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Arts Handouts

HANDOUTS IN TEACHING ARTS IN THE ELEMTARY GRADES - BEED-3 EDITION
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0% found this document useful (0 votes)
36 views20 pages

Arts Handouts

HANDOUTS IN TEACHING ARTS IN THE ELEMTARY GRADES - BEED-3 EDITION
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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THE K TO 12 ELEMENTARY ART

EDUCATION CURRICULUM
• Both the Music and the Arts
curricula focus on the learner as
recipient of the knowledge, skills,
and values necessary for artistic
expression and cultural literacy.
The design of the curricula is
student centered, based on spiral
progression of processes, concepts
and skills and grounded in
performance-based learning. Thus,
the learner is empowered, through
active involvement and
participation, to effectively correlate PHILOSOPHY AND RATIONALE FOR ARTS
music and art to the development of
• The Arts is a visualization of a
his/her own cultural identity and the
people's history and uniqueness, a
expansion of his/her vision of the
reflection of, their creativity and
world.
accomplishments, and a visible
• The essence of the conceptual
expression of their distinct way of
framework for the Art Education thinking, communicating,
curriculum is the “spiral progression reasoning, and worshiping. Arts
of process, concepts, and skills”. develop a distinct way of seeing,
What this means in the classroom is thinking, communicating, and
that the same topics are taught at creating in a person.
each grade level, but increasing in
• As we read here, Philippine Arts
detail, complexity, and performance
and art by Filipinos are a visual
standards
manifestation of what makes us
• Primary means of teaching art is
Filipino-it is an expression of our
through “active”, i,e., hands-on identity as a people and a nation.
experience: learners must do art in This identity informs how we think
order to learn art. This straightaway and behave from day to day, and so
relegates teaching via lecture and DepEd views the teaching of art in
discussion to the minimum, basic education a worthwhile
implying that a teacher of the arts endeavor.
must actually be skilled at said art
• The curriculum acknowledges that
and artistic techniques in order to
the 21st century is a unique period
demonstrate them for every student
for the arts. Nearly all information
to then imitate and thus learn. Every
has a visual aspect to it which is
concept we wish the learners to
easily accessible via the Internet
understand, every attitude we wish
• Teaching Art to students is one way
for them to develop must be taught
for them to process and interpret
in the context of hands-on activities
the barrage of images and sounds,
and by going through the process of
in a critical and intelligent manner
experiencing art.
As a final point, the philosophy
statement in paragraph 4 reads:
The focus of the K to 12 Art
curriculum is PHILIPPINE ART,
CULTURE and HERITAGE,
appreciating the diversity of our
local artists, our arts, crafts, and LESSON 3: INSTRUCTIONAL PLANNING IN
indigenous materials to strengthen THE VISUAL ARTS
the student's identity of being
Filipino, before he/she is introduced What is Instructional Planning?
to the art of other countries. - Instructional plan focuses on
incorporating equity and inclusion
within instructional planning,
ensuring that every student's needs
are met.

Importance of Instructional Planning

- Having an instructional plan helps


teachers stay on track with the
Principles and processes of Art Education lesson and achieve learning
The major ideas that pupils need to grasp objectives. It determines the clear
are represented by the elements and objectives, for each session, and
principles listed on the left, which can be helps teachers prepare materials,
considered the "theory" part of art conduct procedures safely, and
education. The actions to be taken in order assess appropriately. It helps you
to teach the concept on the left are see the whole picture and set the
represented by the processes on the right. flow of the lesson.
Observe that their differences are not very - Following the lesson plan is
great. This almost one-to-one important. But at the same time,
correspondence supports the idea that keep your plans flexible, leaving
pupils learn art by actually creating it, not
space for serendipity and
just discussing it.
unanticipated learning (Douglas &
Jaquith 2018).
THE DIFFERENT STANDARDS IN THE K TO - Planning helps manage time and
12 ARTS CURRICULUM GUIDE resources and foresee different
When reading the DepEd curriculum guide, it possibilities; what will work and
is important to bear in mind that standards what will not.
refers to what the program is trying to teach, - Planning the materials needed is
defined at four levels: also crucial. For some teachers, it is
• LEARNING AREA STANDARDS - set the the way around. The planning is set
learning goals for the entire Art based on the materials available.
Education endeavor in basic education; - Planning the classroom setup and
• KEY STAGE STANDARDS - define these seating arrangement is also very
goals for the K-3, Grades 4-6, and Grades important.
7-10 levels; - In teaching art in schools, it is
• GRADE LEVEL STANDARDS - break necessary to plan your lessons
them down further per grade; and based on the school's program and
• CONTENT AND PERFORMANCE curriculum plan.
STANDARDS - define these goals at the - As a new art teacher, make sure to
classroom level. inquire about the expectations for
exhibitions, interdisciplinary
connections, annual budget, school
guidelines, and special events in
your school.
- For public schools, the learning Among young children, the most
competencies can be found in the popular are painting and clay but
DepEd K to 12 Curriculum Guide. most teachers opt to compromise
- The following diagram shows the the activity to make it more
process of creating a lesson plan manageable, practical, and fast. Arts
while considering the reality of can be very time-consuming
situations up to implementation. especially if the teachers are an "Art-
to-cart" teachers.
- Arts can be draining to the teachers,
The following diagram shows the process
especially if they are expected to
of creating a lesson plan while
teach other subjects in a day and
considering the reality of situations up to
handling up to 600 students a week.
implementation.
( 4 classes with 50 students per day,
3 times a day).
- Managing a classroom with these
kinds of school situations becomes
a burden to the teachers, but it can
be fun, especially when the teachers
see the students enjoy and express
themselves through the arts.

Things to Consider when Preparing an


Instructional Plan
Importance of Instructional Planning
- Teaching Art is a more experiential
- Creating a daily lesson plan based learning activity with messier and
solely on the curriculum without time-consuming hands-on tasks.
considering other factors can be
frustrating for teachers if the
resources, time and logistics are Art as a Subject allow Students to:
limited. Therefore, practical • create art and reflect upon what they have
considerations for your curriculum made.
must take into account the realities • seek and construct meaning through
of your teaching situation (Douglas & encounters with art.
Jaquith 2018). • create narratives about artworks.
- • understand the historical and cultural
CLASSROOM MANAGEMENT AND contexts of works of art.
SCHOOL SITUATIONS • discover the significance and value of art
in their lives.
What is classroom management?

- Create an organized and functional GUIDELINES THAT TEACHERS SHOULD


environment for the teacher and CONSIDER IN PLANNING ART CLASS
students.
Know your students. Know their strengths,
Art as a Subject Inside the Classroom weaknesses, threats, and what makes
them excited
- Unlike other subjects, Art can be
challenging because it involves a lot • During the first days of the school year,
of materials and hands-on activities. start with light but personal activities.
• Open-ended activities but with templates • Does it have to be individual or can it be
are a good start to gauge student level and shared by group?
skill
• Teachers should take note of each
Proper care for the materials
student's individual strengths and struggle
per class. Art materials do not come by easily so we
• Identify what motives the students by have to teach how to respect and take care
knowing their interest and how they respond of the materials so these will last longer.
to a certain themes. Make sure to plan how to teach proper care
• Identify triggers for certain behavior, and storage.
especially in teaching mixed-level class or
children with special need. "If the teachers Maximize workspace, venue, and water
know their students well, they can be three supply.
steps ahead and prepared for the best-case A classroom has no sink and water supply
and worst-case scenarios." nearby so the teachers provided a big water
container so that students won't have to
Plan for students’ safety walk far to replace water for painting and
cleaning their areas. Sta. Cruz Elementary
Give emphasis on teaching the proper usage School, locos Sur
and storage of materials in class.
• How to use and store scissors properly. • All of these have to be considered when
• Do not over sharpen pencils. Make sure to planning your lessons.
dull the tip. • Make sure that all of these are addressed
• Use non-toxic materials only in case of no matter how fun the activity might seem
accidental ingestion of paints and or you will end up in chaos.
adhesives.
• Beware of choking hazards (beads, When deciding to push through with an
pompoms, small items). activity, you have to consider these
questions:

Select your materials carefully. Consider • Are you working on the desk tables, long
the availability of resources tables, or the floor?
• Can the tables get painted or should you
Choosing the right media for an art activity is cover them with plastic or newspaper? Are
essential. If materials are limited or you allowed to mess up the floor or should
unavailable, you may need to improvise. you be very careful for paint drips?
Plan your lesson based on the materials that • If you are using paints, do you have water
are accessible and suitable, taking into supply, like a sink, buckets of water, or
account the quantity needed and available. dump in your room?
Consider whether you will provide the • Where are you going to throw your dirty
materials for your students or if they should clay water to prevent clogged sink?
bring their own. • Does your room have ample lighting? Big
Consider these questions: windows with natural light (drawing and
painting) or lamps?
• Is it readily available in your area? • If you are using acrylic, oil or spray paint,
• Do your students have the capacity to buy does your room have proper ventilation?
it? Can you work outdoors?
• Can you improvise? Are there alternatives?
• Do you have proper waste disposal bins In planning your class, you have to consider
for messy paint or big stuff? these questions:
• Will you be having your own room? Or are • How will the artwork be stored? What
you an Art-in-the-cart where you will be about unfinished artworks?
traveling room to room? • Is it going to be posted on the wall, inserted
in students' folios, framed, shared to
Manage TIME wisely. Be prepared. Set a everyone online, or brought home?
routine. • Is there a safe drying area in your room to
• Create a system. dry the students' works flat? Can you store
• One factor that all teachers are struggling them vertically?
with is time management. • How will you document works for
• In preschool, art classes on average only assessment?
last for 30 minutes, while elementary
classes last up to 45 minutes. Conducting an art class is like preparing for
• Another important thing is the time to a battle: getting information about your
clean up which takes around 5-10 minutes if students, assessing available materials, and
not planned properly. learning how to maneuver the space to your
• Being an Art-in-the-cart teacher is very advantage. These are all important
challenging because you really have to considerations in instructional planning in
make sure everything is organized. order to have a more efficient, fun, engaging,
• Art-in-the-cart setup for roaming art and stress-free art class
teachers who don't have a classroom. All
art materials including equipment are in the
cart. You can use a plastic box on a trolley, a LESSON 4: APPROACHES IN TEACHING
small shopping cart, or a Raskog trolley. ARTS
• For some teachers, they only have 40 Introduction
minutes for a whole session. That is like 10 When introducing a new material or
minutes to set up and 10 minutes to clean technique to children, it is common for
up and sort the artworks and materials teachers to teach step-by-step, however, a
leaving only 20 minutes for the actual work. good art teacher should not expect an exact
• Routine and delegation are key factors. outcome, rather, give students an
opportunity to practice creativity and
Begin with the end in mind. Afterworks: independence in finding solutions (Hume
Postproduction. 2008). Art-making is not just about
assembling elements and things together in
Children seem to be comfortable working on a skillful manner to create a product. The
the floor. It provides a flat surface without difference between personal art and a well-
worrying about materials falling off the table. crafted mass-produced "art" product is that
Mats and cardboard are used to cover the personal art reflects the soul of the creator
floor to prevent stains. and is oftentimes unique in the world. That is
• Logistics is a very important consideration what the art teacher should always consider
in teaching art. when teaching art to children. Teaching
• In the art world, postproduction is a major children in the early grades, especially
part of the creation process. children with special needs should always
• Artworks, just like materials should be be given the opportunity to practice the
stored properly. freedom to choose and decide for
themselves even if it is a small aspect of the
art-making process. Art teachers are also
artists, and in order to be an effective art to learning facts and history which
teacher, one should teach with his or her are not familiar to them.
heart and soul, otherwise, it is no different in
training employees on how to assemble Learner-Centered Approach
predesigned products in a factory. • In a learner-centered approach, the
teacher acts as facilitator and
APPROACHES IN TEACHING ART involves a more spontaneous
teaching or open-ended activity that
Teacher-centered approach gives more opportunities for
• In a teacher-directed learning, the student-lead exploration, self-
teacher sets the objectives of the expression, and decisionmaking.
activity, materials, techniques, • A learner-centered approach is also
theme, etc., and follows the ideal for teaching children with
curriculum goals intended for that special needs who have different
grade level. levels of skills, needs, interests, and
• The teacher enumerates the exact responses, especially when
materials to be used and is often teaching in a mixed-level classroom.
strict upon using other than what's • In setting objectives for a learner-
prescribed. centered approach, teachers should
• Planning is crucial so that the focus on developing the child's
teacher can make sure that each creativity and self-expression
class can cover the topics needed to through choice-based theme and
comply with the performance and medium.
content standards by the end of the • In a learner-centered approach, the
quarter. teacher should consider the
students' inputs to know what and
Discipline-Based Art Education
how they want to learn and what they
Approach
want to do. New ideas and methods
• The DepEd Art Curriculum uses the are encouraged so that no artwork
Discipline-Based Art Education will look the same.
(DBAE) approach to primarily teach
art concepts like art history and Teaching for Artistic Behavior
technical skills, such as directed • Also known as TAB, this approach
drawing, copying, and painting that has a three-sentence curriculum:
measure dexterity, neatness, and the child is the artist, what do artists
accuracy. do, and the art room is the art studio.
• DBAE is also ideal for integrating Children learn the basic theories,
other disciplines, such as Language, concepts, and skills then toward the
Math, and Science. Assessment is end of the month, quarter, or
detail-oriented and usually involves semester, they will choose a
a rubric and a written exam which problem or a theme that they want,
includes Art theory, Art criticism, and then work on it until they are able to
Art history. create an output based on their skill
• A discipline-based approach is ideal and medium of their choice.
for students in the higher grades • Students are taught skills and
where they are more ready and open concepts by exploring different
media centers, then are soon free to
choose to work on their own LESSON 5: CHOOSING ART ACTIVITIES
concepts, materials, tools, and
techniques toward the end of the “Children’s voices are amplified through
quarter or school year their art, and their expression provide
windows in the things that matter most to
them.” (Douglas and Jaquith 2018)
Reggio Emilia
• This approach uses a constructivist Types of Art Activities Based on Content
self-guided curriculum that applies and Function
self-directed, hands-on
experiences in relationship-driven • Art and Culture-Based Theme
environments that focus mainly on • Integration in Subject and Content
early childhood education (Moss, Areas
2019). Students can develop all • Holiday and Event Themes
their senses through artistic • Art as Play
exploration and experimentation.

Rudolf Steiner Art and Culture-Based Theme


• Also known as Waldorf education, - Some art activities are inspired by
this places the greatest importance the works of other artists by using the
on giving children what is same technique, medium, or
appropriate for their age, with subject. It can be done exactly as
"artistic love and loving art" how the artist does it, or it can be
(Steiner 1922). Teachers cater modified to different processes and
learners' imagination and creativity output. In the DBAE approach, the
not only in art, but as a holistic class starts with a discussion from a
approach to teaching other lesson in Art history about famous
subjects. artists or works from a cultural
community.
Conclusion
Integration in Subject and Content Areas
Teaching art in the elementary grades is
essential for holistic development.
Determining the learning objectives of Art in - Art is universal and transdisciplinary.
the early grades should be more focused on Some art activities are integrated
developing character and enjoyment in the into other disciplines such as
process rather than honing fine motor skills Science, Technology, Engineering,
or learning about history. This is the age Arts and Mathematics (STEAM)
where fine motor skills develop as well as education where students, are
character, discipline, and respect. As challenged to create projects and
teachers, we should be more open-minded apply their knowledge and skills to
in accepting and giving criticisms. Let us solve problems. Some art activities
learn to be tolerant when students make are based on stories and other forms
mistakes. As teachers, we should guide of literature, such as illustrating for a
them on how to learn from their mistakes. book or making props and costumes
for a role-play.
Holiday and Event Themes UP: CREATIVE
- Highly imaginative and
- During holidays and special spontaneous.
occasions, students are able to
connect their work to relevant LEFT: EMERGING FINE-MOTOR
experiences through art activities.
- Beginner control
These are popular means to
concretize events such as making RIGHT: PROFECIENT FINE-MOTOR
DIY decorations, cards, souvenirs,
and gifts in a fun and enjoyable way. - Skilled in realistic and technical
Whenever there is an event, teachers rendering
always work with students to come DOWN: CONSERVATIVE
up with artworks for display or to
bring home to set the mood. it is - Guide to Choosing Art Activities
almost impossible to feel the school Based on Learner’s Cognitive and
events without props and Psychomotor Ability
decorations. Impressionist Expressionist Art Activities

(imaginative, visual storytelling)


Art as Play
Abstract Expressionist Art Activities
- A series of teacher-directed
activities can take a toll on students (fun and play-based)
by always trying to cope with
Creative, Imaginative, and Thought-
standards and what the school
Provoking Art Activities
wants that is why art is sometimes
perceived as a “tiring subject that is (unique, personal, and well-delivered
not for me”. Students should be able visual expression)
to have fun in art. for children with
Realistic Reproduction Technical Art
special needs, art class can be a
Activities
break in their highly structured
routine where they can enjoy and be (copying and rendering)
themselves. One session per quarter
of a play-based art activity where the Abstract and Expressionist Art Activities
main goal is for students to have fun - For kindergarten and students who
in the art process can promote a need extensive support, abstract
positive attitude toward art creation expressionist art activities are
and help develop their creativity and recommended because these
self-expression. activities require minimal fine motor
skills, but if done right, can still
Considerations in Choosing an Art Activity create aesthetically pleasing
outcomes.

- These activities can be springboards


for conversation starters since
children can give meaning to their
work even if its non-representational
to begin with
produce quality work with high
resemblance to the reference.

Examples:

-landscape painting that use colors that are


close to reality.
Impressionist and Expressionist Art
-figure drawing with proportion
Activities
-lanscapes that shows perspectives
- These are suited for children who
have a lot of original ideas, but may -and still life paintings that show accurate
lack the fine motor skills to create a lighting and shadow
well rendered representation of
what’s on their mind. Some are very
excited and spontaneous that they
tend to create a “rushed” work,
sacrificing quality and
understandability.

- These works may need a little bit of


explaining or context for the
audience to be able to fully Creative, Imaginative, and Thought-
appreciate the meaning and value Provoking Art Activities
given by the child. Artworks from - These are basically the integration of all
these activities are unique and can potential art skills.
also serve as a window to
understand the child’s world that - These are children who can visualize and
they may not have been said in render their ideas in a skillful manner that is
words. considered by the audience as well-
delivered visual expression.

- The work may contain symbols that let the


artist convey a message or links to history,
science, and other personal interests.
- The output from these activities is unique to the
creator because it draws from personal
experiences, emotions, thoughts, and wishes.
- Children who are in this category are creative
and skillful and can do any art activity from any
category.
Realistic Reproduction and Technical
-The goal of the art teacher is to take students to
Art Activities
reach this level.
- These are for students who
demonstrate mastery of fine motor skills
involved in art production.

- These students can also be considered


artistically talented if they are able to
Person Throwing a Stone at a Bird by Joan Miró Creation
the act of creating
-When planning for an art activity, the teacher
should carefully consider the students The teacher plays a crucial role in conducting
placement in these areas in order to create an an art class whether it is a learner-directed or
ideal/ flow in an art class . teacher-directed.
The intersection of the fine motor and - In planning an art activity, the teacher
cognitive abilities (central area) would be the has to consider the experiences and
recommended set of activities and assessment interests of the students.
standards for elementary students. As they grow - The role of the teacher is to provide
older, the expectations in skillful rendering and materials, tools, and techniques that
creativity can be higher so they can move can be utilize in the art creation.
eventually toward the more creative and thought- - Create an environment that is safe,
provoking art activities. A series of encouraging and conducive for creativity
nonrepresentational abstract works may lead to - Create an environment that is safe,
boredom and minimal improvement of fine encouraging and conducive for
motor skills due to lack of challenge and creativity.
reference. High expectations of photo-realistic - An art class is the space where the
illustrations will be too difficult due to student's teacher and child-artist experience art
young age and lack of experience which is not creation and appreciation.
age-appropriate. - Art-making does not stop inside the
Giving students a very challenging open-ended classroom, but involves different
task might result to frustration and confusion if agencies in the art world.
they are still learning how to visualize and
compose their ideas on paper. Children who are CONCEPTUAL FRAMEWORK OF THE FOUR
very spontaneous and is with high can feel AGENCIES IN THE ART WORLD
inferior if the teacher expects them to render -
realistic drawings with high resemblance from
the reference which is not appropriate for their
age all these is imporcreativity is not as refer
dependent at fine motor skills. Balancing all
these is important in creating a well-designed
and well-planned art activity.

LESSON 6: INSTRUCTIONAL FRAMEWORK OF


TEACHING ARTS

Contents:
1. Art Creation in the Art Class
2. The Artistic Process
3. The Eight Studio Habits of Mind
4. Psychomotor Domain
ARTIST (CHILD)
- is the one who creates the artwork that
ART CREATION IN THE ART CLASS connects him or her to the audience and
“But beautiful things requires effort – and the world.
disappointment and perseverance.” – Vincent
Van Gogh (1882) ARTWORK
- the object that is used by the artist to
Art share his or her intentions and ideas.
is the expression of ideas and emotions through AUDIENCE
physical medium. - are the people who view and respond to
the artwork and the artist.
WORLD THE EIGHT STUDIO HABITS OF MIND
- is the place and time where the artist,
audience and artwork exist. - Some arts programs that are more
comprehensive and choice-based such as
Understanding the conceptual framework used Teaching for Artistic Behavior (TAB), the lesson
by artists can help teachers view an artwork not
rely mostly on the framework of the Eight Studio
just as an output but as a way for the students to
Habits of Mind(Hetland, Hogan, Jacquith, Winner
connect to the world.
2018) which enumerates the practices that
Arts experiences are consistently found to give artists incorporate in their art classrooms.
students tools to make sense of their world and - Studio Thinking, Hetland et al.(2007, 2013)
make connections between disparate ideas described how they systematically studied and
while also making connections between documented in the eight habits of mind observed
themselves and others (National Coalition for in arts-centered secondary schools.
Core Arts Standards 2014, 18).
8 Studio Habits of Mind
THE ARTISTIC PROCESS
- The Artistic Process as defined by the Observe
National Core Arts Standards, are the - Learning to perceive visual context, looking
physical and cognitive actions by which closely and noticing things that otherwise might
arts making and learning are realized. not seen.
- These process organize the relationship
between art and the student. Stretch and Explore
- Playing, trying new things, exploring, making
The Artistic Processess and Anchor Standard mistakes, and learning from them
as define by the National Coalition on Core
Standards (NCCAS) ReflectQuestion & Explain:
- Talking about students’ work and working
processes

Evaluate:
-Talking about what works well,what does not,
and learning to judge one’s own work, working
process, and the works of others.

Understand Art Worlds Domain:


-learning about what artist make

Communities:
-learning to collaborate and understanding that
artists often interact in groups
Express
-Making works that convey personal meaning
and interpreting meaning in the works of others
Envision
-Learning to picture mentally what cannot be
directly observed and imagining new artworks
and steps to bring them in life.
Engage & Persist
-Learning to embrace problems of relevance and
finding personally meaningful projects and
sticking to them.
Develop Craft Technique: Develop Craft
-Learning to use tools, materials, and artistic
conventions Sample Objectives
Studio practice: • Draw a figure with resemblance from the
-Taking care of tools, materials, works, and space reference.
• Create a landscape painting using the
Eight Studio Habits of Mind (Hetland, Hogan, different watercolor techniques.
Jacquith, Winner 2018) applied in lesson • Use the different methods in
planning printmaking in designing textile.
Activities in the classroom
Observe • Demonstrate ways on how to use tools
Sample objectives and materials.
• Identify the shapes you can see from an • Allow students to share new techniques
animal figure. they discover.
• Label the colors found in a painting. • Show how artists use techniques, such
• Describe the texture of a surface. as dry brush or wet-on-wet watercolor
• Look for the lines in the contours of the technique.
flower. • Practice by repeating skills for mastery.
Activities in the classroom
Express
• Ask children to “zoom in” on an object or
use “detective eyes” and look for
Sample Objectives
aspects that are not obvious.
• Write an artist statement explaining why
• Encourage curiosity among students by
you chose the theme and the
entertaining interesting questions, even
relationship among the elements.
if these are far from the main topic.
• Choose your favorite items or themes in
• Play games that encourage observation.
creating a collage.
• Demonstrate tools that help careful
• Incorporate personal symbolisms in
observation, such as microscopes,
your artwork.
magnifying lenses, binoculars,
Activities in the classroom
telescopes, etc.
• Ask students to title each other’s work to
interpret what it means for them.
Envision
• Ask students to connect artworks to
Sample Objectives their experiences or interests.
• Create studies for illustrating own • Provide a safe space to discuss personal
character. meaning, ideas , feelings, and insights.
• Imagine how materials can be
assembled together to form a figure. Engage and Persist
• Plan the process of solving a probem:
example,how to assemble an 8 ft tower Sample Objectives
using only cardboard boxes. • Work on project with the group and
Activities in the classroom complete it in the target time.
• Conduct visualization exercises by • Choose a project or theme that you are
asking students to close their eyes and passionate about the work on it until
draw or build the final artwork in their completion.
minds. Activities in the classroom
• Initiate brainstorming among students • When working on a big project, let
even in a group or individual project. students take a break, slow down, and
• Show the process of how other artists change focus to a different part of the
envisioned their work. work to reset and reduce frustration.
• Break down process into smaller steps
so that child won’t be overwhelmed and
gain a sense of achievement after each • Observe how other cultures use
small task. different methods and apply
different designs to create pottery.
Stretch and Explore
• Collaborate with a classmate in
Sample Objectives
creating a campaign for raising
• Experiment with the materials and figure environmental awareness through
out ways to work with it. posters and multimedia.
• Take risks by trying out different ways to Activities in the classroom
use a material or tool. • Collaborate with the Music or PE
• Identify methods that work or do not teacher by making props, costumes,
according to one’s preferences. or artworks for performance
Activities in the classroom projects.
• Provide opportunity for students to • Invite professional artists to talk
explore the material without set themes about their work or provide live
or expected output before proceeding
demonstration about their
with the actual activity.
technique and creative process.
• Guide them on how to process failure
and turn mistakes and accidents into
• Watch video or attend cultural
learning opportunities. performances that can be sources of
• Set spontaneous activities that are inspiration for their next artwork.
open-ended and learner-directed.

PSYCHOMOTOR DOMAIN
Reflect
THE PSYCHOMOTOR DOMAIN
Sample Objectives
• Explain how this painting affected your It targets the development of physical
thoughts and feeings. movement and is measured in terms of
• Write three words that describe how you precision, speed, accuracy, procedures, or
felt throughout the art creation process. techniques in execution. (Simpson 1972)
• Evaluate the artwork by listing the
aspects that you like and dislike and Simpson (1972)
explaining the reasons why
Activities in the classroom
PERCEPTION
• Set ample sharing time so students can
• Observing sensory cues from the
focus on giving feedback and evaluating
each other’s work. environment
• Provide opportunities on how students
can relate to each other’s work.
SET
• Set museum or gallery tours then ask
students to write a reflection paper • Mental, physical, and emotional
afterward that explains their feelings readiness to respond
toward a specific work or the exhibit as a
whole. GUIDED RESPONSE
• First trial with guided exploration
Understand Arts Community • Performing a skill by copying the
Sample Objectives teacher
• List three concepts or techniques MECHANISM
that you have learned from
contemporary artists. • Habitual responses retrieved from
memory
• Performing a skill without guide • Movements and activities that
require efficiently
COMPLEX OVERT RESPONSE
PSYCHOMOTOR SKILL
• Series of responses and procedures
that are done proficiently from (Simpson, 1972)
memory
PERCEPTION
ADAPTION
Application in art
• Ability to modify responses to cater
specific situations Observing the surroundings, recognizing
ORIGINATION colors, texture, shapes
• Generate new responses,
movements, or procedures created Ex: Looking at a circle, looking at the table,
for specific situation and feeling the paper (blind)

Example activity
Dave (1970)
Observe the lines and colors used in
IMITATION different Philippine traditional costumes.
• Observing and copying a SET
performance
MANIPULATION Application in art
• Performing a skill with guided
Getting ready to do the skill: The first act is
instruction
the position before doing the actual skill.
PRECISION
• Exactness and accuracy of Ex: holding a pen (not writing), squeezing the
performing a skill from memory glue bottle, positioning the fingers properly
ARTICULATION on the scissor hole
• Two or more skills combined,
Example activity
sequenced and performed
consistently Sit down on a chair and look at the computer.
NATURALIZATION
• Two or more skills sequenced and Holding the mouse or stylus.
performed consistently with ease GUIDED RESPONSE
• Automatic performance with little
physical or mental effort Application in art
Harrow (1972) Imitating the action of the teacher.
REFLEX MOVEMENTS ex: tracing the dotted lines, snipping
• Instinctive automatic reactions scissors, cutting scissors

BASIC FUNDAMENTAL MOVEMENT Example activity


• Simple movements
Follow the step-by-step instruction of the
PERCEPTUAL
teacher on how to create basic lines and
• Adjusted movements based on
shapes using MS Paint.
environment cues
PHYSICAL ACTIVITIES MECHANISMS
• Movements requiring strength,
Application in art
endurance, agility and vigor
SKILLED MOVEMENTS
Doing an action from memory. something that the teacher did not teach. It
can be either an original theme or rendering
Ex: drawing a circle from memory with
(style).
independence (when the teacher asks “draw
a circle” Example activity

Example activity Create own composition by choosing the


background, subject, and other design
Create individual lines and shapes using MS
elements based only from imagination.
Paint independently.
LESSON 7: CREATIVE PROCESS:
COMPLEX OVERT RESPONSE
DEVELOPING CREATIVITY IN THE
Application in art CLASSROOM
CREATIVE PROCESS
Doing a series of skills, demonstrating • Lubart (2001), creative process is a
dexterity, accuracy, and habituation of a succession of thoughts and actions that
skills, such as being able to create a leads to original appropriate
recognizable face by drawing five circles in productions.
correct placement and sizes when asked to ARTISTIC PROCESS
“Draw a face using only circles”
• Artistic process is mainly production
Example activity of art such as painting by copying
from a photograph, weaving by
Create a figure of a person by combining following a pattern, or creating
different lines and shapes based on the thousand paper cranes which
reference. involves craftsmanship and skills,
ADAPTATION but does not involve creating new
ideas
Application in art

Modifying what was a taught such as adding


other elements or adding a twist.

Ex: tracing the face with markers, changing


the elongation of the eyes, nose and mouth
to form a different character

Example activity

Create a plan on the different elements to be


added on the final artwork. Choose which
colors to retain or to change.

ORIGINATION

Application in art

Creating one’s original concept or


interpretation of an idea. Take note that it is
not enough to “imagine” it. The students HOW TO PROMOTE CREATIVITY IN THE
should be able to translate the original idea CLASSROOM
into a recognizable concrete form or output • One way to practice creativity is to
through their motor skills. Original means force yourself to think outside the
box. Creativity entails freedom to 1. OBJECTIVES
think. Teacher should encourage this
in the early grades so students won’t
be afraid to express themselves
through art. (CCSESA 2008)
STRATEGIES FOR IDEATION:
ADAPTATION
• Ideation is generating new ideas.
Adaptation lets a student modify or
alter a small aspect of the work,
adding own input one idea at a time.
HOW TO LOOK FOR INSPIRATIONS
• Creative artists are great observers.
They see what other people do not
see that it is why they are able to do
what other people never thought of
doing.
HOW LIMITATION FOSTERS
CREATIVITY
• One way to be creative is to “think II. CONTENT
outside the box” but then problem
with other art classes is that
teachers do not provide a “box”. In
other words, when students are
always given the ideal materials,
tools, and methods, there would be
no more room to be resourceful,
III. PREPARATION
solve problems, and creativity.

LESSON: DEVELOPING AN ACTIVITY


PLAN
LESSON PLAN

ACTIVITY PLAN

COMPONENTS OF AN ACTIVITY PLAN FOR


VISUAL ARTS
INDEPENDENT PRACTICE
Creation – applying what they have learned
by creating an artwork based on the learning
competencies. Students work
independently.
POST ACTIVITY
Assignment – follow up tasks or
preparations for the next activity

IV. PROCEDURE V. ART APPRECIATION


Opportunity for students to express
themselves, reflect, discuss, and
appreciate each other’s work.

Expression and Reflection


This is the part where students realize the
significance of art in their life.

1. Why did you choose these colors?


2. What is this? Who is this? Where is
this?

Appreciation
Showcase ALL works in the wall or in the
school hallway to be appreciated by all.
Conclusion
Synthesize the lesson by reviewing the
concepts learned
1. What have you learned/

IV. ASSESSMENT
This part describes the methods and tools
the teacher will use to measure student
learning. (documentation, portfolio, art
exhibit)

LESSON: CONTEXTUALIZATION,
ADAPTATION, AND CLASSROOM
MANAGEMENT
CONTEXTUALIZATION
• Contextualization the art materials
based on what is needed and
available is part of the creative art
process.
• We can see how the indigenous
people in the different parts of the
country use material that are readily
available and relevant to them such
as using natural dyes to color textile,
and wood to make sculpture. The In teaching how to draw a human figure, it is
same can be applied in our better to start with concrete shapes first
classroom. Even if we want to before drawing abstract forms. For Level 1,
exactly follow the curriculum and stencils are used where students trace the
competencies, the reality is that art cutout shape. In level 2, students can copy
materials are not easily accessible, the cutout shapes side-by-side as they draw.
especially if the school does not They can change the movement by changing
have the budget. the shapes. This also helps them visualize
• Modifying the activities to make it the proper size or proportion. Level 3 can
relevant and more accessible to the draw independently and from memory with
student is preferable than strictly minimal guidance from the teacher. In this
following the mandated lesson if way, all students can comply with the
students cannot procure materials. competency of drawing the human figure but
• Teacher can make the lesson more using different approaches and support.
relevant to the students if they use Other Helpful Strategies in Managing the
everyday themes or materials that Classroom
they can relate to. The more concrete TIME MANAGEMENT
and familiar the topic, the more Art production can be very time-
children can understand the consuming. It takes time to set and clean up.
concept of the lesson. Sometimes when you are in “the zone” or
ADAPTING TOOLS AND ACTIVITIES when they are engaged, your kids even lose
As teacher, we have to ensure the active track of time. So, it is important that you
participation of ALL students, with or without choose an activity that can be realistically
special needs. Some students who are done in the given amount of time. Break
challenged with verbal communication and down long processes into several sessions
expression such as children with autism can so that students won’t rush. It is important to
use art as tool to express their thoughts, announce the allotted time at the beginning
interests, wishes, and feelings. As art of the class and give reminders every 15
teacher, we have to keep our hearts and minutes and the last 15 minutes, 10
minds open to do extra effort and time to find minutes, and 5 minutes.
ways to make art accessible and enjoyable Managing Student Expectations through
to ALL our students. Visual Schedule Cards
DIFFERENTIATION AND MODIFICATION Visual cards help students keep track of the
Art teachers are not only creative in coming process. Students tend to get more engaged
up with art lessons, but in differentiating when they know what they are supposed to
their activities as well. Tasks and do next and when they know how much more
expectations can be modified into Level 1, they need to do. Put a schedule vertically
Level 2 and Level 3 according to difficulty. and process horizontally. When they get lost,
The differentiated approach to teaching is just point to remind them on what activity
usually practiced in mixed-level classes and they should do.
inclusive classes where there are students Visual schedule boards are presented
with special needs. before starting the lesson. This helps
students, especially children with autism to
know what to expect, when it will end, and to
track their progress. This helps students to
be aware of time whether or not it is time to
move to the next step. Expectations such as
finishing and cleaning up their workspace INSTRUCTIONAL STRATEGIES IN
can also be included. TEACHING VISUAL ARTS
Setting up the Teacher's Demo Area and What is Hook?
Student Workspace A “hook” is the introductory part of the
• Demo table - A teachers need a demo table lesson where you will try to get the attention
to put his or her materials. It is usually a long of the students. The art teacher should set
table or one side is for demo and the other the mood of the class to get the students
side is for the materials. ready. The goal of the teacher in this part of
• Work area/student seating arrangement - the lesson is to engage the students and
Students should have ample workspace. bring out their personality and creativity. This
Ideally, a long table that is waterproof should is better than making students work hard for
be used. Individual tables and chairs are grades or for other external awards. As art
also okay but can be sometimes hard to go teachers, we should try our best to elicit
around and guide individually. In the intrinsic motivation. When children are
classroom, the tables and chairs should be engaged ,it makes teaching art a lot easier
placed in such a way that the teacher can because students enjoy working for
move to the back of the room to the demo themselves.
table with ease.
• Stations (optional) to make your art room Step-by-step Approach
more manageable- you can layout the room In this approach, the teacher demonstrates
with the designated areas; wash area, drying how to draw a face one step at a time. Each
area, materials area, work area, and art student is expected to do as per teacher’s
display area. instruction and the teacher can only move
Preparing for Fast Finisher on to the next step once students say that
To prevent is students from disturbing other they are done.
students, prepare some coloring pages and One Demo Approach
activities that the fast finisher can do. They In this approach, the teacher demonstrates
have to know this beforehand so that they how to make a human clay figure stand on its
won't that upset if they realize that they still own. The student uses a visual guide to try
have work to do. Other tasks can be helping to do it independently. The teacher provides
out the teachers sort art materials, cut tape, guidance if needed. This is also okay if the
clean up workspaces, wash brushes, etc. process is reversible.
Keeping their hands and minds busy can Artistic Creative Process
lessen your stress in managing their This process involves more input from the
behavior. artist and requires envisioning (imagining the
Postproduction and Cleaning up final artwork and picturing how to do it).
Cleaning is crucial. Students need to learn This enables the artist to apply the
how to clean their own space and recognize concepts and techniques learned from the
shared responsibility of cleaning common previous lessons. The artist can also have an
spaces. Showing respect to materials is a input on what his or her artwork wants to
skill they can apply for the rest of their lives. express to the world. In a typical art class,
It is important that these are ingrain in them students can learn concepts and skills from
during their early years. direct instruction as well before conducting
a creative artistic approach. It is basically a
combination of different approaches
wherein the end goal is for the artist to
practice the Eight Studio Habits of Mind
(Hetland et al.2015). Take note that all the
mentioned strategies can be used in one
lesson, depending on the complexity of the
activity, student’s skill, and set objectives.

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