In order to improve coordination and pathways between secondary education and the degree programmes offered by the Academy, and to offer secondary school pupils the opportunity for a thorough preparation for such a study programme in professional art education at the KABK, the Academy has several partnerships with schools within and outside The Hague. Several other projects are currently being developed. Many secondary schools are focusing more and more on art and culture, as reflected in the establishment of schools with a specific culture profile.
Many secondary students find it difficult to form a realistic view of studying within a professional art programme. In addition, the quality standards applied by most professional art programmes differ from the standards and curriculum of art subjects in secondary schools. Often, the curriculum of the art subjects is insufficiently oriented towards the development of talent. A number of the participating secondary schools' art classes currently come to the Academy one afternoon a week, to take classes that supplement their own school curriculums. Classes from both phases of secondary education are involved in this project. Where possible, classes at the Academy are incorporated into the regular school curriculum, thus making the study load part of the regular programme.
From these programmes, pupils can transfer to more intensive forms of preparation, including the actual Preparatory Courses, the School for Young Talent and the Preparatory Year. In the near future, it will also be possible for pupils from external schools to take their KUBV examinations through the KABK.
Structure and courses
During the first three years of the ‘art plan,’ pupils are introduced to the various study programmes offered at the Academy. This allows them to acquire a broad foundation for the choices they make in the second phase. We conform to the following core objectives specified by the Ministry of Education for the first three years:
1. Core objective 48: Art production
‘By using elementary skills, pupils learn to investigate and apply the power of various artistic disciplines to express their own feelings, to document experiences, to give shape to their imagination and to realise communication’.
Considerable attention is devoted to reflection in each class. All assignments call for students to use their own imagination, with guidance from the lecturers. In this way, pupils are encouraged to represent their own worlds in two-dimensional and three-dimensional objects and digital products. Pupils document ideas and experiences in blank notebooks known as 'dummies', which are later used to create preliminary studies and come up with objects for autonomous assignments. A dummy is a personal journal in which the pupil can work both during and outside of class hours. This book makes an important contribution to the realisation of this core objective. This core objective revolves around the production of art, which is what happens in every class, in the broadest sense of the term.
2. Core objective 49: Presentation of original work
‘Pupils learn to present their own artistic work to third parties, both individually and as part of a group’.
The presentation of original work regularly takes place within each separate class, as well as upon completion of a block of classes within a single discipline. In addition, pupils learn to discuss their work within their own groups and to familiarise themselves sufficiently with the relevant concepts to explain their stories as well as possible. At the end of the school year, all work is presented jointly to an audience made up of all interested parties. The collective exhibition, which is prepared by the pupils, provides an opportunity to view and discuss the work.
3. Core objective 50: Learning to look at and listen to art
‘Based on a certain level of background knowledge, pupils learn to look at visual art, to listen to music and to watch and listen to theatrical, dance and film performances’.
The art plan devotes considerable attention to excursions in which looking at art plays a central role. In addition to separate excursions planned by individual groups within each discipline, a collective excursion with all the pupils is always planned as well. During these excursions, pupils experience art and culture in person, which helps them to understand and appreciate art. Each excursion is accompanied by an assignment and pupils report on the excursions in their dummies. In addition, exhibitions are often held in the gallery of the Academy building, which pupils are free to visit. Each discipline also pays attention to exhibitions within the discipline that have a particular relevance to the subject matter of the classes, allowing pupils to take the initiative to attend these exhibitions outside of these classes.
4. Core objective 51: Reporting on experiences
‘Assisted by visual or auditory resources, pupils learn to report on their participation in artistic activities (as both observers and participants)’.
In their dummies, pupils keep a record of their own experiences with art and culture. These reports receive attention and discussion during the classes. Pupils learn to express their experiences with the artistic expressions of others, including those of professional artists, both orally and in writing. The development of individual opinions is of great importance in this regard. The development of a good vocabulary with which to communicate about art is taught in a light-hearted manner.
5. Core objective 52: Reflection on artistic work
‘Students learn to reflect orally and in writing on their own work and the work of others, including artists’.
Within the art plan, students learn to verbalise their opinions of things and what they have learned during the creative process.
The art plan is intended for students with an above-average interest in art. Within this plan at the KABK, they are introduced to the various study programmes that the Academy has to offer. We aim to offer these students a curriculum that is as good and diverse as possible and that achieves the core objectives stated above. We hope that this will provide students with an incentive to continue within the world of art. Our art plan provides a solid base for this ambition.
The subjects that are offered this year are as follows: Visual Art, Graphic Design, Interior Architecture, ArtScience, Textile and Fashion, Graphics and Photography. These subjects are offered in modules of approximately six classes.
The partnership currently consists of the following schools:
Segbroek College: first-year, second-year and third-year classes ‘Segbroek Art’. The upper level includes the subject Art and Visual Education (KUBV); see also www.kunstopsegbroek.nl;
Bonaventura College Leiden: first-year, second-year and third-year classes and upper level ‘Visual Art and Design Plan’, also known as ‘Art Plan’;
Rijnlands Lyceum Wassenaar: first-year, second-year and third-year classes, and upper level ‘Visual Art and Design Plan’, also known as ‘Art Class’;
Zandvliet College The Hague: first-year, second-year and third-year classes, and upper level ‘Visual Art and Design Plan’, also known as ‘Art Class’;
The KABK also strives to achieve better coordination with senior secondary vocational education (MBO). Possibilities include the development of continuing learning tracks (professional column).
An admissions procedure is required in order to participate in one of these art plans. This admissions procedure operates through the schools, in cooperation with the lecturers of the KABK. Please inquire at specific schools regarding the procedure and admissions requirements.
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