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We believe art is not just merely about training of patience and observations, it is a holistic approach that allows all rounded development. Through the use of western teaching methods, such as positive teaching and confidence in experimentation, while adapting it to the local community, we aim at cultivating both their artistic talent and emotional awareness.
藝術不只是耐性和觀察力的緞練，更可達至全人發展。透過培養正面、自信、自主的西式學習方法，
加上對社會的觀察和適應，建立孩子的藝術才能及情緒覺察。
Sensorimotor
Stage 感官運動期
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Progressive
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Self-expression
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Appropriate
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Interactive
age 2-3 (感官培養)
-感官遊戲 Sensory Play
-自然塗鴉 Messy Painting
-早教工具繪畫訓練 Rocks doodles training
-故事及邏輯整合活動Stories and matching exercises
-混色概念及圖像轉換 Shape movement games and colour mixing
Preoperational
Stage 前運思階段
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Creativity
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Imagination
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Self-discovery
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Independence
age 3-5 (自我表達)
-每月一個主題, 以學生對主題探索後的想法實踐於創作上
Monthly theme, art practice through the kids own idea and expression on the topic
-自主學習，過程專注以兒童自我選擇為創作根本
Encourage children's Self-motivation on learning and all courses design are mainly focus on children's need and let them enjoy the process of making art
-小組討論形式上課, 培養良好溝通和表達技巧
Group discussion for better communication skills
-平面與立體作品元素指導, 平衡發展各項媒體運用能力及基本藝術理論(基本色彩學, 構圖設計, 腦激盪方法)
All-rounded art training and direction (colour theory, design elements, brainstorming)
Concrete Operational Stage 具體運思階段
1. Explicitly connects
theory and practice
2. Focusing on
contemporary issues
3. Style developing
age 6-9 (認識與實踐)
age 10-12 (建立個人風格)
-當代藝術媒介應用
Brief discussion on artists influences in contemporary art field
-獨立創作，培育個人創意及經驗
Individual art practice, media experiments
-個人藝術風格建立與實踐
Style development and analysis
-藝術創作技巧指導
Individual tutorial and concept development
Formal Operational Stage 形式運思階段
1. Abstract reasoning
developing
2. Critical abilities
developing
3. Qualitative thinking
transforming
age 12 up (邏輯思維轉化抽象思維)
-獲得抽象思維能力
Deductive reasoning obtain and abstract ideas understanding
-從可得到的信息得出結論
Multiple potential solutions finding
-使用演繹邏輯作為系統性解決問題的方法
Systematic planing about hypothetical situations and scientific thought
-比例性思維的產生
Proportional reasoning development