Preface
We communicate using a variety of forms. Most of us, however, rely exclusively on a verbal form as well as a written form to
communicate ideas, thoughts, memories and feelings. Yet, for ages, human beings have explored other forms of expression: the
cave drawings, for instance, are regarded as one of the oldest forms of communication. Through this example, we want to point
out that communication and expression have not been and should not be restricted to a verbal and written form only. This is
where the Arts is central to the human need to communicate and express. The Arts, by offering different ways of expressing other
than the two established means, espouses an elusive quality: creativity.
In addition to the cognitive and logical domains that subject areas offer, the Arts in the curriculum builds around the affective
and psychomotor domain of learning. The Arts textbook, therefore, draws upon the children’s observation of surroundings, their
experiences, emotions – their way of being – by tapping upon a number of skills: listening, speaking, rhythmic patterns, mind-
eye coordination, ne motor skills and, above all, body movement. A variety of activities are offered in Grade 4 – a phase that
is crucial to the developmental process of the learner. In this transitional phase he/she is expected to have already acquired
several basic skills, and this textbook seeks to reinforce these skills while also building on them.
The aim is to develop an artistic sensibility in the child, through a dual process: taking knowledge of one’s world and applying it
in the class, and vice-versa. We want our children to become critical, creative, understand each other’s abilities, emotions and
artworks and grow by trying their hands at different activities. These can be opportunities through which the learner discovers
one part of himself/herself.
The Arts offers an interesting blend: there is room for precision and exactitude and yet, it also thrives in ambiguity, which leaves
room for interpretation and questioning. Our wish is that emphasis is laid on the process of learning. This might just create little
moments of reection and creativity that will make the learning process meaningful.
The Arts Panel
2017
ii