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FACTSHEETS

The document discusses considerations for choosing art activities, including matching activities to students' fine motor and cognitive abilities such as abstract expressionist activities for younger students and realistic activities for those with strong skills. It outlines categories of art activities like culture-based, integrated subjects, holidays, and play. The teacher's role is to understand students and prepare materials suited to their abilities.

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Cherry Mae Alvarico
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187 views

FACTSHEETS

The document discusses considerations for choosing art activities, including matching activities to students' fine motor and cognitive abilities such as abstract expressionist activities for younger students and realistic activities for those with strong skills. It outlines categories of art activities like culture-based, integrated subjects, holidays, and play. The teacher's role is to understand students and prepare materials suited to their abilities.

Uploaded by

Cherry Mae Alvarico
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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FACTSHEETS

Unit II- Instructional Planning in the


Visual Arts

Prepared by: Alvarico, Cherry Mae


Ampidan, Jessa
C. Choosing Arts Activities
Learning Outcomes

1. Understand the different consideration in choosing art


activities.
2. Explain the importance of considering the student’s
psychomotor and cognitive ability in choosing art activities.
3. Give examples of art activities that are appropriate for
different students-artist categories.

THINK

In some school, teacher are given the option to choose


their own art activities as long as they meet the content
and performance standard. Some follow strict
curriculum, and some give teacher total freedom on what
to do but more often done not, art classes are use to
create artwork for events, holidays, and school
decoration depending on the season. In choosing the
activity for your lesson consider the current event and
what the students are learning in the other subject as
well.
TYPES OF ART ACTIVITIES BASED ON
CONTENT AND FUNCTION

Art and Culture-Based Theme


 Some art activities are inspired by the works of other artists
by using the same technique, medium, or subject. It can be
done exactly as how the artist does it, or it can be modified to
different processes and output. In the DBAE approach the
class start with the discussion from a lesson start in Art
History about famous artist or works from a cultural
community.
 DBAE is an approach to teaching art as a subject with lesson
content drawn from the four basic art disciplines: art
production, art history, art criticism, and aesthetics. Because
it is a theoretical method and not a curriculum, DBAE can be
adapted to the specific needs and structures of individual
schools and districts.

Integration in Subject and Content Areas


 Art is universal and transdisciplinary. Some art activities are
integrated into other disciplines such as (STEAM) education
where students are challenged to create projects and apply
their knowledge and skills to solve problems.
 Some art activities are based on stories and other forms of
literature, such as illustrating for a book or making props and
costumes for a role-play.

Holiday and Event Themes


 During holidays and special occasion, students are able to
connect their work to relevant experiences through art
activities. These are popular means to concretize event such
as making DIY decoration, cards, souvenirs and gift in a fun
and enjoyable way.
 Whenever there is an event, teachers always work with
students to come up with artworks for display or to bring
home to set the mode.

Arts as Play
 Art teacher should forget that even upper elementary
students are still children too. A series of teacher-directed
activities can take a tool on students by always trying to cope
with standards and what the school wants that is why art is
sometimes perceived as a "tiring subject that is not for
me".Students should be able to have fun in art.
 For children with special needs, art class can be a break in
their highly structured routine where they can enjoy and be
themselves.

CONSIDERATION IN CHOOSING AN ART


ACTIVITY
 Teacher’s understanding of students and logistical
preparations are crucial in conducting an art class. It is
important to make sure that the materials and structure that
you are providing are suited for the learner and present the
situation.
 In deciding what is art activity to chose for a certain class,
the teacher should consider the students’ fine motor skills
and ability to come up with own ideas.

Abstract and Expressionist Art Activities


 For kindergarten and students who need extensive support,
abstract expressionist art activities are recommended because
these activities require minimal fine motor skills, but if done
right, can still create aesthetically pleasing outcomes.
 Example of these are finger painting, wet-on-wet watercolor
abstract painting, splatter effects, and printmaking using
stamps and rollers which are fun and have no definite right or
wrong answer. These activity can be springboards for
conversation starters since children can give meaning to their
work even if its non-representational to begin with.
Impressionist and Expressionist Art Activities
 These are suited to children who have a lot of original ideas
but may lack fine motor skills to create 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.

Realistic Reproduction and Technical Art Activities


 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
produce quality work with high resemblance to the reference.
 Example would be landscape paintings that use color that are
close to reality, figure drawings with correct proportion,
landscape that show perspectives, and still life paintings that
show accurate lightning and shadow.

Creative, Imaginative, and Thought-Provoking Art


Activities
 These are basically the integration of all potential art skills,
These are children who are able to visualize and render their
ideas in a skillful manner that is 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 to these activities are unique to the
creator because it draws from personal experiences,
emotions, thought, and wishes.

When planning for an art activity, the teacher should


carefully consider the students' placement in these
areas in order to create an ideal flow in art class.
 The intersection of the fine motor and cognitive
abilities (central areas) would be the recommended set
of activities and assessment standards for elementary
students. As they grow old, the expectations in skillful
rendering and creativity can be higher so they can
move eventually toward the more creative and though
provoking art activities.

ASSESSMENT

Test I- Enumeration

Instruction: Enumerate the following;

1-4. Enumerate the four (4) Considerations in Choosing an Art


Activity

Test II- Essay

Instruction: Read the question carefully and answer in 3


minutes.

6-10. What role should teachers take in children’s visual arts


experiences?

Answer key:

Part I
1. Abstract and Expressionist Art Activities
2. Impressionist and Expressionist Art Activities
3. Realistic Reproduction and Technical Art Activities
4. Creative, Imaginative, and Thought-Provoking Art Activities

Part II
Possible answer:
There is no one ‘best’ approach to teaching and supporting the
visual arts with young children, and in fact there are many
different and competing perspectives. This is partly due to
ongoing debates about how children’s development in the visual
art occurs. It is important to reflect upon your own experiences
and understandings about the visual arts, your identity, how the
visual arts occur in your own culture, and how these affect your
pedagogy.

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