Shakila Haider

Literature Review:
This literature review will examine pedagogical strategies for the Art classroom
and look at international models of Curriculum design. It will also explore the best
practices used by art educationists. It aims to review literature that discusses both
people’s awareness and perception of teaching art in Pakistan to the early primary
year students. grade 1 and 2 And how the use of art in multifunctional school is
been limited.

Strategies for teaching art to grade 1& 2

a) Art education best practice
1) the arts are not considered to be "academic," there is more freedom in regard to
required content.” (Bresler, L. (1993). Three orientations to arts in the
primary grades: Implications for curriculum reform. Arts Education Policy
Review, 94(6), 29-34. Page 2)

The basic observation is on teaching art for primary grades of schools from
different backgrounds.
In the first lesson plan the teacher use different kinds of material like; yarn and
cotton balls into bowls glitter, and organized them neatly on a table. Then, the
teacher described her assignment, observed the students and gave some
instructions. The teacher gave free hand to their students.
In second lesson plan the teacher gave instructions to her students in the form of
written text. Student is less invited to input their own imagination and
experimentation .the activity was based on lesson plan.p 31

-In the third lesson plan the teacher arranged a still life project on a table and
placed a vase with flowers and table cloth.The focus of instructions more on
aesthetics.The attention to aesthetic qualities was more prominent in the sensitivity
to dynamics, form, shape, and balance.p31

The freedom to explore as necessary conditions to the development of creative

capacities and artistic expression.” (page 5)

The observer keenly observe all three lesson planes and which pedagogies is more
productive for children outcomes, and other observation how which material is
used is also important and how teacher need to broaden his/her
Art education internationally has proven to be very important for the children in
improving their skills and as well as their motor cognitive skills. Every child has
their own special cognitive and learning process. Keeping that in mind Gardener
proposed art integration as it improved the learning process. More over children
can use their own aesthetic sense and design certain things.
Eisner has pointed out five important aspects of this new conception of the field.
(1) it emphasizes the importance of the environment in shaping artistic aptitudes;
(2)it is concept rather than media oriented: (3)it tends to place greater importance
on the product since the quality of the product is a major data source for making
inferences about what children have learned or not learned (4) it conceives of Art
Education as mode of education that has unique contributions to make to the
growing child: and (5) it recognizes variety of skills and understanding beyond
those found in the studio as appropriate ,indeed necessary, for providing an
adequate education (p 62).

Strategies for teaching art to grade 1& 2

b) Pedagogical and art integration

In this particular article there is meeting arranged by the New Jersey Art education
Association. Including 1- Dr Ralph Beelke 2- moderator of the panel. 3- National
art education association. And director of education and elementary school
teachers, community board of education. Art teachers, declared Mrs. Dix who is a
former president of Art education and national Art association. Must be able to
verbalize their philosophy of Art education in order to sell the art programs. They
proposed the concept of trained teachers and teachers must have knowledge of
child philosophy. While Dr Adler in comment was the outlined essential for Art
curriculum.
A. A definite philosophy of art.
B. A clearly defined purpose.
C. A program of activities a process.
D. A product the child themselves. And if the children aren’t served the
program is failed. Another meeting was held. Purpose of the meeting was to
identify and discuss the contribution in which the school Art program. And
should made to further the aim of general education. The board will go to
different schools and board of education that may require further criticism
and suggestion for improvement in which the final art education guide will
be developed fir the connection public school. And further more discussions
and meetings were held which was very progressive and proper schooling
system for the children’s.
 a) Arrangement of a proper art curriculum for the school children. And helping
them enhance their own visual and perception in learning art.
B) Suggestion was given to improve the art education amongst the schools and
provide a proper art curriculum for the children.
C) Working on child philosophy and keeping in mind their likeness and unlikeness
and make a teaching method as per convince to every child.
Dr. Karl Deutsch in discussing creativity spoke of it as a process essential both to
scientific discovery and to creative art activity, some of the steps in the process
being, abstraction, dissociation, re- combination and strategic simplification. He
spoke of conditions which could facilitate the creative "miracle": first, a substantial
background of knowledge and experience worth dissociating and recombining;
second, freedom to experiment with- out pressure in a spirit of play, in order to dis-
cover new combinations; third, the ability to select the few which appeared to be
relevant, and fourth, the ability to follow thru on the hard work of tryout and
detailed organization of effort, needed in order to bring the effort to successful
completion.p.15 ( The Arts in Education Source: Art Education, Vol. 12, No. 4
(Apr., 1959), pp. 14-17).

Lesson Planning/Curriculum Design for grade 1 & 2

Art Curriculum for Grade 1 & 2 internationally.
Dale Harris has also pointed out that children's graphic behavior during the
elementary grades is more concerned with, first, the kinesthetic enjoyment of the
motor behavior of the drawing act, and then with a desire to communicate and
conceptualize his world through his drawings, than he is with any serious esthetic
in- tentions.4 Additionally, Harris points out that a concern for esthetic
involvement occurs at the high school level, if it ever occurs.p.15 (Rouse, M. J., &
Hubbard, G. (1970). Structured curriculum in art for the classroom teacher: Giving
order to disorder. Studies in Art Education, 11(2), 14-26.)
This article talks about the unsatisfactory American Art education in elementary
schools. And how educators provides base on all areas of study. The education in
elementary school as well as college suffers corresponds. In this article the
educators also observe how elementary school’s
Education is very crucial in learning of children’s life period. The educators also
found how much attention and determine effort is given to other subjects. Half of
this isn’t given to arts. The author introduced a program for elementary schools for
art instruction
1 certain classroom situations undermine the self confidence of the students. This
may lead to lack of interest in the particular subject.
2) The program introduced for elementary school for art instruction is a very
important in enhancing the learning process for the children.
3) Students suffer from crucial learning system. Leading to less of interest in art
rather than other subjects.
These subjects are sequential and conceptual based program. The concept of the
program is based upon
a) Fundamental concept, from the several subject field, and visual arts.
b) Child development.
c) Perception in which creativity and other related studies to make the content
easier for the children.
The research should be relevant and shaped best for children behavior and
developmental purpose for perception and cognition creativity and experiments
purpose. Irvin and dale haris both have same thoughts that children from
elementary grade is different graphic behavior from
Adult Children are not efficient in recognizing incomplete forms, i.e., in achieving
"closure." Straight line gaps are easiest for them to close, but oblique lines and
corners are quite difficult.17 "Continuity" of pattern develops in the direction of
more efficiency up to the age of 14 and then appears to decline. On the other hand,
"similarity" and "proximity" appear to increase steadily with most children.s8 p.6

Children are more concerns in kinetics enjoyment of motor behavior of dreamy

act. With desire and conceptualize his world through his dream. While in adult its
more focused on esthetic involvement. The children’s responds to bright colors
rather than dark colors. Girls like particularly found a clam life while boys has
partial in action. One of the most important things observed in children is that at
one time they can’t focus on many things at ones. But at one particular time they
focus on 1 to 4 things hardly. This all data suggest that in setting up any kind of
drawing lesson we must be careful and how we approach we must not expect from
them and handle many object at the same time. Design a suitable exercise which
should be constructed and children should be encouraged to feel, touch and
verbalize and draw. The main four findings are :
1-flexibility,
2-fluency,
3- Elaboration
4- Originality.

Strategies for teaching art to grade 1& 2

1) Art education practices in Primary schools in Pakistan.
The origin of art education in Pakistan; though predominantly was informal in
approach, can be traced back in the Colonial Period of the late 19th century. After
winning its independence from the British in 1947, the country inherited only two
art institutions both were set in Lahore. These were the Mayo School of Arts and
Crafts (National College of Arts; NCA, since 1958) and the Department of Fine
Arts (Khan, M. S. A. (2014). The Changing Perspective of Art Education in
Pakistan. Online Submission)

This particular article evaluates the importance of art education in Pakistan and
how art education was implemented and curriculum was designed.
Pakistan has been deeply rooted with arts since a very long time centuries to
centuries from harrapan to mohen jo daro civilization but the implementation took
a little while.
The origin of art in Pakistan predominantly was informal in approach can be traced
back to 19th century. After the independence from British in 1947, Pakistan
inherited only two institutions in Pakistan both were set in Lahore. Mayo art and
craft and department of fine arts in Punjab University Lahore 1948. Another art
school was established by renowned artist in Dhaka. There were efforts put in to
make art and important part in educational system of Pakistan. Karachi fine arts
studio was established in 1958.
The year 1950s and 1960s were considered as the transitional period for art
education in Pakistan. The trends of qualification in visual arts and degrees and
diplomas. Qualification of such diplomas were considered equivalent to other
formal education. Whereas the art education in primary and secondary school
levels were just under observation.
Pakistan art education comprises of three main stages
1-primery
2-middle
3- secondary
4- Higher education
The changing perspective of art education is divided in 3 category
a= Art as a traditional craft.( covers the period prior to 60’s)
b= Art in academies (represents the educational developments within the following
decades from 1960s through 1990s)
c= Art as an industry (ranges from 2000s until now due to increase mushrooming
growth of art)
And the curricula implemented during these phases.
The HEC (higher education commission) erstwhile UGC in draft revised
curriculum for fine arts realized two things about the curriculum that art is going
western way and the art and craft is sidelined. And new curriculum were designed
and made 3D learning compulsory.
Islamic art and calligraphy was also introduced by haji sahib in NCA.
The revised curriculum was much working and easy placing than the previous
curriculum.

Learning abilities at grade 1 &2

There is evidence that strategic interventions, which are designed to build

elementary teachers’ experience and confidence as artists, can increase and
improve teachers’ implementation of arts-based praxis within their classrooms
(Chemi, 2014; Gates, 2010; Hudson & Hudson, 2007; Oreck, 2006). These
interventions are particularly effective when teachers consistently reflect on their
own arts-based praxis in relation to their students’ learning (Burnaford, 2006;
Marshall, 2014). The hallmarks of such interventions include teachers applying
creative processes coupled with reflective critique (Sullivan, 2006, 2008). An
important component of this work is that teachers must view their artworks (and
the artworks of their students) as more than aesthetic objects, and instead, as sites
of learning and evidence of understanding (Leavy, 2009).

Article complies about the strategic intervention which is designed to build

primary school teachers to experience and improve as teachers. Implementation of
art based praxis with in the classroom. These ideas are effective when teacher
continuously reflect their own art based praxis in relation to their students learning.
The hallmarks of such interventions are that teachers apply creative practices in art
and positive critique about the art.
A study was conducted by a researcher keeping in mind the learning process
children. The goal of the study was to stimulate dialogic exchange and to
document key issues of teacher’s pedagogy and their students learning in relation
to the classroom environment and interpersonal dynamics.
The theoretical underpinning of the project centered on principals of social
constructivism, which is believed that reality is constructed through human
activity.
The first part of the study was
1= the QUALITIES OF QUALITY framework. Which centers the four constructs:
a-Learning
b- Pedagogy
C- Environment
d -Community dynamics.
These 4 aspects serve as the analytical lens for application and reflection. The goal
was to interrogate the quality ‘visual arts’.
The L-PEC will provide a common ground to the university and schools for deeper
understanding for learning process.
The researcher used CASE study method which elucidates one case and important
role of co constructing inquiry based learning.
Case study of ALI is as follow:
The aim was to support and facilitate the take up and delivery of the arts in general
classroom. The teachers of arts rich practice project placed the attention clearly on
learning with teachers.
The case study followed the same L-PEC
L= learning was divided into
L1- engagement
L2 - acting and feeling artist
L3 - emotional openness and honesty
L4 experimentation and exploration or inquiry
L5 - ownership
P= pedagogy
P1- authenticity
P2 -modeling artistic processes inquiry and habits
P3 - participating in the learning experience
P4- making learning relevant and connected to prior knowledge
P5 - Transparency, responsiveness and Flexibility
E = environment
E1 - functional safe and aesthetic space, material and resources
E2 -the arts occupy a central place in the physical environment
E3 - sufficient time for authentic artistic work
C = community dynamics
C1- commitments, belief and trust
C2 - open communication
C3- collaboration
Selected case study teachers were then each partnered with an academic who could
facilitate the workshop.
He particularly worked on the children and asked them to draw a still live car from
any angle they want and the end result was surprise the children took keen interest
and draw the car from different dimensions. The children never had such
exposure.
Ali reflects on how the community dynamics within her classroom were multi
directional this involves respectful dialogue which can at times be non verbal
sharing.
The acronym ‘L-PEC’ (Learning, Pedagogy, Environment, Community Dynamics)
became adopted by the research team, to succinctly signify this ontology. The
belief was that the L- PEC framework would help the university and school-based
participants share a common (and most likely, evolving) vocabulary, which might
assist in deeper understanding of the four dimensions. This would help provide a
shared focus for the systematic study of professional learning and its
transformative power (Gates, 2010).

Lesson Planning/Curriculum Design for grade 1 & 2

Art education researchers have investigated different means for preparing service
for elementary school teachers to teach keeping in mind visual arts. In this the
study began with inquires of nature and the findings indicated that all participant
embraced the notion that visual arts integration is useful for teaching other
subjects. However the participant’s lesson plans revealed that visual arts were
incorporated in simple learning activities without any art instruction. And most of
the participants utilized the learning through visual arts approach in superficial
manner. Furthermore the pre service teachers with the strategies for integrating
visual arts in the particular art lesson.
1. The art method courses need ti include interdisciplinary collaboration with
other teacher education.
2. Link visual art with other disciplinary subjects. And should be acquitted
with the content if other education method courses.
3. Elementary school settings should bring pre service teachers with strategies
if visual arts integration.

This finding demonstrates the importance of elementary art methods courses that
offer a pedagogical foundation for the integration of visual arts with other subjects
(Kowalchuk & Stone, 2000) as opposed to simply teaching art techniques in
isolation (Galbraith, 1991). In addition, this finding calls on art educators to
identify what pre-service and in-service teachers need to learn and the ways they
actually utilize visual arts in their class- room (Lackey, Manifold, & Zimmerman,
2007).p 71
 This teacher had adapted a five-sense book project as a means of supporting her
students’ learning, utilizing her school’s resources. Her lesson was an example of
an aesthetics activity incorporating creative writing because she encouraged her
first-graders to use their five senses as a prompt for sentence composition. p 76
(Bae, J. (2013). Rethinking an elementary art methods course: A model of three
visual arts integration strategies. Visual Arts Research, 39(2), 70-81.)

Conclusion
it is very important that students should find interest in the subject they are
learning. And different methods should be used to provide them a proper pathway
to follow keeping in mind their abilities and interests
Art learning is broadly divisible into verbal and nonverbal behaviors. As
mentioned in the research section and consistent with tradition in art teaching,
children need manipulative or activity objectives. A much neglected but no less
valid dimension of education in art is verbal activity. Language in general is the
responsibility of the entire school.
Art education in Pakistan primarily had been under the influence of the hard times.
From the having lack of teachers to lack of curricula Pakistan art education has
been given least important. But after 2000 the art education has gained certain
attention and has got positive response
he integration of visual arts with other subjects will provide a very simpler and
common way to design the art lessons for the students. More over the use of art
integration with other major subjects can be well coordinated and bring a positive
response in teaching art.
The effective pedagogy, classroom environment and classroom dynamics
contributes to student learning in arts and how children’s artworks can be seen as
sites of learning as a result we are able to make visible exemplars of children’s
learning.