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clarity and specificity, the Specific Objectives were rewritten for each Expressive Form as shown in the
examples presented in Table 6. Additionally, a Specific Objective that focuses on Health and Safety in Art
Production was added to each Expressive Form. The Specific Objective that was added reads “apply
appropriate health and safety procedures” (see details in Appendix III).

TABLE 6
PROPOSED CHANGES TO SPECIFIC OBJECTIVES
EXPRESSIVE EXISTING SYLLABUS PROPSED CHANGES
FORM
Drawing identify and use a variety of media use a variety of media and drawing
and drawing techniques; techniques;

apply and use the elements and apply the elements and principles of Art,
principles of Art, to drawing and to drawing;
composition;

Painting and show a variety of colour harmonies apply a variety of colour schemes and
Mixed Media and contrasts; value scales; and,

produce samples of personal produce finished art work using a variety
expressions in a variety of media; of media.

27. Respondents also felt that in addition to Health and Safety in Art Production, a Specific Objective
for drawing should be added to all Expressive Forms as drawing is a fundamental aspect in art making and
all students need to be sufficiently engaged in this area. It was further recommended that at least one
detailed or sustained drawing be submitted by candidates regardless of the Expressive Form in which they
have chosen to specialise. The Review Committee discussed the proposal and agreed to add drawing to
each Expressive form. The Specific Objective that was added was worded to ensure that all students are
able to create drawings relevant to the expressive form selected. For example, the Specific Objective that
was added to ‘Painting and Mixed Media’ reads ‘create drawings relevant to painting and mixed media’.
The Committee also agreed to add Specific Objectives to assess the value and appreciation of art to each
Expressive Form. An example of the Specific Objective added to ‘Drawing’ reads ‘examine the cultural
and economic value of drawing’. These proposed changes to the Specific Objectives have not affected
the depth or breadth of the syllabus but have provided greater clarity; as some of the competencies and
expectations that were implied are now more explicit, (see details in the syllabus in Appendix III).

28. In the teacher survey, teachers were asked if they thought there were topics in the syllabus that
should be removed. All respondents indicated that all existing topics should remain as they were in the
current syllabus and none should be added. The focus group participants on the other hand felt that
there is the need to add Photography and Jewellery Making to the syllabus. After much discussion the
Review Committee agreed to support the recommendation to add Digital Photography to Graphical
Communication. This proposed change in content has resulted in the need to rename Graphical
Communication; the name suggested by the Review Committee is Digital Photography and Visual
Communication. However, they disagreed with the suggestion to add Jewelry Making as an Expressive
Form on the premise that it was already accommodated under Fibre and Decorative Arts. The Review
Committee also reviewed, updated and aligned the Content in the syllabus to the Specific Objectives. The
Committee, after much deliberation about the content in the existing syllabus, also recommended
changes to some of the content areas. This was done with a view to carefully delineate and align the
content to the Specific Objectives, (See Appendix III for further details).

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