The teaching strategies for art appreciation and criticism in senior secondary school for the preparation of public examination: Case study

The teaching strategies for teaching Art Appreciation and Criticism(AAC) in senior secondary schools differ from teacher to teacher. The high level of mobility in teaching AAC and the examination makes the teacher worry about how to teach and assess the part of art appreciation (Lau & Tam, 2010).

This research intended to understand the teaching strategies for AAC of Senior Secondary School to prepare public examination in a case study way. The research object that was invited is the panel head Visual Art teacher who is currently teaching senior Visual Art elective and awarded the teaching award in art education. As a qualitative research, this research used triangulation methods with semi-structured interviews, literature review and document collection as instruments to collect data.

The discussion focuses on the teaching strategies applied by the selected teacher. This article reports on the teaching strategies in curriculum planning, in-class teaching and teaching outcomes. It was found that AAC learning education accumulated better since junior form, while contextual studies through different ways foster the learning in AAC.