to strengthen understanding.
P2	Orff Ensemble Active, play-based music module that combines singing, movement, and specialized barred percussion instruments like xylophones to teach musical concepts. It emphasizes improvisation and collaboration, allowing students to create music together in a natural, experiential way.
P3	Instrumental skills: Keyboard & Ukulele Ensemble skills: Classroom instruments Teaching of instruments such as keyboard for better understanding of pitch and melody, and ukulele for chords and accompaniment, while strengthening fine motor skills. Allowing collaborative and creative group work through ensemble playing using classroom instruments, on top of keyboard and ukulele.
P4	Global Music & Cultural Awareness Instrumental skills: Keyboard Garageband: Music Arrangement Using Technology Building on to keyboard skills acquired in P3, students will learn to play chords using the keyboard to accompany a melody. They will also learn to record musical ideas using digital audio workstations such as Garageband to arrange their very own digital music song cover.
P5	Instrumental Skills: Ukulele Chords and Finger Plucking Ensemble Skills: Creating a Music Cover Expansion of chordal knowledge acquired in P3 and P4, students will learn a variety of additional chords on the ukulele, as well as different ways to introduce texture to music, such as via strumming patterns, and through finger picking. They will then use this knowledge to create a music cover that also includes musical knowledge through P1 to P4, encouraging creativity and collaboration through group work.
P6	Ensemble skills: iPad Live Jam Band, Stomp Ensemble As a culmination of what students have learned from P1 to P5, students will learn to perform live using virtual instruments as a jam band to a song of their choice. At the end of the year, they will also gather as a class to create one last stomp percussion ensemble performance as their graduation performance.

Approaches:

• Nurture the love and joy of music through active listening, creating musical expressions and performing.

• Create awareness and appreciation towards music of various cultures.

• Our curriculum adopts the Spiral Approach, where we,

  • Expose students through music and movement to help lower primary students develop their psychomotor skills while learning the rudiments of music (fundamental for music).

  • Develop instrumental techniques using the WALT and WILF.

  • Provide opportunities for music composition and creation using technology.

  • Provide opportunities for ensemble playing across P1 – 6 to help students develop musicianship, confidence and learn to think critically.

• Create a broad-based exposure of different genres, instrumental skills and music experiences through a variety of music programmes that engages students with different interests, needs and abilities.

• The use of different instructional techniques that cater to the different learning needs of the class, helping them achieve the desired Learning Objectives of the lesson.

 

Thinking Routines for Music 

1. Experience – Content – Apply (ECA) approach for lower primary
   ECA approach mainly allows students to experience and perceive a new concept through kinaesthetic, aural and visual activities first before teaching it to them. These stimulus-based activities help the students to have a better grasp when a new concept is being taught as they were able to relate to it, making sense of what they have learnt. After they have understood what was taught, the application phase allows students to apply the new concept, reinforcing their understanding. Through the ECA approach, students develop critical and creative thinking when transferring their knowledge effectively on their own in the application phase. 
   

2. Creative cycle for upper primary
   The Creative Cycle is a thinking process that helps students to constantly reflect and evaluate their own performance/s or practice, constantly seeking ways to improve.  They identify the problem using their pre-requisite knowledge, then infuse creativity to solve it. Each time when they practice/play, improvement must be made. This form of deliberate practice trains them to be involved in their own self-assessment and take ownership in their own learning. The teacher’s role is to help facilitate and provide feedback to guide them, helping them with various practicing strategies. 

 

Music Performances and Showcases
Students are provided with opportunities to extend their learning beyond the classroom through school-based programmes, performance opportunities and showcases.

These experiences allow students to apply creative thinking, develop appreciation for the arts and build confidence.

CCKPS Aesthetics Fiesta

Aesthetics Fiesta - P1 & P2 students performing various instruments

P3 & P4 CCKPS Talent Concert

P6 Graduation Performance – Stomp Music