探究NACIS课堂|抽象的视觉艺术课程如何落地？Explore Our Subjects: Visual Arts

Q

上海闵行区诺德安达双语学校的艺术课程分为四个阶段，在严格遵循上海市中小学二期课改课程大纲的同时，融入广受认可的国际课程教育理念和教学方法，并创造独特的双语学习环境，以培养学生受益终生的艺术鉴赏能力。

第一、二阶段：小学低年级和小学高年级---融入国际小学课程（IPC）元素的上海二期课改课程 (SNC)和英语语言习得 (EAL)

小学项目是以探究为核心的教学模式，通过培养学生积极思考，不断提问，引导学生参与创造过程，引领他们走进艺术知识的殿堂。在我们的视觉艺术课上，学生有机会培养对艺术的兴趣，认真思考自己的创作，通过对作品一次次的分析养成自我反思的习惯。

我们的小学课程非常注重中西方艺术的融合，在遵循本土课程大纲的基础上融入国际元素的精髓，以确保我们的小学生接受全面、优质的视觉艺术教育。语言习得在我们的初级视觉艺术课程中至关重要。因此，我们为学生提供广泛的学习体验，来提升他们的艺术语言能力。

The art curriculum at NACIS is split into four phases and infuses the best of the Shanghai National Curriculum and international elements, creating a unique bi-lingual learning environment that aims to instill a lifelong appreciation for the arts.

Phase 1 and 2: (Lower and Upper Primary) SNC and EAL

During phase 1 and 2, we engage students in creative processes through which they explore and experiment in a continual cycle of action and reflection. From an early age in Visual Arts classes, students have the opportunity to develop genuine interests, to give careful consideration to their work and to become self-critical and reflective.

Our Primary curriculum places a strong focus on integrating Chinese and Western Art. We combine Shanghai National Curriculum with international elements to ensure that our Primary students are receiving a well-rounded, high quality Visual Arts education. Language acquisition is crucially important in our Primary Visual Arts Programme. Our EAL students are exposed to artistic language through a broad range of learning experiences.

第三阶段：融入国际中学课程（IMYC）元素的上海二期课改课程（SNC）

一个富有挑战性、注重国际视野和概念的课程将有助于培养积极主动的终身学习者。它具有特定的主题和个人学习目标，并且提供了一个清晰的结构，发展知识、和技能的培养，同时使不同科目的学习更紧密融合。

我们与学校各部门携手合作，注重培养与艺术史、IB学习者素养和上海二期课改课程相联系的核心技能和学习方法。此外，我们还期待着与麻省理工学校合作的STEAM挑战有更多的合作。

第四阶段：国际文凭预科项目课程（IBDP）

国际文凭课程（IBDP）鼓励学生敢于接受挑战，不断接受新思想，并树立多元文化意识。在培养解决问题、分析问题和创造性思维能力的同时，努力提升技艺的熟练度和作为艺术创作者的自信心。

我们激励学生在不同区域、国家及跨文化背景下积极探索视觉艺术。通过探究、调查、反思和创造，培养学生对周围世界的鉴赏力及表达能力，使他们成长为视觉文化的创造者和鉴赏者。

Phase 3: School based curriculum with international elements

During phase 3, we aim to develop engaged and active learners. With specific subject and personal learning goals, it provides a clear structure to develop knowledge, skills and understanding whilst making subject learning more connected.

We look at the Key skills and Techniques in every medium linking to Art History, the IB learner profile and the Shanghai National Curriculum

We collaborate with numerous departments throughout the school and also look forward to our MIT challenges with STEAM.

Phase 4: IBDP

The IB Diploma Programme encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers.

The course encourages students to actively explore the visual arts within and across a variety of local, regional, national, international and intercultural contexts. Through inquiry, investigation, reflection and creative application, visual arts students develop an appreciation for the expressive and aesthetic diversity in the world around them, becoming critically informed makers and consumers of visual culture.

Q

视觉艺术课程通过理论与实践相结合的教学方法来挖掘学生在该学科中的潜力；并通过激发学生的学习、反思、研究及创造能力，帮助他们在知识、兴趣和能力方面均达到最佳水平。

艺术在社会发展和个人成长中发挥着重要的作用，它与我们精神世界息息相关，并对我们周围世界的认知有着深远的影响。我们相信，学习艺术课程有助于学生理解、分析并改善周围的世界。

与此同时，我们希望通过系统的教育，培养积极的自我形象、敏锐的感官能力以及对创作的坚定信念。

The Visual Arts aims to support each student in achieving their potential in the subject.  It looks at the holistic approach, to encourage individuals to develop the connection of practical and theoretical skills. 

We believe that the studying and understanding of the Arts is of fundamental importance to enable students to understand, analyse and affect their world and that this opportunity, open to all is of great educational benefit. The Arts often comment upon society in the widest contexts and the individuals’ role within it, they reflect on spiritual connections and question many aspects of each other and the world around us. 

We wish to develop through disciplined educative structures positive self-images, sensitivity towards others and a firm belief in the individuals’ ability to succeed in their creative endeavor’s.

Q

通常在每一节课开始时，我们通过“思考-组队-分享”的模式展开教学。在活动中，学生首先进行独立思考，然后两人一组或小组讨论他们的想法。之后，老师会邀请部分学生与全班同学分享他们的创意。

其次，在教学过程中，我们采用支架式教学方法。“支架法”指运用各种教学技巧，逐步引导学生加深理解，并在学习过程中增强学生的独立学习能力。支架式教学的主要目的之一是在没有帮助和指导的情况下，减少学生在挑战困难任务时所产生的消极情绪，并提升自信心。

支架式教学的环节:

•建立学生对任务的浓厚兴趣

•充分简化任务，鼓励学生尝试和探索

•就如何完成任务给出具体的建议

•处理“未达到目标”的挫败感

请查阅支架式教学的范例。在该教学范例中，要求学生探究达达运动和 Paul Klee的作品。学生从简单的达达诗开始，运用同样的构想，创作出20秒的数字动画。这种教学方法以学生为主体，培养学生的知识技能的同时，发挥了学生潜能，并提升了学生的审美及艺术鉴赏力。

Usually each of our Lessons begin with Think-Pair-Share. During a think-pair-share activity, students individually consider an issue or problem and then discuss their ideas in pairs or in a small group. A few students are then called on by the teacher to share their thoughts and ideas with the whole class.

Sessions are then Scaffolded. Scaffolding refers to a variety of instructional techniques used to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process. One of the main goals of scaffolding is to reduce the negative emotions and self-perceptions that students may experience when they get frustrated, intimidated, or discouraged when attempting a difficult task without the assistance, direction, or understanding they need to complete it.

The process of scaffolding needs to:

• get students interested in the task.

• simplify the task sufficiently to allow students to attempt it

•  give specific suggestions on how to approach the task

•  deal with the frustration of ‘not getting it’

One good sample of this can be found here where students were asked to look at the Dada movement and the work of Paul Klee. Students began with simple compositions of Dada poems concluding with a twenty second digital animation with the same concept running throughout.

Q

去年，我校中学生参加了首届诺德安达艺术节。我们非常荣幸成为诺德安达中国区首个举办该地区性活动的双语学校。当然，我们也在此次活动中收获了累累硕果。

来自诺德安达中国区的学生集聚在充满艺术气息的华泉小村，参加了为期三天的艺术活动。这是一次美妙而难忘的学习体验。同学们积极利用各种机会参与丰富多彩的活动，体验新技术，并向许多艺术家学习，以此提升自信心和艺术技能。

我们度过了一段值得回味的时光，结识了许多新朋友，分享了彼此的经验，这一切都有益于现在和未来的学习。同时，我们也期待着参加明年在北京举办的艺术节。

This year Secondary students attended the first ever Nord Anglia Art festival. NACIS was the first to host this event and we held the festivities at the celebrated Hua Quan Art village. We are particularly proud to be the first China bilingual school to host a regional event and the festival didn’t disappoint.

The festival provided us with many opportunities to explore our creativity and challenge ourselves with new opportunities. It was an amazing experience going to an art residential like Hua Quan Village and we learned from so many experts in their field.

Hua Quan is an art and music village and for three days it welcomed Nord Anglia students from the China region. Our students engaged and tried new techniques while also developing their confidence and skills with each new activity. The festival provided all our students with a memorable time making new friends and sharing experiences together that will support them now and in their future learning. We look forward to next years festival that will take place in Beijing.

Q

我总是回想起当我还是学生的时候，我的老师们给我留下的深刻印象。

作为一名教师，我们的目标是让学生积极参与每一项活动，并激发他们学习的热情。与此同时，学生的积极与热情也时刻激励着我。

老师的积极心态是开展优质课堂教学活动的关键。它有助于学生从不同的视角来看待学习，并以此来激励自己完成任务，实现自己目标。同时，还有助于激发他们的创造力、好奇心和求知欲，这也有助于课堂气氛的调动。

在教学和分享作品的过程中，富有热情并循循善诱的老师会激发学生产出观点的欲望。学生会因老师对于学科的喜爱而更有动力去完成学习任务-哪怕这项任务不是他们的主要兴趣所在。

一个富有内驱力的学生会为自己创作的作品引以为豪。这股源于内心的自豪感也将帮助他们永远对世界充满好奇、乐于探索，并努力提升自我。这样的良性循环也将影响到他们在学业任务中的表现。愿我们的学生们都能成为目标明确、积极向上的终身学习者。

I always think back to when I was a student and what teachers live long in my memory now. It was always the teacher who seemed engaged with their students that made an impact. As a teacher we always aim to get our students engaged and passionate, and it is this engagement and passion that inspires and motivates me. 

A motivated teacher is crucial to a successful classroom. They will look at learning through a different lens, and, in doing so, motivate themselves in their learning too. Motivation helps to energise, direct and involves working towards goals and activities to achieving this purpose. Motivation also helps to drive creativity and curiosity, sparking the desire needed for students to want to learn more.

Having a motivated teacher is also crucial in the way that you present. If you share it as something worth being excited and animated over, this will shape student’s behavior and response. They will feel more inspired to do well as they will want to do justice to a subject that you have taught so passionately – even if it’s not their main interest in life.

A motivated student will feel genuine pride in the work they have done, which is an important feeling to carry through in life. It helps keep students actively interested in what they’re studying and pushes them towards continuing their education. Motivation in classroom enhances their performance in all aspects of their schoolwork and helps them become goal-oriented, motivated individuals in life. It also encourages them to always finish a task and do the best that they can with all they set their mind to.