Learning through a/r /t: Post-digital art education

Abstract

Key concepts for designing learning projects are based on a number of 'learning performance' and 'learning content' including arts performing process of cognition, skills and affection, and arts elements, concepts, principles. The new curriculum adheres to the spirit of the school-based curriculum development and focuses on competency-driven learning materials and instruction for fostering core competencies.Further, arts curriculum development integrates issues like gender equality, human rights, the environment, the global ocean, morality, life, the rule of law, technology, information, energy, security, disaster prevention, family education, career planning, multiculturalism, reading literacy, outdoor education, international education, and indigenous education. These issues should be incorporated into the content of schooldeveloped courses where necessary (MOE, 2014). In addition, the arts learning process provides pupils with the ability to sense and perceive aesthetics in multiple sensory experiences, and then apply that knowledge to diverse contexts. Therefore, the new arts curriculum regulates that schools should design and provide at least one cross-