ABSTRACT
Art in schools always seems to survive, but often depends for its quality on enthusiastic and committed teachers, rather than government policies. Any art curriculum, when published as a summary of principles and practice, tends to deal in generalized statements, themes and units of study. In art and design education, creativity is stifled by prescriptions for doing activities. A good art curriculum is an introduction to visual art and a way of knowing the world other than through words. It is comprised of activities designed to develop interest and skill in investigating, making and understanding the visual world. Although many good art lessons fit a learning objectives decided in advance, this is not always an easy way to plan for progression. It is often far easier to decide on a theme of investigation or imagination then think what emphasis and learning objectives is the most useful.
