San Jose Community College

San Jose Malilipot, Albay

ART APPRECIATION AND ASSESSMENT

ART APPRECIATION

Learning Outcomes
1. Practice visual literacy as a way to appreciate art by learning what to see and how to
look at an artwork.
2. Engage in student discussions through analysis, interpretation, and reflection.
3. Value and respect student’ ideas, opinion, preferences, and methods through
conversations and giving constructive feedback.

“Art is one of life’s richest offerings. For those who have not talent to create, there is
appreciation.” – Nathaniel West

Lesson Discussion

Art Appreciation as described by the Commission on Higher Education (CHED) helps

develop student’s ability to appreciate, analyze, and critique works of art. Art appreciation
encourages children to observe carefully, think critically, and discuss respectfully (Frey 2020).
Art Appreciation is not all about aesthetics or appreciating the final product but it includes the
wonders of making mistakes, the children’s struggle, and the satisfaction of making their unique
contributions to the world through their art form.

Description through Observation

To appreciate art, we must be able to look around and observe our surroundings.
Understanding the elements of art and principles of design will help children see them in their
everyday life. Once they are aware of it, they can spot it easily and use it as inspiration for their
artworks.

Aesthetic Scanning
1. Sensory Properties are used to identify visual elements that can be perceived through
sensory contact with the work.
2. Formal Properties refer to how the elements are organized.
3. Technical Properties describe the medium that the artist used.
4. Expressive Properties describe the first impression or mood the work conveys.

Analysis
One way to analyze a work of art is to interpret what the artist is trying to express.
Visual literacy is a crucial as learning reading, writing, and arithmetic, but instead of reading
series of letters and computing numbers, children learn to give meaning to images and
understand their responses.
Visual Communication and Visual Literacy
The Visual Thinking Strategies is a research-based teaching method used in preschool
and elementary classes for appreciating art. VTS has been used with younger students in
classroom settings and museums to teach critical thinking, visual literacy, and communication
skills. Visual Literacy is the ability to find meaning in an imagery (Yenawine 1997). In his article,
Thoughts on Visual Literacy, Yenawine (1997) discussed the different levels of visual literacy, a
study conducted by Abigail Housen. In the Stage I of visual literacy, people might be called “pre-
literate and are more of storytelling” (Housen 1992).

Interpretation and Reflection

When the students are ready, they can collect their work and begin a pair-share. In this
way, everybody can have a chance to talk. After talking about what is in the picture, students
also share the reasons why it came to be. Art appreciation through reflection answers the
questions “WHY” and “HOW I FEEL.” This is the part where students interpret their own work or
other student’s work.

Talking Prompts
In some cases, when students are struggling to say or find the world that they need to
genuinely express themselves, the teacher can help by rephrasing the student’s words in a
statement that can be easily understood by the class. Talking about their work and knowing that
they are understood contribute to their feeling of being a “child artist.”

Giving Value and Remarks

In early childhood art education, appreciating children’s efforts and validating their
feelings should be given more importance that the output itself. Judging a work is part of art
criticism wherein the teacher or student can give their opinion about how they feel toward an
artwork.
 Always start with a positive statement.
 If you cannot find anything nice to say, you can describe the work by stating a fact or an
obvious observation.
 Comment on the effort given by the child.
 When in doubt, ask first then listen.
 Turn negative comments and critiques as suggestions that are optional.

ACTIVITY
A. Look for three people who consider themselves as “nonartists” or those who feel that
they have no creativity or inclination in the visual arts. Ask the following questions:
1. Why do you think you consider yourself as a “nonartist”?
2. When you were in elementary, do you remember drawing, painting, or doing crafts?
Did you find it enjoyable? Did you look forward to art projects for special events?
3. When did you realize you have no talent in art? What made you think that way?
Was there a trigger?
4. If you think you were given a chance to pursue the visual arts given more exposure
when you were younger, would that change your perception and ability today?
5. If you were given a chance to pursue art and given an opportunity to go art
workshops today, do you think you would consider yourself as one with artistic
potential? Why?
 B. Complete the table.

Art Appreciation Practice Description Example of Student

Response
Observation
Learning Visual Literacy
Reflection

C. Write an essay about your own experience of art appreciation in your elementary days.
Answer the following questions:

1. Do you consider your experience in an art class in elementary significant? Elaborate

your experience.
2. Do you remember having a chance to speak to the class and explain about your
work? In your own opinion, how do you think sharing one’s artwork in class would
affect a child’s confidence and skill in verbal communication? Explain.
3. Were you able to get words of encouragement and appreciation from your
classmates or teachers? If there is, how did it affect you? If none, do you think it will
help children, especially those who are shy or challenged of expressing themselves
verbally? In what way?
4. Do you have any experience of being humiliated or embarrassed because of your
work? If there is, explain how it affected your perception about yourself.

REFERENCES
Steiner, Rudolf. The Spiritual Ground of Education. Lectures presented in Oxford, England August
16-29, 1922. Anthroposophic Press 2004.
The Arts in the Elementary Classroom: A Visual and Performing Arts Content and Delivery Guide.
San Bernardino County Office of Education. 2008. Retrieved from [PDF file]
https://ccsesaarts.org/wp-content/uploads/2015/02/ElementaryToolkit.pdf.