Name: Onganiza, Lardel L.

Yr&Se: BEED 3 S-2

Task Title: Teaching Arts in Elementary Grades: A Comprehensive Discussion

Arts education in elementary grades is important because it helps students develop critical
thinking, creativity, and social skills. It also helps students connect with their culture and the
world around them. Art education is a key component of holistic development because it helps
children develop these skills in a creative and fun way.

Art activities help children develop cognitive, emotional, and social skills in many ways,
including They can also help children develop problem-solving skills, hand-eye coordination,
and critical thinking. It can help children express their emotions, understand their own
emotions, and understand the emotions of others. They can also help children develop
empathy, self-confidence, and self-regulation. Especially beneficial for children during their
early development. They can help children develop a foundation for success in school and in
life. Different art forms like drawing, painting, and sculpting each offer unique ways to express
creativity by varying in their dimensionality, medium, and the way they interact with the
viewer, with drawing focusing on line and form on a flat surface, painting adding color and
texture to a flat surface, and sculpting creating three-dimensional objects that can be
interacted with physically; each allowing artists to convey different ideas and emotions
depending on the chosen medium and technique.

Arts education can improve cognitive, emotional, and social skills. It can help students develop
critical thinking, problem-solving, and creativity. It can also help them build empathy, reduce
intolerance, and accept others. Art and craft activities engage children in precise hand
movements, stimulating their hand-eye coordination, grip strength, and hand dexterity, while
encouraging creativity and problem-solving. When children engage in these activities, they are
unknowingly refining their fine motor skills.

Whether it's through painting, sculpture, or digital media, students can explore their creativity,
self-expression, and unique perspectives. This creative process enhances students' problem-
solving skills, critical thinking, and adaptability in a world that values innovation. From holding a
paintbrush to coloring with crayons and using scissors, art can help children improve their
coordination and dexterity while performing a task

Art integration across the curriculum addresses studies, theory, anecdotal writings, and reports
on teaching in and through art in primary and secondary education, including teacher training
and professional development. Concepts represent a sampling of issues largely directed by
grant-funded ventures, calls for scholarly papers, and district initiatives. This bibliography
contains a selection of papers and volumes on themes discussed by noted scholars, studies by
arts organizations and partnerships, and articles by practitioners detailing art integration
experiences in their classrooms. Art integration theory and process is an important concept in
the field of art education. Dating back to John Dewey’s Art as Experience (1934), art-based
constructivist learning has been simultaneously embraced and viewed with contempt in the
field. Often lauded as superheroes of public education reform, many art educators fear that
utilizing art as a subservient handmaiden will compromise the validity of art in schools and
jeopardize the position of the certified art teacher. While this document is intended to identify
various approaches to and models of art integration, one must carefully consider the rhetoric
versus the tested models presented here. The selections include an overview of definitions of
art integration (AI)—what it is and what it is not, as well as often interchangeably misused
terminology of interdisciplinary, multidisciplinary arts-infused and art-integrated curriculum.
Commentary on studies and theoretical models of art integration are provided by their
respective authors, many of whom present reports of art-integrated frameworks, studies, and
lived exemplars. The article includes literature on various aspects of art integration, including
maintaining visual art as a discrete discipline in art integration, theoretical underpinnings of
pedagogical approaches, and successful models of school-wide art integration. Other essential
factors for successful, systemic art integration, however, are teacher training, continuing
professional development, administrative training and support, advocacy, and policy
recommendations. This bibliography identifies literature on these pertinent topics, and
presents the STEM to STEAM movement from the perspective of including “Art” with a capital
“A.” Finally, additional resources in the form of study compendia, meta-analyses of the
literature, and funded executive summaries are referenced.

Art is a highly diverse range of human activities engaged in creating visual, auditory, or
performed artifacts—artworks—that express the author’s imaginative or technical skill, and are
intended to be appreciated for their beauty or emotional power. The oldest documented forms
of art are visual arts, which include images or objects in fields like painting, sculpture,
printmaking , photography, and other visual media . Architecture is often included as one of the
visual arts; however, like the decorative arts, it involves the creation of objects where the
practical considerations of use are essential, in a way that they usually are not in another visual
art, like a painting.