LC6: SETTING OF OBJECTIVES

Written Output 1:
Using the Venn Diagram, compare and contrast the following:

Learner – centered Teacher – centered

approach approach
- Teacher acts as facilitator.
- Teacher sets the objectives of
- Open-ended activity.
Purpose. the activity.
- Standards are not time-bound and
- Follows the curriculum goals
limited.
intended for grade level.
- Topics for themes can come from Both have
- Teacher enumerates the exact
the students, current events, outcomes. materials to be used.
classroom studies, or can emerge
- Teacher chooses the topics.
directly out of student work. Evaluate - What is prescribed is what
- It is ideal for teaching children with students. should be done.
special needs who have different
- Themes are prescribed by the
levels of skills, needs interests, and Using real-life teacher.
responses, especially when teaching
concepts and - Focus is on instructor.
in a mixed-level classroom
objects. - Focus is on art forms that
- Focus is on both students and
known by the teacher.
instructor.
Objectives are - Teacher talks, students will
- Focus is on how students will use
achieved. listen.
the different art forms
- Mostly, students work alone.
- Teacher is the model, students will
- Teacher evaluates student
interact. Have goals and learning.
- Mostly, students work in pairs or in criteria.
groups.
- Teacher and students evaluate their Assessment.
own learning
 LC7: CHOOSING ART ACTIVITES
Written Output 1:
1. In your own words, explain why it is important to consider the child’s psychomotor ability in
selecting an art activity and standards for assessment.
To determine their possible weakness/es and strength/s in creating or doing the selected art activity.
Psychomotor skills depend on their psychomotor capabilities. As a teacher, I should consider first the
capabilities of the students to do the art activity before giving an instruction in making it. Since we are in spiral
curriculum, selecting an art activity must be based on students’ psychomotor skills and abilities. Our curriculum
is more focused on the outcome of the student. Outcomes-based education is a learner-centered approach
therefore it is really important to consider the child’s psychomotor ability first before selecting an art activity
and standards for assessment.

2. Why is it important to consider the child’s cognitive ability, experience, emotions, interests, and
wishes in choosing an art activity? Can it effect the performance of the learner and quality of work?
Explain your answer.
Doing an art activity is like a cause-and-effect relationship. The child’s cognitive ability, experience,
emotions, interests, and wishes are the causes that affects the outcome of the art performed by the student. For
example, in cognitive ability of the child, what he knows about the dog is that a dog has four legs, so he drew an
oval shape with four lines connected under the oval shape and tells that it is a dog, but the other kid perceives it
as a table, so she said that it is not a dog, it is a round table. Children have an instinct personality which is
curiosity.
Children should be able to improve their ability to focus, to remember information and think more
critically as they age. Cognitive skills allow children to understand the relationships between ideas, to grasp the
process of cause and effect and to improve their analytical skills. They explore, observe and imitate, trying to
figure out how things operate and how to control themselves and their environments. Their freedom to explore
things help them understand and at the same time improve and enhance their mind and their body. Because of
this unrestricted exploration, this helps them to learn and find that it is also fun.