Sudan Primary 8 School Syllabus - Arts

This information is based on the South Sudan Arts Guidance document. While the document pertains to South Sudan, it may offer insights into the arts education in Sudan as well.

Introduction

The arts (visual art, craft, music, dance, and drama/theatre) are considered a vital part of South Sudan's cultural heritage. The curriculum emphasizes active learning, focusing on understanding, skills development, and practical application of knowledge.

Curriculum Framework

The Arts curriculum falls within the broader Curriculum Framework, which sets overarching educational goals, values, and principles, as well as student competencies applicable across all subjects. The framework aims to develop students into:

• Good citizens of South Sudan
• Successful lifelong learners
• Creative and productive individuals
• Environmentally aware members of society

Rationale

The arts are seen as a source of inspiration and a means of self-expression, fostering imagination, creativity, and personal and emotional development. Participation in various art forms cultivates responsiveness, critical thinking, and appreciation for diverse viewpoints and cultures.

Subject Strands

The Arts curriculum comprises four interconnected strands:

• Visual Arts & Craft: This strand focuses on creating two and three-dimensional works in various media, appreciating existing artwork, and understanding the inherent qualities of art.
• Music and Dance: This strand encompasses listening, responding, performing, choreographing, and composing. Learners explore sounds, musical instruments, and various dance forms, including those from the South Sudanese repertoire.
• Drama: This strand involves exploring feelings, knowledge, and ideas through dramatic activities, leading to a deeper understanding of the world and human interactions.
• Critical Appreciation of the Arts: This strand emphasizes evaluating and appreciating art forms as an integral part of the creative process, enhancing enjoyment and developing creative skills.

Progression and Assessment

Assessment considers not only the final product but also the creative process, skill acquisition, and knowledge of tools, techniques, and materials. It also evaluates the learner's understanding of the broader art world and their ability to respond to and reflect on the work of others. Assessment focuses on four key areas:

1. Generating ideas (complexity, originality, creativity) 2. Making art (technique, skill, quality) 3. Evaluating art (judgment, perception) 4. Experiencing art forms (breadth, contextual understanding)

Formative assessment is integrated into the teaching and learning process through observation, conversation, and product appraisal.

Syllabus Units

The curriculum is organized into syllabus units, each covering a specific topic within a strand. These units are further broken down into lessons and activities. The number of units per year group varies. Some units may be spread across the year to provide a balanced arts experience. Examples of units include:

• Primary 1: Singing Songs, Accompany Me!, Beginning to Role-Play
• Primary 2: Traditional Song and Dance, Creating an Event
• Primary 3: Songs and Dance of the World, Drama in Our Community
• Primary 4: Tuneful Accompaniments, Sounds and Symbols
• Primary 5: Tune It!, Improvisation
• Primary 6: Elements of Composition, Perform It!
• Primary 7: In Concert, Characters Work Together
• Primary 8: Musical Language, Exploring Dramatic Forms

Cross-Cutting Issues

The curriculum integrates cross-cutting issues such as peace education, environmental awareness and sustainability, and life skills into all subjects, including the arts. These issues provide context for learning and promote holistic development.

Planning Principles

The Arts Guidance document outlines three key planning principles:

1. One learning activity can lead to many learning outcomes. 2. One learning outcome can be achieved through many possible activities. 3. Learning activities are part of a sequence of progressive learning.

This comprehensive overview provides a framework for understanding the Arts curriculum in South Sudan, which may share similarities with the curriculum in Sudan. Further research into specific resources from the Sudanese Ministry of Education would be needed for a definitive understanding of the Sudan Primary 8 Arts syllabus.