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TERESA COLLEGE
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Lesson 5 Setting the Objectives

Student Learning Objectives (SLO)

1. Differentiate a teacher-directed approach and learner-directed approach in
teaching art.
2. Recognize the different purposes of an art activity in varied settings.
3. Examine the factors in choosing an appropriate art activity for students.

Content
"The important thing is to arouse in children a real feeling for life; and color
and form have the power to lead right into life... these details are essential to the
vitality of the work."
- Rudolf Steiner, 1922,
The Spiritual Ground of Higher Education

The Continuum of Choice

In setting your learning objectives, it is important that you determine what

your goals are before planning out or selecting an art activity, You can find a fun
activity from Pinterest (an online art and crafts social media sharing site) that
seems fun to do in your Grade 1 class, however, if it is out of topic and does not
fit your curriculum goals, you may have to set it aside.

When introducing a new material or technique to children, it is common for

teachers to teach step-by-step, however, a good art teacher should not expect. an
exact outcome, rather, give students an opportunity to practice creativity and
independence in finding solutions (Hume 2008). A template or predesigned. craft
kit is an extreme example of knowing in advance what the end product will be and
is not an ideal practice to develop artistry and creativity. Art-making is not just
about assembling elements and things together in a skillful manner to create a
product. The difference between personal art and a well-crafted mass produced
"art" product is that personal art reflects the soul of the creator and is oftentimes
unique in the world. That is what the art teacher should always consider when
teaching art to children. Technical skills and understanding concepts and
principles are just tools for the child-artist to effectively express his or her

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thoughts, feelings, desires, and experiences to the world, but should not be the
only focus for teaching art.

Teaching children in the early grades, especially children with special needs
should always be given the opportunity to practice the freedom to choose and
decide for themselves even if it is a small aspect of the art-making process.
Sometimes, elementary teachers dwell too much on attaining the learning
competencies that they forget to enjoy the art-teaching process as well. Art
teachers are also artists, and in order to be an effective art teacher, one should
teach with his or her heart and soul, otherwise, it is no different in training
employees on how to assemble predesigned products in a factory.

In Teaching for Artistic Behavior (TAB), Douglas & Jaquith (2018) explained
the progression of choice which is how tasks and decisions are prescribed by the
teacher versus the freedom of choice of the student. TAB is a choice-based
approach wherein students are taught skills and concepts by exploring different
media centers, then are soon free to choose to work on their own concepts,
materials, tools, and techniques toward the end of the quarter or school year.
Students are given opportunities to explore, take risks, make mistakes, and
decide for themselves. Teachers most of the time are facilitators of learning.

"Children create art not because they want their works to be posted in
museums or sold in art galleries. Children draw, color, paint, and build because
it's fun and it helps them express their thoughts, feelings, experiences, and
wishes." - -
Teacher Precious

Approaches in Teaching Art

Teacher-Centered Approach

In a teacher-directed learning, the teacher sets the objectives of the activity,

materials, techniques, theme, etc., and follows the curriculum goals intended for
that grade level. The teacher enumerates the exact materials to be used and is
often strict upon using other than what's prescribed. Depending on the unit plan,
the activity might also be focused on the technique; example, chiaroscuro
painting, shading using graphite, weaving, etc., in which case, the students
should follow criteria to achieve a certain standard. The theme also prescribed in
which students are only allowed to use subjects and elements within the topic and
adding a personal touch or deviating from what is expected will result to criticisms
from the teacher, even if it shows creativity and imagination.

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In some technical and specialized art programs which focus on developing
skills in drawing, animation, painting, or crafts, a syllabus serves as guide to
distribute each topic into the number of sessions available for the school year.
Some classes meet once a week, some, twice, and some every day. Planning is
crucial so that the teacher can make sure that each class can cover the topics
needed to comply with the performance and content standards by the end of the
quarter. Planning by following the unit plan also ensures continuity of content and
progression of skills and techniques used per activity. In this case, there is
already a definite expected output from the child for each session.

Setting Objectives for a Discipline-Based Art Education Approach

The DepEd Art Curriculum uses the Discipline-Based Art Education (DBAE)
approach to primarily teach art concepts like art history and technical skills, such
as directed drawing, copying, and painting that measure dexterity, neatness, and
accuracy, Lesson and art examples are usually inspired by works of national
artists or by Philippine indigenous tribes. You will notice in MAPEH textbooks that
they always have Art History and Culture embedded in the lesson. DBAE is also
ideal for integrating other disciplines, such as Language, Math, and Science.
Assessment is detail oriented and usually involves a rubric and a written exam
which includes Art theory. Art criticism, and Art history. Imagination and creativity
are practiced although they are sometimes not prioritized in terms of assessment.
A discipline-based approach is ideal for in the higher grades where they are more
ready and open to learning facts and history which are not familiar to them. It also
encompasses one of the Studio Habits of Mind (Hetland et al. 2007), which is to
Understand the Arts Community.

Learner-Centered Approach

"Teachers must be exemplars of a way of life.

They must be artistic and able to improvise, free of preconceptions
and forever expecting the unexpected. They must be sensitive and
receptive to the changes in human nature."

- Rudolf Steiner

In a learner-centered approach, the teacher acts as facilitator and involves

a more spontaneous teaching or open-ended activity that gives more
opportunities for student-lead exploration, self-expression, and decision-making.
The flexibility of a student-centered approach is ideal for younger children who
may not have the same way of thinking as adults. The standards are also not
time-bound and limited, rather, will be dependent on the child's individual

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progress and interests. The teacher gives in to more unintended ideas and
actions of the student. A good example of this is Teaching for Artistic Behavior
(TAB) wherein students are encouraged to work with the theme and medium that
they want in so-called "media centers" (paint centers, drawing centers, clay
centers, etc.). A learner-centered approach is also ideal for teaching children with
special needs who have different levels of skills, needs, interests, and responses,
especially when teaching in a mixed-level classroom.

Setting Objectives for a Learner-Centered Approach

In setting objectives for a learner-centered approach, teachers should focus

on developing the child's creativity and self-expression through choice-based
theme and medium. In TAB, themes must connect with students' lives and
interests to be effective. Topics for themes can come from students, current
events, classroom studies, or can emerge directly out of student work (Douglas
and Jaquith 2018). In a learner-centered approach, the teacher should consider
the students' inputs to know what and how they want to learn and what they want
to do. New ideas and methods are encouraged so that no artwork will look the
same.

In most after-school art workshops for younger children, the focus of an

activity is for enjoyment, fun, and exploration (Art as Play). The focus is on
experimenting with different art media, themes, and techniques. Teacher acts as
facilitator, demonstrating a skill or technique, then gives the students freedom on
how they will apply what they have learned using a theme that they like. Aside
from the standard performance assessment (rubrics), other factors are also taken
into account. These include observing the students during the process, talking to
them about their work, and even how they critique other's work. Written exams
are rare since students will be showcasing their work. and assessed through
performance tasks. Although this approach seems fluid and unpredictable, it
requires careful structuring, space planning, and proper distribution of resources.
In the Reggio Emilia approach, this safe space is known as "The Atelier where
children can do creative experimentation. In Teaching for Artistic Behavior, these
small areas are called "media centers" where children can explore and safely
make mistakes while working on a topic and material that they want.

Teaching for Artistic Behavior - Also known as TAB, this approach has a
three-sentence curriculum: the child is the artist, what do artists do, and the art
room is the art studio. Children learn the basic theories, concepts, and skills then
toward the end of the month, quarter, or semester, they will choose a problem or
a theme that they want, then work on it until they are able to create an output
based on their skill and medium of their choice.

Reggio Emilia - This approach uses a constructivist self-guided curriculum

that applies self-directed, hands-on experiences in relationship driven

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environments that focus mainly on early childhood education (Moss 2019).
Students can develop all their senses through artistic exploration and
experimentation.

Rudolf Steiner - Also known as Waldorf education, this places the greatest
importance on giving children what is appropriate for their age, with "artistic love
and loving art" (Steiner 1922). Teachers cater learners' imagination and creativity
not only in art, but as a holistic approach to teaching other subjects.

Learner-Directed Art Activities Teacher-Directed Art

Activities

Focus  For fun and self-expression  To develop skill

and learn content

Description  Aim for holistic and  Aim for habituation

age-appropriate learning and mastery of
skills based on
standard
competencies
 Guidelines and rules are  Discipline in
flexible. following rules and
guidelines
 Students can choose  Teaching unfamiliar
content (personal content (history,
experiences and interests). theories, principles)

 Content is familiar and  Detailed

relevant to the student. assessment and
criticism
 Quality of work is mostly
dependent on student's  Quality of work is
intrinsic motivation. mostly dependent
on student
performance and
compliance
Priority for  Student enjoyment  Student application
Assessment of learning (skill
 Process and content)
(observation,documentation,
discussion)  Product (artwork)

 Artist statement

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Ideal for  Kindergarten and early  Upper elementary
grades grades
 Children with special needs  High school
students
 Students who are first-
timers or unfamiliar with art-  Learners who
making demonstrate
exceptional artistic
 People who have no performance and
confidence in doing art creativity

 People who
already have
strong artistic and
creative
foundations

Example  Self-portrait and friends  Still life of fruits or

Lessons flowers
 Still life of objects that I like
My first experience with the  Philippine
doctor/dentist traditional weaving
designs
 Our summer vacation
 Works of national
 My favorite pastime (My artists displayed in
favorite online game) the museum

 My house and my  The different textile

community traditions and
designs in China,
 What I like (flowers, Korea, and Japan
butterflies, princesses,
mode of transport, planets,  Painting the old
the solar system, etc.) houses and
churches within the
 Assembling (using community
cardboard to create my
imaginary car)  Drawing of the
bahay kubo,
 Painting and playing using torogan, bahay na
paints bato, etc.

 Creating a digital
painting similar to

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the works of Van
Gogh, Amorsolo,
Picasso, etc

At an early age, it should be embedded in children's mindset that art is

used mainly to express oneself to the world. They should learn that art is
something personal no matter how it is presented and therefore can be
subjective. Once their values about their own art are solidified, then they can
observe the work of the masters and other communities to get inspiration. By this
time, they are able to understand that these works are also expressions of other
artists and culture, and that these are personal and their expressions of
themselves as well. They will learn to be more open-minded, curious on what
inspires these artists, and less critical of others. Teachers should always keep
those in mind when planning and selecting the objectives for an art activity.
Teachers should be able to discern how to balance a learner-centered and
teacher-centered approach. Sample objectives based on the DepEd Curriculum
standards demonstrating a balance between Teacher-directed Approach and
Learner-directed Approach.

Sample objectives based on the DepEd Curriculum standards

demonstrating a balance between Teacher-directed Approach and
Learner-directed Approach
Topic Sample objectives
Human Body in Motion
Considerations:  To draw the human body using
basic shapes
 Younger students can be taught
proper proportion but should - circle for the head
not get a lower grade because
of disproportionate body parts. - trapezoid for the torso
rounded rectangles for
 If the objective is to illustrate the arms and legs
body movement, the
assessment should be on the - To demonstrate body
process of how they are able to movement and direction
break down the shapes while by following the line of
following the line of action. Ex: action in figure drawing
taking a photo of themselves
doing the action, then copying  To express one's favorite sport
it, asking a classmate to model or hobby by drawing a human
the movement live figure in action with costume
and background

Traditional Weaving Designs and  To make three studies of

Textile Patterns different patterns using the

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following lines and shapes:
Considerations:
- triangular zigzags
 This kind of project is
recommended toward the end - concentric shapes
of the quarter or semester
wherein students have already - alternating directions
acquired the prerequisite skills
such as mixed-media. screen - floral and leaf nature
printing, weaving, etc. pattern

 Students should already be - To apply the patterns in

familiar with the technique of designing an apparel or
choice. personal item of your
choice: shirt, bag,
 Other items such as skateboard umbrella, shoes, hat, etc.
and laptop case can be
included if the student - To create a 2D or 3D
suggests. work showcasing one's
favorite attire using a
 The lower grades can work on technique of choice:
2D and the upper grades can drawing and coloring, tie-
work on 3D (mixed-media). The dye, printmaking. cutting,
lower grades can also work collage, mixed-media,
using 3D media provided that weaving, altering or
the class is manageable with redesigning the actual
enough time, resources, and object, etc.
manpower.
- To explain to the class
the inspiration of the
design, why they chose
that item to be featured
(lower grades). and how
the elements and
principles are applied
(upper grades)

- lines and shapes used

- why choose the colors

what elements were
repeated to show
patterns

- title of the work and why

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Teaching art in the elementary grades is essential for holistic development
Determining the learning objectives of Art in the early grades should be more
focused on developing character and enjoyment in the process rather than honing
fine motor skills or learning about history. This is the age where fine motor skills
develop as wel as character, discipline, and respect. As teachers, we should be
more open-minded in accepting and giving criticisms. Let us learn to be tolerant
when students make mistakes. As teachers, we should guide them on how to
learn from their mistakes.

Reference
Tizon et.al, Teaching Visual Arts in the Elementary Grades, REX
Bookstore

Prepared: Checked: Approved:

Mrs. JOY N. REYES ______________________ ____________________
Instructor Department Head Dean

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