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 3: Planning and Managing Art Lessons
Unit 4: Infant Classes

Unit
3 Planning and Managing Art Lesson

Lesson: Classroom Planning – Teachers Planning

Intended Learning Outcomes

At the end of this lesson you are expected to:
 Define classroom planning
 Identify the factor considered in classroom planning
 Establish the importance of classroom planning

The teacher’s planning this involves giving significance to children’s everyday

experiences and developing imagination, and organising ways of meeting their learning
needs through art.
The teacher should have some understanding of children’s visual imagery and
some practical experience of the processes of making art with the materials the children
will use. An understanding of the stages of development in art will enable the teacher to
plan ways of meeting individual learning needs in accordance with the agreed
objectives of the school plan. Practical experience in handling materials and tools is
essential to understanding their expressive possibilities and the challenges they pose
for children at the different stages of development.
A child’s record may indicate insufficient or inadequate experience in looking and
seeing, or insufficient experience in handling and exploring the possibilities of materials
and tools in one or more media. Children at infant level may require more time and
greater depth of experience in some of the strands. Older children may need to re-
interpret the activities outlined for a level of more below that recommended for their age
to help them find their present level of visual expression.

Teaching the Visual Arts 4- Page 1

When the teacher is setting open- ended tasks, planning could include opportunities to
choose materials and tools for different tasks, to help develop awareness of their
creative potential. Work procedures should be organised so that changes in children’s
understanding and expression can be observed and recorded in simple form, both
during and on completion of work, as an aid to future planning.

A theme or topic that is relevant to children’s experience should be chosen in

advance, or may occasionally arise spontaneously during a motivating session. Through
planned and open- ended questioning, children should be stimulated to conjure up
ideas, feelings, images and experiences which are significant for them. Verbal stimuli
could be used, as well as visual, aural (sounds) or kinaesthetic (dance, drama), and
they would include visually descriptive

Poems and prose extracts.

Areas of the children’s experience would include
• the world they know and live in
• people and other creatures
• the fantastic and the mysterious. This approach enables children to ‘live’ the
experience, real or imagined, and to make a response that is unique to themselves.

Practical starting points

One of the most challenging tasks facing the teacher is knowing how to introduce a
particular art activity. Purposeful art activities begin with a stimulus that fires the
children’s interest and imagination and makes them want to get started. Any one of the
activities that underpins guided discovery methods, or a combination of them, is a
possible starting point. These include
• working from children’s experience and imagination
• using materials and tools as stimulus
• working from observation and curiosity
• using the work of artists and craftspeople as stimulus.

A particular starting point may be more appropriate for work in some media than
in others: for example, using materials and tools is the most appropriate starting point
for print.
Ideas for working in other media may be triggered by one or more of the
suggested starting points and the teacher may choose between them. To maintain the
integrated nature of the strand units, the work of artists and craftspeople could be used
as a stimulus in conjunction with the other suggested starting points.

Teaching the Visual Arts 4- Page 2

Working from children’s experience and imagination
Much of children’s art evolves from their everyday experiences, real or imagined,
and they often need some form of stimulus to trigger a visual response to them. Their
interest must be sparked from the outset through brief and focused motivating sessions.
Experiences of home and school, play, friends, hobbies, special occasions and places
must be given a sense of immediacy so that they become sources of exciting and
rewarding art work. Sensory experiences of sight, sound or touch, or evocative
language, can stimulate them to live or relive events and give them the confidence to
express them visually in a personally meaningful way. Learning to perceive and enjoy
the world through sensory experiences and to respond visually and verbally is a
continuing challenge that must be repeated throughout the primary years. Their
experience in handling materials and tools and their developing observational skills will
influence the quality of expression.
In expressing experience, children portray themselves, their families, their
relationships with people close to them, and the ordinary, everyday things they do.
These have importance for them because they themselves are involved, and they gain
satisfaction in depicting the various situations that affect their everyday lives. A
developing imagination provides outlets for inventiveness, fantasy and everyday
experience in the first years in school.
As they progress through school, expressing experience continues to be of central
importance, especially their relationships with their friends:
• ‘playing a game with my friends’
• ‘listening to our favourite band’.

A consciousness of self and context can be expressed in ‘my room’ or ‘our

street’, for example. Older children again may express the importance they attach to
‘image’: the desire to be accepted by their peer group and the objects and activities that
acceptance endorses, for example clothes, music and whatever is in fashion. There
should also be a place for expressing personal and more individual interests.
Imaginative themes tailored to their age and interests can result in amazingly lively and
original work. This should be supported, however, by working from observation so that
they are not embarrassed by their work—by their drawing of a figure in action, for
example. Besides its obvious place in pictorial work, imagination is essential in
designing, planning and inventing in two and three dimensions, and children show great
enthusiasm in these areas.

Using materials and tools as stimulus

Focusing on the visual and tactile qualities of materials and tools can be an
exciting starting point for an art activity. Children should experience the joy of handling
and manipulating a wide variety of materials and tools so that they can learn to use
them with confidence. The less experience they have had, the more important it is to
talk about the discoveries they make and the possibilities they see for creativity and
invention. They should also be encouraged to talk about the media they like best to
work with or those they think most suitable for a particular task, and why. The
discoveries and the decisions they make when they dab, dribble, swirl, strike, push, pull,
tear, roll, confine, build, arrange, form and balance with materials and tools are an
essential part of their development in making and responding to art. Initial experiments
could form short, complete lessons in themselves, especially with younger children.

Teaching the Visual Arts 4- Page 3

Subsequent experiments should be designed to deepen understanding and expression,
to encourage risk-taking and to develop increasing control in using materials and tool

Self- Check Classroom Planning – Teachers Planning

Direction: Answer the following questions.

1. What is Classroom Planning – Teachers Planning?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
____________________

2. What are the factors to be consider in classroom planning?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
____________________________________________________________

3. What is the importance of classroom planning?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
____________________

Teaching the Visual Arts 4- Page 4

 Unit
4 Infant Classes

Intended Learning Outcomes

At the end of this lesson you are expected to:
 Identify the different strands for infant classes
 Identify the different concepts and skills development for infant classes
 Establish the importance of strands, concepts and

Lesson: Strands for Infant Classes

The child at infant level will enjoy looking at, touching and poking at interesting
objects and will enjoy a stimulating classroom with colourful displays that include
objects with interesting shapes and textures. At first, a variety of marks, lines and
shapes will be used to express what he/she knows and sees. Through experience, and
using different drawing and painting instruments, a set of symbols will evolve for what
he/she wants to express visually, for example self, family, friends, home and play. The
child’s use of colour may not bear any relationship to how the painted object or figure
actually is. For example, a cat may be painted red, and this process should not be
interfered with. He/she will learn to distinguish between lighter and darker colours and to
create pattern and rhythm in drawing and painting. Print-making will involve
experimenting with simple shapes using the simplest techniques.
The child will enjoy pounding and pulling clay and through these experiences will
find ways of expressing ideas in three-dimensional form. Activities in construction can
sometimes be on a large scale to give the child the experience of creating space and of
being in that space. Exploratory work in fabric and fibre will help to reinforce the child’s
understanding of, for example, colour, pattern and texture and help to give an insight
into how fabrics are structured. Work will be enriched by opportunities to look at art
works that relate to the child’s own work.

Selecting content
The programme should be broad and balanced and should be planned to ensure
continuity and progression and to obviate significant gaps. During the two-year period
the child should experience interrelated activities, as suggested by the strand units, in
all the strands.

Linkage and integration

Opportunities for linkage (i.e. within the visual arts curriculum) and for integration (i.e.
cross-curricular integration) are indicated at the end of each strand. Linkage can be
achieved in the following ways:
• through concepts and skills development using different media, for example
developing awareness of colour through painting and print- making and through
activities with fabric and fibre

Teaching the Visual Arts 4- Page 5

• through activities that develop a theme in a number of media, for example interpreting
the theme of ‘my friends’ in drawings, clay, and in a mixed-media collage
Opportunities for integration (especially with music, drama and dance) should be
identified when the visual arts programme is being planned. Careful planning will ensure
that visual arts objectives are clearly defined within integrated activities.

Lesson: Concepts and Skills Development for Infant Classes

Concept

 An awareness of line
 An awareness of shape
 An awareness of form
 An awareness of color and tone
 An awareness of pattern and rhythm
 An awareness of space
Concepts are derived from the visual elements and will be develop as work is
completed on the strands and strands unit

Strands Strand Units

 Making drawings
Drawing  Looking and responding

Paint and color  Painting

 Looking and responding
Prints  Making prints
 Looking and responding
Clay  Developing form in clay
 Looking and responding
Construction  Making contractions
 Looking and responding
Fabric and fibre  Creating in fabric and fibre
 Looking and responding

Through completing the strand units of the visual arts curriculum the child should
be enabled to

An awareness of line
• begin to discover that lines can have a variety of qualities and can make shapes
• create movement with lines
• begin to represent familiar figures and objects with free lines and shapes

An awareness of shape
• begin to develop sensitivity to qualities of flat shape

Teaching the Visual Arts 4- Page 6

• invent and work with shapes that have a variety of characteristics

An awareness of form
• become aware of the three-dimensional nature of form and of form in objects
volume in a toy, an animal, a ball, a box, in his/her head
• handle, feel, manipulate and begin to form clay

An awareness of colour and tone

• become sensitive to colour in his/her surroundings
• recognise and mix primary colours and tone s
• distinguish between obviously light and dark colours
• use colour expressively

An awareness of texture
• begin to explore the relationship between how things feel and how they look
• create texture with a variety of materials and tools

An awareness of pattern and rhythm

• become aware of pattern and rhythm in his/her visual surroundings and in his/her
work in repeated use of line types and shapes
raindrops in a puddle, clouds in the sky, markings on a stone, bricklaying,
railings, fields

An awareness of space
• become aware of how people and objects take up space
• examine simple structures in the visual environment
• begin to make basic structures
balance open and closed boxes on each other.

Teaching the Visual Arts 4- Page 7

 Self- Check Strands , Concepts and Skills Development
for Infant Classes

Direction: Answer the following questions.

1. What are the strands for infant classes?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. What are the concepts for infant classes?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________

3. As a future educator what is the importance of knowing the different concepts for
infant classes?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Teaching the Visual Arts 4- Page 8

Lesson: Infant – Strand: Drawing

Intended Learning Outcomes

At the end of this lesson you are expected to:
 Familiarize with the Infant –Strand : Drawing
 Plan activities for Infant – Strand : Drawing

Strand unit - Making drawings

The child should be enabled to

• Experiment with the marks that can be made with different drawing instruments on a
range of surfaces
- Wriggly, smudgy, gritty, very light, very dark crayons, soft pencils, chalks,
textured papers
- Exploring the mark-making possibilities of computer drawing tools
• make drawings based on vividly recalled feelings, real and imaginative experiences
and stories
- home and play dreams and longings
- special occasions
• discover and draw line and shape as seen in natural and manufactured objects and
discover that lines can make shapes
- line in stones, leaves, hanks of yarn curvy, straight-edged, big, small, simple,
complicated shapes
• explore the relationship between how things feel and how they look
texture in natural and manufactured objects interpreting some of these textures in
mark-making and rubbings.

Strand unit- Looking and responding

The child should be enabled to

• look at and talk about his/her work, the work of other children and the work of artists
- describing what is happening in the drawing the different kinds of marks made
how he/she enjoyed making the drawing how the artist might have worked
his/her favourite part.

Teaching the Visual Arts 4- Page 9

Linkage
Paint and colour: communicating ideas through mark-making, pattern, rhythm, texture

Integration
Music: interpreting (in line) tempo, dynamics; depicting themes from songs
Drama: interpreting (in drawing) ‘dressing-up play’

Work Sheet Planning Infant Classes –Drawing

Direction: Plan a sample activity for Infant classes –Drawing

Topic :
( Topic you want under the Strand Drawing Ex. Drawing straight lines )

Objectives:
At the end of the lesson the students will be able to :

 ___________________________________
 ___________________________________
 ___________________________________
( What are the thing that the students should acquire after this lesson/ activity-
Cognitive , Affective and psychomotor)

Materials Needed: ( Materials needed for your Activity )

Activity : ( Students Activity – you may indicate what will the students will be doing / the
steps for the activity )

Assessment : ( How will you assess students learning )

Teaching the Visual Arts 4- Page 10

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