Commission on Higher Education

CORDOVA PUBLIC COLLEGE

Gabi, Cordova Cebu

BUILDING AND ENHANCING LITERACIES ACROSS THE CURRICULUM

NAME: DUNGOG, AYESSA B. COURSE/YR. AND SEC.: BEED 1-A DATE COMPLETED: 05/23/22

I. COURSE CONTENT: ARTISTIC AND CREATIVE LITERACY

II. OBJECTIVES:
At the end of this module, you should be able to develop a clear and practical understanding of the
following:
a. Characterize artistic literacy;
b. Discuss the value of Arts to education and practical life;
c. Identify approaches to developing/designing curriculum that cultivates the arts and creativity
among learners;
d. Formulate personal definition of creativity; and
e. Design creative and innovative classroom activities for specific topic and grade level of
students.
III. SOURCES:
 Elen Joy P. Alata,MA Ed.,et.al,Building and Enhancing New Literacies Across the Curriculum
2019. p 91-99
IV. LESSON:
 CREATIVITY- can be defined as the process of having original ideas that have value
 Elliot Eisner posited valuable lessons or benefits that education can learn from arts and
he summarized these into eight as follows:
1. Form and content cannot be separated-In education, how something is taught, how curricula
are organized, and how schools are designed impact upon what students will learn. These
“side effects” may be the real main effects of practice.
2. Everything interacts; there is no content without form and no form without content. When the
content of a form is changed,so too, is the form altered. Form and content are like two sides of
the coin.
3. Nuance matters.
4. Surprise is not to be seen as an intruder in the process of inquiry, but as a part of the rewards
one reaps when working artistically.
5. Slowing down perception is the most promising way to see what is actually there.
6. The limits of language are not limits of cognition.
7. Somatic experience is one of the most important indicators that someone has gotten it right.
8. Open-ended tasks permit the exercise of imagination, and an exercise of the imagination is
one of the most important human aptitudes.
  CHARACTERIZING ARTISTICALLY LITERATE INDIVIDUALS
How would you characterize an artistically literate student?
 Use a variety of artistic media, symbols, and metaphors to communicate their own ideas and
respond to the artistic communications of others;
 Develop creative personal realization in at least one art form in which they continue active
involvement as an adult;
 Cultivate culture, history,and other connections through diverse forms and genres of artwork;
 Find joy, inspiration, peace, intellectual stimulation, and meaning when they participate in the
arts; and
 Seek artistic experiences and support the arts in their communities.
 FIRST LITERACIES ART, CREATIVITY, PLAY, CONSTRUCTIVE MEANING-MAKING,”
-Proposed four essential components to developing or designing curriculum that cultivates students’
artistic and creative literacy. Such approaches actively encourage the creative, constructive thinking
involved in meaning making which are fundamental to the development of the systems of writing,
reading and numbering.
1. Imagination and pretense, fantasy and metaphor
A creative curriculum will not simply allow, but will actively support, play and playfulness. The teacher
will plan for learning and teaching opportunities for children to be, at once, who they are and who they
are not, transforming reality, building narratives, and mastering and manipulating signs and symbols
systems.
2. Active menu to meaning making
In a classroom where children can choose to draw, write, paint, play in a way that suits their purpose
and/or mood, literacy learning and arts learning will inform and support each other.
3. Intentional, holistic teaching
A creative curriculum requires a creative teacher, who understands the creative process, and
purposefully supports learners in their experiences.
What makes for intentional teaching is thoughtfulness and purpose, and this could occur in such
activities as reading a story, adding a prop, drawing children’s attention to a spider’s web, and playing
with rhythm and rhyme. Even the thoughtful and intentional imposing of constraints can lead to
creativity.
4. Co-player, co-artist
It is vital for teachers to know and appreciate children and what they know by being mindful of the
present and making time for conversation, interacting with children as they draw. Teachers must try to
avoid letting the busy management work of their days take precedence and distract them from the
"being”

V. ACTIVITY:

1. What is your personal definition of creativity?

 My personal definition of creativity is the ability to create new things or come up with new
ideas. Making something beautiful out of something commonplace is what creativity is all about. For
me, it also entails comprehending the situation and resolving the problem in my own unique way. For
example, I'm creating visual aids for my reporting, but we don't have a printer, so I can't print some of
the images that are needed for my report. Instead of wasting money on printing, I'd rather utilize my
hands and my drawing skills to draw those pictures and make them presentable, readable and
attractive that could catch the attention of my audience. That is my definition of creativity.
2. Is creativity the same with innovativeness? Read various definitions on these two concepts
and organize your notes using a Venn diagram.

3. Explain this quote from Picasso: All children are born artists. The problem is to remain as an
artist as we grow up.
Every child is an artist. The problem is how to remain an artist as we grow up. As we become
older, we lose interest in even the tiniest pleasures that life has to offer, and our imagination begins to
weaken. We were afraid of the dark as a child, we imagined different things, we imagined darkness
everywhere, and we were afraid of the unknown. It was awe-inspiring to wake up and observe the
beginning of a new day. I observed that most people no longer feel this way, and they have lost
contact with their inner child, forgetting what it was like to be excited about everything. Children are
incredibly creative, but we lose this ability as we get older unless we take care to keep our inner kid
alive. The world's artists, the painters and sculptors who create magnificent works of art that inspire
and encourage, are those who manage this. There's nothing wrong with being childlike as you get
older if it means connecting with your inner artist and maintaining a feeling of wonder in your life.
 VI. EVALUATE

1. What are some of the best practices in teaching that create an active or student- centered
learning environment?
 1. Stop Being the Expert
While teachers must know the content well in order to teach it, they do not always need to act like an
expert. For example, a teacher utilizing the student-centered approach might stop answering all of the
students’ questions and doing things for students that they could do or figure out for themselves.
Although it can be easier to tell students the answers or do a task for them to save time, it isn’t always
what’s best for them. The goal is for students to learn and grow, and since self-discovery is a large
part of that process, try prompting and guiding them rather than telling them.
 2. Let Students Explore
Traditional lessons include introducing a topic, lecturing about it and asking students to complete a
worksheet or activity to show they learned what was taught. Instead, teachers can make lessons
come alive by introducing the topic and having students explore it through a hands-on task, problem-
solving activity or any other collaborative project where students explore, think and communicate with
their classmates.
Once the activity is done, have students share their ideas, answers and processes; facilitate a class
discussion through questioning. During this discussion, the teacher should also help students connect
the dots to the big idea of the lesson. Perhaps this involves using visuals and some interactive
lecturing. The key here is that the teacher’s input comes after the students have a chance to explore,
think and discuss their ideas. This is a powerful way to help the content stick. One poignant saying
said it best: “Teaching is telling; told isn’t taught.”
 3. Plan Strategic Questions
Planning strategic questions prior to lessons can be a game-changer. As mentioned previously,
teachers do not have to give students as much information as traditional lessons often encourage.
Instead, teachers should try prompting and guiding students to self-discovery through strategic
questions. One of the best ways to plan strategic questions that help students move towards mastery
of the lesson objective is to identify misconceptions they might have related to the objective. From
there, develop questions that help students think through those misconceptions and move past them.
This is empowering for students and helps develop their self-esteem since they are able to navigate
challenges themselves, rather than being told the answers or remaining stuck.
For example, when teaching a math lesson about adding and subtracting fractions with denominators,
it is common for students to have a misconception about which numbers to add or subtract, often
adding the numerators and adding the denominators. To help students work through this, the teacher
can add context to the fractions and ask questions like, “What does the numerator represent?” and
“What does the denominator represent?”
Once students can explain that the numerator represents a part of a whole and the denominator
represents the whole, they can begin to understand through even more prompting and questioning
that the denominator needs to be the same in order to do the computation. Instead of the teacher
telling students to memorize a formula or telling them how to do the problem, they can empower
students through questioning to create a more student-centered learning environment.
  4. Use Cooperative Learning Structures
What better way to engage students in the important 21st century skills emphasized in a student-
centered classroom than to use cooperative learning structures? By using structures like Think-Pair-
Share, Quiz-Quiz-Trade, Round Robin and Numbered Heads Together, groups of students are able
to develop all of these skills while engaging in the lesson content. The structured component of this
teaching strategy allows all students to participate in non-threatening ways and encourages them to
stay on task. Overall, cooperative learning structures are an effective way to get students thinking and
talking more.
2. Choose a grade level and topic. Design instructional plan showing creative classroom activities
that will engage learners.

Instructional Plan in English

Name of Teacher: Ayessa B. Dungog Grade/Year Level: 6
Learning Area: English Quarter: First Module No. 3
Competency: Defining Communication
Lesson No. 1 Defining Communication in their own words Duration (minutes/hours): 60 mins

Content Standard: The learner understands the nature and elements of oral communication in
context.

Topic: DEFINITION OF COMMUNICATION

Learning Objectives:

At the end of the lesson, the learners should be able to:

1. Define communication in their own words;

2. Analyze the different definitions and samples of communication;
3. Reflect on the importance of communication; and,
4. Effectively apply communication to come up with a simple presentation.

Resources: https://www.merriam-webster.com/dictionary/communication

http://www.businessdictionary.com/definition/communication.html

https://en.oxforddictionaries.com/definition/communication

https://www.thoughtco.com/what-is-communication-1689877

https://dictionary.cambridge.org/dictionary/english/communication

Materials: pictures, laptop, TV, PowerPoint Presentation, video clips

Values integration: Self-Expression and Camaraderie

Procedure:
Methodology
Elements of the Plan
A. Preparation
a. Prayer Ask the students to stand and choose someone to lead the prayer
b. Checking of
Check the attendance sheet of the class by calling student’s name.
Attendance
Do classroom routines:
1. Picking up the pieces of paper on the floor
c. Setting the mood 2. Arranging the chairs
3. Sitting properly
4. Being silent
B. Development of the Lesson
Four Pics, One Word
Mechanics: The teacher will first show each set of pictures. Then the
students will have to guess the word suggested by the pictures. As
the student got the correct word, he/she will be allowed to write it
a. Motivational Activity
on the board; hence, points will be given to him/her. (There will be
five sets of pictures with the corresponding words: communication,
process, information, feelings, and message. These words will be used
on the part of the discussion proper.)
Connect the motivational activity to the lesson.
Let the students guess what the topic is and ask the following
questions.
· How will you define communication in your own words?
· What is the connection of these words (answers in the motivation
b. Analysis activity) with communication?

Ask the students to arrange the words in order to come up with a

definition of communication. Then, let them explain the given
definition. Further elaborate the explanations given by the students
and introduce the topic, The Definition of Communication.
· Present some definitions of communication to the class and allow
them to give their insights.
· Also, let the students analyze the similarities/differences of the
given definitions.
· Have a thorough discussion of the topic by letting the students
c. Abstraction watch certain situations that show communication.
· The students will share their insights or opinions regarding each
video clip.
· The teacher will process what the students shared. Other terms
that are related to communication will also be introduced to further
discuss the lesson.
 Group Activity: Mini – Role Play
Mechanics: The class will be divided into four groups. The first two
groups will present a simple situation that shows the benefit of
d. Application having good communication. While the third and the fourth group
will present a situation that shows the effect of having no
communication. Five minutes will be given to the students for their
preparation. The presentation should not exceed in three minutes.
· Ask the students to reflect on the quotation in order to share the
importance of communication.
e. Generalization · Give chance to the students to ask questions and clarify things
regarding the discussion, share insights or opinions, or add
supplements which may further lead in understanding the lesson.
C. Assessment: (1/2 crosswise)
Identify what is being asked.
1. It is the process of conveying information, ideas, thoughts, or feelings to someone else.
2. He/she is also known as the source of the message.
3. This refers to the medium used in conveying the message.
4. He/she is also called as the decoder of the message.
5. It is the term for the response of the decoder.
6. This refers to any idea, expression, or emotion conveyed.
7. This refers to a communication with the use of words.
8. This is the term for the message sent with the use of gestures, or facial expressions.
9. It is defined nowadays as the way of sending information to people by using technology.
10. Communication is a _______ -way process.

Answer Keys:
1. communication process
2. sender
3. channel
4. receiver
5. feedback
6. message
7. verbal communication
8. nonverbal communication
9. communication
10. two
D. Assignment:
The students will be instructed to prepare a message for a specific person, this could be a
family member, friend, teacher, etc. This assignment will also serve as the product of the
students to be submitted after a week. Therefore, students are expected to apply other ways
on preparing the message; e.g., letter, literary writing, social media.
The output must follow the criteria below.
 Content and Organization — 45 %
Relevance — 25 %
Creativity and Originality — 30 %

Prepared by:
EDEN LEE I. VILLACERAN
Instructor