TEGr 112 Lesson 3.1

Module 3: Methods for
Teaching Art
Module Overview
This unit discussed approaches, techniques on teaching arts to
elementary grades. The methodology is not a rigidly prescriptive series of step-
by-step directions on the “how” of teaching. Indeed, a teacher can and should use
a multitude of methods or strategies. The methodology brings to mind certain
principles and techniques of motivation and control that can be studied,
observed, and reflected.
Motivation Question
How does one go about teaching art?
Module Pretest
TRUE or FALSE
__________1. Stage setting should be given less attention in an art class.
__________2. Confidence is developed when we allow students to share
something about their artwork.
__________3. Grades and rewards are example of intrinsic motivation.
__________4. The teacher should divide the task into little tasks when having a
demonstration
__________5. There are differences in rates and ways of learning, experiences,
and interests in a group of children.
2 TEGR 112: TEACHING ART IN THE ELEMENTARY GRADE
Lesson 3.1: Teaching Practices in Art
Lesson Summary
This lesson provides soon-to-be teachers' ideas on some practices that
they could use when teaching arts. This lesson also discusses some concepts of
art in the classroom.
Learning Outcomes
At the end of the lesson, you are expected to apply an effective tips that
teachers can use in teaching art to elementary learners
Motivation Question
What are some ways to make the learners actively engage in an art class?
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Discussion
The context for Learning and Teaching
A. The Elementary Years
The primary grades are the foundational years during which the basic curriculum
concepts, values, and skills are developed. Children are introduced to formal
education that provides a necessary complement to the child’s experiences at
home and in the community: the preceding years, the critical years for learning,
maybe crucial to success in all other years. There is a shared responsibility for
literacy and numeracy skills to support learning across the curriculum during
these years. Teaching strategies must be varied and always aimed at meeting
individual needs and bringing children to the highest possible achievement level.
B. The Elementary Learner

Each child is unique. Within any group of children, differences in rates and ways
of learning, experiences, and interests are expected and respected. Individual
differences are celebrated and built upon. A variable for the individual is to
achieve personal best as he/she works towards excellence. Improving
performance and realizing potential is more important than competition and
comparisons to others.
The development of the individual learner revolves around these five dimensions:
• Aesthetic- Each child has an aesthetic dimension. Children are exposed
to the artistic dimension. Children are exposed to various artistic
processes and products of different cultures and genres. They are
provided opportunities to create, perceive, and communicate through the
arts. Critical and analytical thinking and problem-solving skills are
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developed and applied in practical learning experiments. An appreciation

for and experience in those things that constitute the arts adds to
children’s understanding of the world, culture, and community. Children
with an aesthetic sensibility value culture, environment, and personal
surroundings.
• Emotional- Each child has an emotional dimension. Kids learn best in
supportive and secure surroundings. The school continuously promotes
positive feelings towards self, others, and learning. As children move from
kindergarten through grade 6, they are encouraged to become
independent and more responsible for their learning. There is a
relationship between success and self-esteem. Learning is structured so
that every child experiences success. Children are encouraged to become
more reflective and introspective. They are given opportunities to
consider ideas that are of both general and personal significance.
• Intellectual Development- Each child has an intellectual dimension.
Intellectual development is the process of deriving meaning from
experience through acquiring and constructing knowledge. The ultimate
goal is that children develop strategies that will help them solve complex
problems. They learn to reason and communicate effectively and take
responsibility for their own learning. They ask questions and question the
answers. They develop an understanding of how human beings know and
comprehend. They become thoughtful and reflective learners.
• Physical- Each child has a physical dimension. Physical well-being is

essential to living and learning. Opportunities for movement and the
development of motor skills are provided, and the development of respect
for the body and the desire to care for it is promoted. The curriculum
fosters knowledge of and positive attitudes towards nutrition, physical
fitness, and safety. Sensitive inclusion of those with unique physical
challenges is modeled and promoted.
• Social- Each child has a social dimension. Learning to interact
cooperatively with other people is an essential life skill that can be taught
and practiced in schools. The classroom is a community of learners.
Taking turns, sharing materials, collaborating to solve problems, and
working in cooperative groups for various real purposes provides
youngsters opportunities to discover social skills essential to surviving in
any community.
C. The Learning Environment

• Setting the Stage- Making the classroom visually appealing to the
learners is necessary for an art class. Creating visual stimulations, well
organized and orderly environment, establishing a friendly environment is
also included in this aspect.
The learning environment should be stimulating and rich in opportunities
to develop a 21st-century learner's full capacities. Within this
environment, the teacher provides learning experiences that bring
together the curriculum outcomes, the learner's needs and experiences,
and the learner’s community's resources.
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- Learning environments should be structured to support individual

learners and be dynamic and flexible to meet the breadth of teaching and
learning needs. A stimulating visual environment draws upon the learner’s
aesthetic thoughts, feelings, emotions, beliefs, perceptions, and abilities
to create, explore, and develop ideas. It values opportunities to discuss,
express, and share those ideas. Some suggested supports for stimulating
surroundings and learning environments include the following:
• original artworks; photos/digital artifacts/computer-generated images;
• pictures of different visual artists from various times and places;
• a place for dramatizing images and presenting dramas;
• a sound station for those who use music or sound in their artwork;
• an exhibition/display space for students’ works (adjustable lighting is
essential);
• an area in which to research and develop projects; various work stations
for different media, with good lighting;
• a space that has access to the outdoors so that larger pieces such as
sculptures can be safely created; an area that has access to industrial
technology machinery and fabric equipment;
• a place for viewing DVDs and digital images;
• a space in which to research different artists and artworks.; and
• a private space for student reviews, interviews, and portfolios.
• Sources of Art
Experiences can be used to make the student respond to art. Taking
advantage of the memories, imaginations, and life experiences of the child can
arouse their motivation. Themes on art based on real and universal experiences
(love, fear, family, etc.) are a significant source of motivation.
Besides using the imagination and experiences as sources of art, teachers
can use the existing art pieces as motivation sources. The dilemma, however,
arises due to various choices. Should the artwork be tied up to a project? Should
it be a famous masterpiece? Or something new from a contemporary artist? As
a teacher, you want the lesson to go well, and for the students to have a lot to say
and be able to connect to the work of art, these students have different tastes
and interests.
Here are tips for selecting an artwork:
✓ Captivating- select an artwork that will elicit an emotional response from
the students. If the artwork makes the students immediately go “Ooh” or
“Whoa,” “What is that?” the classroom art discussion will flow easily. If
you get excited and curious about the artwork, chances are it is a great
pick to show your students.
✓ Communicative- does the artwork tells a story or a message? Narrative
artworks are great for classroom discussions. They offer an entry point to
talk about.
✓ Complex- make sure the artwork is complicated. If an artwork brings
various stories, emotions, and topics in mind, it will continue the lively
discussion.
✓ Connected- you want the artwork to be connected and relevant to the
student. Art means more when it represents us or finding ways to practice
self-reflection and connect to cultures.
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taken from (https://artclasscurator.com/choosing-an-artwork-for-art-lessons/)
• The motivation for Art Making

There are two sources of motivation: Extrinsic motivation and Intrinsic
motivation. Extrinsic motivation capitalizes on external factors such as grades,
and prizes while in Intrinsic motivation, the child recognizes the value of
accomplishing or learning the concept.
Teachers should aim to develop the intrinsic motivation of the child. Samples of
motivation in art-making: use of untried materials, use of materials from outside
the classroom, bringing pf animals or unusual still pictures, plan field trips, invite
speakers.
• Helpful tips when teaching art
✓ Choose large objects to draw, which have precise shapes and are not too
complicated.
✓ Avoid placing objects so that parts are projecting forward so you do not
have problems with ‘foreshortening.’
✓ Make a seat arrangement where the children can all see the object you
will draw from a similar perspective.
✓ Position the board so that all the class can see your drawing, and you can
move to look at the object from a similar perspective to the children.
✓ Do not obstruct their view with your own body!
✓ Make it clear that it is the children’s responsibility to guide the teacher!
✓ Make deliberate mistakes in your drawing when the children’s instructions
are not clear enough.
✓ Exploit the process of negotiated drawing for language development by
progressively demanding more precise language and more explicit
instructions.
✓ Do not forget how helpful analogy can be when you are trying to describe
shapes.
✓ Bilingual learners and less articulate children can participate by being
asked to make shapes in the air with their fingers.
✓ Make as many connections as possible with work in other curriculum
areas like maths and science.
✓ It is better not to complete the drawing on the board—stop once the
exercise has served its purpose.
✓ Plan a way of contextualizing the object the children will draw excitingly
so that the drawing task you set is as enjoyable as possible.
✓ Once the children are familiar with this way of working, ‘drawing from
observation’ can become the context!
✓ Rub out your drawing before the children begin theirs.
✓ Encourage the children to go and look at the real object when they are
doing their drawings.
✓ Support the imaginative aspects of the children’s drawings as well as their
observational drawing.
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✓ Provide opportunities for the children to talk about their drawings and
explain the detail of all that is happening in their pictures. If the teacher
cannot give each child this kind of individual attention, it can be very
productive to talk about their pairs' pictures.
✓ For lower grades, use crayons and oil pastels in making the drawings.
Avoid the pencil and eraser. Crayons and oil pastels allow the artist to
move and draw quickly, let the learners focus on the drawings, and forgive
their “mistakes” in the drawing.
✓ Let the students mix paints or watercolor on their paper.
✓ Use ½ sheets to save time and resources. Use outlining to make the art
piece pop using a black marker or any other colors such as blue or red.
✓ They have engaged the student in a ten-minute quiet time. After the
instructions are given and the paper is distributed, start a ten-minute quiet
time, let the students reflect on their work.
✓ Accept mistakes and turn them into something else.
✓ Select art lessons carefully.
Teaching Art: Five Phases of Instruction

Teaching art is a complex task; some factors must be considered when
conducting a class. The following is a list of significant factors that bears the
conduct of a teacher. The lesson is divided into five segments: preparation,
presentation, the class in action, evaluation, and teaching style. No one lesson
could encompass all the items listed. The list also provides some indication of
the possible variables that occur in teaching.
Preparation for instruction and classroom management
1. Display areas:
a. Display pupils’ work
b. Relate materials to the art curriculum
c. Relate materials to current events in art, school, community
d. Show design awareness in the arrangement of pupils’ work
2. Supplies and materials:

a. Organized, so the room is orderly and functional
b. Organized, so the room is orderly but inhibiting
c. Organized, so the room is disorderly but functional
d. Organized, so the room is disorderly and nonfunctional
e. Distributed systematically
3. Resource materials (aids, art books, art magazines, file materials, live
art, videos, and other audiovisual support):
a. Provided by the school system and school
b. Not provided by the school system and school
c. Derived from teacher’s reference file
d. Not provided by the teacher
4. Nonobservable data:
a. (Pupils’ work) Kept in a portfolio for reference
b. (Reference file) Made available for student use
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Presentation of Lesson
1. Objectives clearly stated
2. Objectives arrived at through dialogue
3. Discussion related to topic or objective
4. Discussion related to levels within the group
5. Interaction between pupils and teacher:
a. Teacher interrupts pupils
b. Teacher welcomes disagreement
6. Demonstrations oriented toward multiple solutions
7. Demonstrations convergent on a single solution
8. Class is flexible:
a. Chairs reorganized for viewing demonstrations
b. Children able to come to the teacher freely for additional material
c. Several projects in operation at same time
d. Children able to move freely from project to project
The class in action

1. Teacher:
a. Listens to pupils when asking questions
b. Asks open questions
c. Asks closed questions
d. Praises work of pupils in general terms
e. Praises work in specific terms relevant to the problem
f. Uses other forms of verbal reinforcement
g. Can reach pupils who request a consultation
h. Talks at length to some pupils
i. Relates comments not only to objectives but to pupils’
the frame of reference
j. Motivates those who have become discouraged
k. Remotivates those with short attention span
l. Is flexible in permitting deviation from assignments
m. Uses art vocabulary
n. Is competent in handling discipline problems
2. Pupils:
a. Are self-directive in organizing for work
b. Are self-directive in organizing for cleanup
c. Use art vocabulary
Evaluation period (for final group evaluation)

1. Evaluation relates to the goals of the lesson
2. Pupils encouraged to participate
3. Pupils do participate as a group
4. Only one work evaluated
5. Several works evaluated
6. Range of evaluation devices used
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7. No final evaluation is given

8. Pupils not embarrassed or threatened by public evaluation
Learning Tasks/Activities
1. Read the discussion in the lesson.
2. Create a list of classroom rules you want to implement in your art
classroom. Be visually creative in presenting your list.
3. What will you do so learners will adhere to these rules that you set?
Assessment
Unit3_Lesson3.1_Assessment
1. Make a reflection paper about the lesson. Use the guide question in
making the reflection.
a. What are the things you need to consider when handling art as a
subject?
b. What do you think are the problems you might encounter?
c. How will you overcome this?
Instructions on how to submit student output

• Encode your answer and save it in a WORD format. Name your file
Learning Task:
Family Name_CourseOffering_Unit#_ Lesson#_Activity#
Domingo_M090_Unit3_Lesson3.1_Activity1
Assessment:
Family Name_CourseOffering_Unit#_ Lesson#_Assessment#
Domingo_M090_Unit3_Lesson3.1_Assessment 1
• Submit your output to the email address of your instructor:

preciousdoming07@gmail.com
• Your instructor will inform you if submitting output via the portal is
available
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TEGr 112 Lesson 3.1

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Module 3: Methods for

Lesson 3.1: Teaching Practices in Art

B. The Elementary Learner

developed and applied in practical learning experiments. An appreciation

• Physical- Each child has a physical dimension. Physical well-being is

C. The Learning Environment

- Learning environments should be structured to support individual

taken from (https://artclasscurator.com/choosing-an-artwork-for-art-lessons/)

• The motivation for Art Making

Teaching Art: Five Phases of Instruction

2. Supplies and materials:

The class in action

Evaluation period (for final group evaluation)

7. No final evaluation is given

Instructions on how to submit student output

• Submit your output to the email address of your instructor:

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