San Jose Community College

Malilipot, Albay

Instructor: Mrs. Glazel C. Bilasano

Contact no.: 09174941438
Email: [email protected]

Name of Student: _______________________

Course /Year/Section: ___________________
 What I Need To Know
This Module was designed and written to help you explores basic knowledge and skills
and values in developing course modules in the visual arts with emphasis on the
learning skills of looking, making and responding to art
This module contains lesson in:
Unit 1: The Art Education
Unit 2: The Visual Arts Curriculum
Unit 3: Planning and Managing Art Lessons

Unit
1 Art Education

Lesson 1.1: ART EDUCATION CURICULLUM

Intended Learning Outcomes
At the end of this lesson you are expected to:
 Define Art Education
 Establish the importance of art education

What is Art?

 Arts are organised expressions of ideas, feelings and experiences in images, in

music, in language, in gesture and in movement.
 provide for sensory, emotional, intellectual and creative enrichment and
contribute to the child’s holistic development
Art Education
 Arts education enables the child to explore alternative ways of communicating
with others.
 It encourages ideas that are personal and inventive and makes a vital
contribution to the development of a range of intelligences.
 Arts education encompasses a range of activities in the visual arts, in music, in
drama, in dance and in literature.
The Art Education Curriculum

 The arts education curriculum provides for a balance between expression and
the child’s need to experience and respond to the visual arts, to music and to
drama.
 Dance is outlined within the physical education curriculum,
 and the contribution that literature makes to the emotional and imaginative
development of the child is described within the language curricula.
 The visual arts curriculum comprises interrelated activities in making art and in
looking at and responding to art. It presents a range of activities in perceiving,
exploring, responding to an appreciating the visual world.

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  The music curriculum comprises listening and responding, performing and
composing activities. Focused listening is emphasised, both for its sheer
enjoyment potential and for its essential role in composing and performing
 The drama curriculum comprises interrelated activities which explore feelings,
knowledge and ideas, leading to understanding. It explores themes and issues,
creates a safe context in which to do so, and provides for opportunities to reflect
on the insights gained in the process. It draws on the knowledge, interests and
enthusiasms of the child
 Dance provides the child with opportunities to organise and develop his/her
natural enjoyment of expressive movement in dance form. Through dance, the
child is encouraged to explore and experiment with a variety of body movements
and to communicate a range of moods and feelings.

The aims of arts education are

• To enable the child to explore, clarify and express ideas, feelings and experiences
through a range of arts activities
• To provide for aesthetic experiences and to develop aesthetic awareness in the visual
arts, in music, in drama, in dance and in literature
• To develop the child’s awareness of, sensitivity to and enjoyment of visual, aural,
tactile and spatial qualities in the environment
• To enable the child to develop natural abilities and potential, to acquire techniques,
and to practise the skills necessary for creative expression and for joyful participation in
different art forms
• To enable the child to see and to solve problems creatively through imaginative
thinking and so encourage individuality and enterprise
• To value the child’s confidence and self-esteem through valuing self- expression
• To foster a sense of excellence in and appreciation of the arts in local, regional,
national and global contexts, both past and present
• To foster a critical appreciation of the arts for personal fulfilment and enjoyment.

Express It!

Discuss what is Art Education? and what is its significant to the development of each learners.
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 Unit
2 The Visual Arts

Art is a way of making and communicating meaning through imagery. It is a

unique symbolic domain and is a discipline with its own particular demands and core of
learning. Art is a natural and enjoyable way of extending and enriching the child’s
experience of the world.

Lesson 2.1THE VISUAL ARTS CURRICULUM

Intended Learning Outcomes
At the end of this lesson you are expected to:
 Define Visual Arts curriculum
 Identify the different media of visual arts
 Establish the significance of Visual Arts education

Visual arts activities enable the child to make connections between the
imaginative life and the world and to organise and express ideas, feelings and
experiences in visual, tangible form. In drawing, painting, constructing and inventing, the
child assimilates and responds to experience and tries to make sense of it.
Visual arts education provides for creative and aesthetic experiences through
exploring, investigating, experimenting, inventing, designing and making in a range of
media. It promotes observation and ways of seeing and helps the child to acquire
sensitivity to the visual, spatial and tactile world and to aesthetic experience. Visual arts
education channels the child’s natural curiosity for educational ends: the development of
perceptual awareness helps the child to enjoy and interpret the visual environment and
art works and can facilitate learning in all areas of the curriculum. Creative
achievements in art contribute to a sense of personal identity and self-esteem and help
to create cultural awareness and empathy.
The curriculum suggests the following as accessible media for expression through
which the child can explore, respond to and interpret the world visually:
• Drawing
• Paint and colour
• Print
• Clay
• Construction
• Fabric and fibre.

Drawing
Drawing is an instinctive way for the child to communicate understanding,
feelings and his/her imaginative life. The developing child quite naturally invents
symbols to represent the human figure, animals and a variety of observed objects.
Later, the need to progress beyond repeated symbols and to express a growing sense
of individuality becomes apparent. Developing the ability to look with curiosity and
concentration at qualities of line, rhythm, texture and colour and tone in the child’s
surroundings and in the work of artists is essential to developing drawing potential and
enjoyment. Drawing has particular importance in the curriculum.

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Paint and colour
Paint is an ideal medium for developing the child’s sensitivity to colour, because
it is fluid and its effects are immediate. It is important to explore the expressive and
descriptive effects of a variety of colour media and to encourage adventurous use.
Colour awareness promotes sensitivity to and enjoyment of colour in the child’s
surroundings and is further enhanced when the child has opportunities to look at the
work of artists.
Print
Print-making extends the child’s range of expression. Print-making activities
provide additional opportunities for developing awareness of the interrelationships
between shapes and colours and the impact they can have, and for experimenting with
pattern. They also draw attention to the use of print in everyday objects and help to
expand understanding of the image-making processes in evidence in the child’s
surroundings.
Clay
Clay is a versatile medium for free imaginative expression. Children begin to
understand its inherent possibilities for three-dimensional expression as they model with
it and change it. The plastic, malleable nature of clay makes it an ideal medium for
learning about form. Every child should have opportunities to see and if possible to
handle or touch craft pottery and sculpture.
Papier mâché is also an accessible medium for expressing ideas in three- dimensional
form. It complements work in clay and is an additional way of exploring form, particularly
useful on a large scale.
Construction
Construction activities with a variety of three-dimensional materials can help the
child to become more spatially aware, can encourage inventiveness and can help to
promote sensitivity to structure in the immediate and wider environments. The child
can draw inspiration from a range of sources, which would include everyday household
items, street furniture, local architecture and public sculpture.
Fabric and fibre
Fabric and fibre are adaptable and enjoyable media for creativity and are
materials in which the child can explore, invent and design at all levels. Their structures,
textures, patterns and colours can inspire ideas and present opportunities for creative
expression. They can also be used to reinforce understanding of colour and tone,
shape, texture, pattern and rhythm. As the child gains confidence in handling the
materials, they can be used in more complex ways. Their use can also give the child
insights into traditional crafts and contemporary design, including fashion.
Complementary media
The strands outlined above may be complemented by work in other media, such
as photography, film and video or computer graphics, but a balance should be
maintained between activities in two and three- dimensional media.
The visual elements
The visual arts activities suggested for the different media help to develop
sensitivity to qualities of line, shape, form, colour and tone, texture, pattern and rhythm
and spatial organisation, and enable the child to use them purposefully. These qualities

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are both the elements of the visual world and the language of artistic communication,
and attention should be drawn to them informally and in context throughout primary
schooling. The terms ‘visual elements’ and ‘elements of art’ are used interchangeably.

Linkage and integration

Integrated learning is an important aspect of primary education. Well- planned,
integrated topics provide a variety of contexts for developing concepts and skills and are
added opportunities for creativity and inventiveness. They would include visual arts
activities that incorporate a number of media (linkage), as well as cross-curricular
activities. In the latter, different subject areas interact with rather than subsume each
other and their objectives are clearly defined (integration). Suggested activities for
linkage and integration are indicated at the end of each strand. A balance should be
maintained, however, between integrated and single-subject teaching, especially in
senior classes.

Language and visual arts education

Language is such a universal influence in the teaching and learning process, in
every curriculum area, that particular exemplars of its integration with visual arts
education are not given in the curriculum. Language is a w ay for the child to name and
classify things, to express and modify ideas, to formulate questions and hypotheses, to
enunciate conclusions and judgements, to access and retrieve information and through
language development, he/she acquires a vocabulary with which to perform these
tasks. In this way, language helps to clarify ideas and expand the child’s conceptual
framework. In visual arts education, language is vitally important in stimulating ideas
and recalling experiences so that they are vividly present as he/she tries to express
them visually. Being able to talk about art is also an essential part of the
Child’s development in art. It should therefore be a consistent concern in
planning and implementing the visual arts programme.

Assessment
Assessment, as in other areas of the curriculum, is an integral part of teaching
and learning in the visual arts. The section on assessment outlines how a range of
assessment techniques can enrich the learning experience of the child and provide
useful information for teachers, parents and others.
Information and communication technologies
Information and communication technologies can be used to broaden and
enhance the child’s understanding and experience of art. Computer art programs that
are soundly based on the principles of visual arts education offer additional supportive
means of expression, communication and design. CD-ROMs produced by some
museums and galleries provide for interactive exploration of their collections and are
particularly useful, and some collections can be accessed on the internet. Schools can
set up their own web sites and through them can share information about their art
activities with other schools. They can also communicate by e-mail.

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 Self- Check Visual Arts Curriculum

Direction: Identify the word or group of word being referred by the statement, Write your
answer on the space provided before the number.
__________1. provides for creative and aesthetic experiences through exploring,
investigating, experimenting, inventing, designing and making in a range of media.
__________2. activities provide additional opportunities for developing awareness of
the interrelationships between shapes and colours
___________3. it an ideal medium for learning about form
__________4. enable the child to make connections between the imaginative life and
the world
___________5. adaptable and enjoyable media for creativity and are materials in which
the child can explore, invent and design at all levels.
___________6. instinctive way for the child to communicate understanding, feelings
and his/her imaginative life
___________7.help the child to become more spatially aware, can encourage
inventiveness and can help to promote sensitivity to structure in the immediate and
wider environments
___________8. is a way of making and communicating meaning through imagery

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Lesson 2.2 AIMS AND OBJECTIVES OF VISUAL ARTS CURICULLUM
Intended Learning Outcomes
At the end of this unit you are expected to:
 Recognize the aims and objectives of visual arts

The aims of the visual arts curriculum are

• To help the child develop sensitivity to the visual, spatial and tactile world, and to
provide for aesthetic experience
• To help the child express ideas, feelings and experiences in visual and tactile forms
• to enable the child to have enjoyable and purposeful experiences of different art
media and to have opportunities to explore, experiment, imagine, design, invent and
communicate with different art materials
• To promote the child’s understanding of and personal response to the creative
processes involved in making two and three-dimensional art
• To enable the child to develop the skills and techniques necessary for expression,
inventiveness and individuality
• To enable the child to experience the excitement and fulfilment of creativity and the
achievement of potential through art activities
• To foster sensitivity towards and enjoyment and appreciation of the visual arts
• To provide opportunities for the child to explore how the work of artists and
craftspeople might relate to his/her own work.
Broad objectives
When due account is taken of intrinsic abilities and varying circumstances, the visual
arts curriculum should enable the child to
• look at, enjoy and make a personal response to a range of familiar and unfamiliar
objects and images in the environment, focusing on their visual attributes
• explore and begin to develop sensitivity to qualities of line, shape, colour and tone,
texture, pattern and rhythm, spatial organisation and the three-dimensional quality of
form
• express ideas, feelings and experiences in visual form and with imagination,
enjoyment and a sense of fulfilment
• experiment in spontaneous, imaginative and increasingly structured ways with a
range of art materials, including pencils, paints, crayons, chalks, markers, inks, clay,
paper mâché, fabric and fibre, and construction materials
• explore the expressive and design possibilities of the materials within a range of two
and three-dimensional media, including drawing, paint and colour, print, clay,
construction, fabric and fibre
• apply skills and techniques, demonstrating increasing sensitivity to the visual elements
in his/her art work
• look with curiosity and openness at the work of a wide range of artists and
craftspeople

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• explore atmosphere, content and impact in the work of artists, especially when they
relate to his/her own work
• identify a variety of visual arts media and describe some of the creative processes
involved
• develop an ability to identify and discuss what he/she considers the most important
design elements of individual pieces, especially when they relate to work in hand
• discuss the preferred design elements in his/her work and in the work of classmates
• begin to appreciate the context in which great art and artefacts are created and the
culture from which they grow
• respond to visual arts experiences in a variety of imaginative ways
• use appropriate language in responding to visual arts experiences.
The outcomes of art education programs can be significantly enhanced when careful
thought is given to the management and the organisation of human and physical
resources.

Express It!

Write a paragraph about your insight to the aims and objectives of Visual Arts
Curriculum.
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