The focus of the art school subject is perception, design, and reflection in relation to the artistic and aesthetic diversity of culture and everyday reality.
The art class makes its contribution within the range of subjects of the school in the sense of holistic personality development by imparting a basic aesthetic education. The special field of learning and experience of the subject in visual culture. Accordingly, the subjects of instruction are derived from the entire, sensually tangible, aesthetically designed, and primarily visually conveyed reality, which is concretized in different visual worlds. These visual worlds show different contexts in terms of content and form and are shown in a variety of media forms. From using easels for creating paintings, using Tablets and computers/laptops for programs like paint by numbers custom or adobes vast library.
The central task of the subject of art is to stimulate, develop and expand the pupils’ ability to perceive and express themselves and to train them to think and act aesthetically.
The aesthetic way of experiencing the world particularly relates to the individual maturation of the ability to perceive and experience, as well as the ability to reflect on these experiences personally. Perceiving and reflecting are activities that are directly related and cannot be separated from one another. Sensual experience and conceptual thinking behave in a complementary manner to one another and promote one another.
The examination of artistic imagery, the imagery of everyday culture, and one’s own artistic design is of particular importance. Pictures have a specific language that young people constantly encounter. This visual language has to be recognized and understood in terms of its structures, effects, and meaning in order to see through their complex interplay and to use them for your own creative messages.
Therefore – wherever possible – the connection to other disciplines and subjects should be sought in order to make it clear that art and artistic abilities do not exist in isolation and apart from the reality of life. Participation in cultural life is established through visits to museums and exhibitions. They enable the encounter with original works and familiarize the learners with the public forms of the cultural scene. Encounters with artists, designers.
The visual design in the field of art is not only result-oriented but also to a particular extent process-oriented. This also includes reflection as a continuous evaluation process. Fact-related insights, methodological skills, and self-related experiences thus have a direct effect on each other in concrete creative action and develop each other.
Processes of design, perception, and reflection are therefore intertwined. The aim of the art class is to use this integration context to achieve technical goals and to make the students aware of them. This enables them to reflect on interim results and unexpected solutions and to appreciate the solutions of others.
It is important to observe and incorporate artistic developments (also in neighboring disciplines), to ensure a broad concept of education and culture, to open up to new practices and projects, and to expand content and methods.
At the same time, the performance of the students is assessed in the education system. These assessments are recorded in the form of grades, certificates and degrees. From them, the access possibilities to certain courses such as the transition to high school or the start of a course depend on and they are in large parts of the working world of great importance for professional placement. Schools and training institutions thus help to structure the chances of individuals in later life.