VISUAL ART

Submitted By:
Angelo E. Romero
BSEd- Filipino 2
Submitted To:
Mrs. Ruby Mijares

ASSESS
Consider the Grade Level Standards for Grades 1-3 vis-a-vis the curriculum guide
for Grade 1 Art: We noted that the standards imply that Art is simply to be done in
Grades 1-3, yet the curriculum guide lists topics. How will you, the classroom
teacher, reconcile the two? Discuss your answers in class.
  As a Visual art teacher, we supposed have the ability to expand the learning
outcomes/ objectives to cope up for the grade 1 students since it may
comprehend that the curriculum guide topics considered level 1-3, we must
simply have an idea to put up some insertion of a little effort of revising some
applications or activity to able to meet the level standards of grade 1, in
discussing we put simple level of discussion for them to understand, more of
that it will reconcile both grade level standards.
CHALLENGE
Appreciating the products and processes of art is a major objective of Art Education
in the elementary grades-but what does it really mean to "appreciate” art? How will
we know that the students "appreciate" art? And what are the different ways in which
art educators can foster this "appreciation"? Discuss your answers in class.
 The term appreciate is the knowledge and understanding of the universal and
timeless qualities that identify all great art. The more you appreciate and
understand the art of different eras, movements, styles and techniques, the
better you can develop, evaluate and improve your own artwork. The students
will appreciate art if they knew that word “valuable” that may contrast the self-
appreciation of an individual if the students realize that thing then it will
appreciate art in different forms. As an art educator we may give them
visualizing what is art for the lives of many individual, you can give them some
inspiration like an abstract painting that they focused some dazzling solution
what kind of art is that. They may question the artist then they will be
interested, you can develop not-artist to artist just by influencing them in a
right way.

CHALLENGE
1. Critique one another's art portfolios. Try to keep your comments strictly about the
art and not about the artist. Pay particular attention to the following: Listen to
criticisms of your own portfolio. How many of them contain something you can
actually use to improve your work? Consider your own habits when giving criticism:
how much of what you say is actionable on the part of the recipient?
2. Consider an art form that you yourself do not particularly like or enjoy. Why do you
dislike it? List down your reasons. If you cannot identify at least 10 concrete reasons
for you to continue disliking it, consider trying to create a work using that art form and
then revisiting your list of reasons to dislike it to see if they are still true.
10 Reason for Disliking Art:
 Its not meant for everyone, you can’t please everyone to loved art.
 Its too difficult to comprehend each work.
 More abstract meaning that can’t answer.
 Uneasy definition of art, that may lead of some revolutionary movement.
 Discomfort of some art works that may offend someone.
 Tolerable art works that surrounds everywhere.
  Too boring
 Too time consuming
 Too lazy to think some ideas
 Impatient manner that may lead into some mental illnesses

HARNESS
Consider a student who likes to draw but dislikes watercolor painting. Discuss in
class the strategies you might employ to get the student to at least give watercolor
painting a chance.
 Watercolor is not only making our paper wet by putting water color it’s a
medium of creating an art also, these are some strategies in using watercolor
in painting in the following;

 Watercolor Washes- There’s more than one way to approach laying

a watercolor wash — you can either do it on a wet surface or a dry one .One
tip for any watercolor wash: If you notice a mistake in a previous stroke, don’t
try to fix it. Once the wash has started to dry, a new stroke will almost
definitely be more noticeable than any small mistake. It’s best to leave these
happy little accidents as they are.

 Dry Wash- Use a large flat or round brush and an angled surface like a
drafting table or easel (this way gravity does some work for you.) On your
palette, mix a generous amount of water with your chosen pigment.
Remember that watercolors dry lighter than they look when they’re wet. You
might want to practice on a scrap of watercolor paper first. Load your brush
with as much paint as it’ll hold. Then, working quickly, make a steady,
controlled horizontal stroke along the top of the paper. You’ll notice the water
in the first stroke starts to pool along the bottom edge — don’t let this dry!
Reload your brush with pigment and paint another stroke just below the first
one, overlapping with the bottom edge. When you reach the bottom, blot your
brush on a paper towel, then use the dry tip to carefully pull up the excess
paint along the bottom of the final stroke to avoid a darker bottom. Let your
paper dry completely at an angle before setting it down flat again

 Gradients and Color Blending- A simple watercolor wash uses just one

color, but you can add depth to your work by using more hues in a gradient.
Start by adding fresh watercolor to a wet paint surface. Then place the second
color — either a more intense version of the same hue or a different hue
entirely — right beside the first color. Because the paints are on a wet
surface, they’ll blend slightly and create a natural gradient in the tones. You
can control how neat or painterly a gradient comes out by the wetness of the
paint.

 The Tapping Method- Fill the bristles of your paintbrush with pigment. Then,
either with your fingers or a second brush, gently tap the pigment-filled
paintbrush over your paper. That will give the paint enough force travel across
 your canvas and cover a lot of ground. But keep in mind that this method
makes the paint more difficult to control.
 The Flicking Method- For more control over your splatter, you’ve gotta get
your hands dirty. Load a stiff-bristled brush (or a spare toothbrush, if you have
one) with pigment and hold it in one hand at a downward angle, so the bristles
are pointed toward the ground. Then, with your opposite hand, slowly run your
fingers along the edge of the brush, pulling the bristles back so that they
launch paint onto the canvas.
 Make a Stencil- For ultimate control over your splatter paint, make a stencil.
It’s simple — just cut a shape from a large sheet of paper and place it over
your canvas before splattering paint.

Now you basically have some strategies in using watercolor, that may helped you to
create an art.

EXPERIENCE
Answer the following questions. Share your answers with your classmates.
1. Can comic books be considered "art"? Why or why not?
 Yes, comic books and graphic novels are works of art in and of themselves,
with stunning visuals and universally appealing stories. However, comics are
a fantastic educational tool that can provide so much more than just
enjoyment.
2. Can designing a slide presentation be considered an "artistic" process? Why or
why not?
 Yes, because the artistic process is more than a metaphor. It is the clearest
and most effective way that most arts professionals work. By its nature it
is healthy and it is balanced. It can and must inform and transform every
aspect of the organization’s life. The artistic process is a unique combination
of vision, creativity, intuition, and collaboration balanced with craft, technique,
accountability, discipline, and use of time and resources just like were doing a
slide presentation it highly relative world, the artistic process is one of the few
absolutes irrespective of artistic discipline, style, size, age, locale or working
format.

3. Can editing a video to upload onto the Internet be considered an "artistic process?
Why or why not?
 The act of modifying and rearranging video clips to produce a new work is
known as video editing. The post-production process includes a variety of
activities in addition to editing, such as titling, color correction, sound mixing,
etc. So, certainly, the process of editing a video is seen as artistic.
4. Can editing a photo on your phone be considered "art"? Why or why not?
 Yes, the art of photo editing is true. In the present day, photo editing is in high
demand. People today want high-quality images everywhere. Particularly
 those involved in e-commerce and digital platforms prefer to have a lot of
images and need to edit their shots. In addition, it's possible for photographers
to miss the distracting background elements. People must therefore modify
their photos. Not every picture you take turns out perfectly. Our professional
photo retouching services will be sufficient to satisfy you by giving it the
finishing touches. You need this expert photo retouching service whether you
are a photographer or just someone who enjoys taking pictures a lot if you
want to convey a clear and polished image.
5. These and other questions help reveal our own artistic "blind spots" and biases,
which young learners often do not yet have but can acquire because of a teacher's
influence.
 They may acquire both bias and blind spot because they have doubts in every
situation, they tend to go in a safe zone but it wont helped because there are
some circumstances that will go wrong, and you can’t imaginably see it. A
teacher influence of these behavior will affect their decision making because
they now have some blind spot of their decision making. Supposed to trap the
good intention of the ideas, future and turn out to some problems.
ASSESS Discuss the following with your peers:
1.How have you come to appreciate beauty in nature and everyday occurrences?
Can you recall if there was a definitive moment, or did you always seem to possess
the ability? Given that young learners are inundated with input from television and
the Internet and are easily excited by hype, how do you think you as a future art
educator encourage them to find beauty in their own ordinary. day-to-day lives?
 Seeing the true nature of appreciation if you have the good intentions of
yourself, and not may put some negativity in every ways of your problematic
life that occur day to day, giving yourself the term “confidence” will burst out
the said appreciation to everything that you see, in the new Gen-Z students
that tends to love internet it may not an hindrance because it also creates or
foresees the beauty of each individual. Moreover, they will used the mass-
communication for creating memories, selfies, exploration of some ideas like,
travelling, creating facts, vlogs, etc. because the true essence of finding
beauty is confidence to yourself.
2. In what ways are you/are you not "artistically curious"? In what ways can art be
more integrated with your own daily experiences and contexts?
 You may not always be interested in the arts, but you may find that they can
enhance your life. You will come into contact with numerous forms of art in
your daily life, such as when you first get up in the morning and see all the
aesthetic features of your home or area.
3. Do you remember when you came to understand art as being a form of self-
expression? How did you come to realize this?
 I begin to understand it by first recognizing how creating art brings out my
emotions and creativity.
4. When and how did you come to appreciate the value of your own original work?
Discuss some strategies you might have for teaching young students to do the
same.
 Set up learning activities that allow students to explore their
creativity in relevant, interesting, and worthwhile ways . Classroom
example: Fourth-grade students are presented with a sample of rocks. They
are to devise tests to determine what kind of rocks they have based on the
definitions they’ve studied. Students find their own ways to determine
differences in hardness, color, and shapes.
 Value creativity and celebrate and reward it.  Classroom example:
Third-grade students are learning about polygons and to see if they know the
concept, the teacher takes them outside and gives each student a sidewalk
chalk. Each student is given the task of drawing several examples of polygons
on the driveway. Once the students have accomplished this, the teacher tells
the students to transform those shapes into something they love. The
students want to show everyone their geometric-based kittens, robots, and
dragons and then have an opportunity to explain to the whole class why they
liked them.
 Teach students the other skills they need to be creative. The initial
discussion among students about what might freeze fosters skills such as
advocating for one’s ideas and compromising. The follow-up discussion
encourages deductive reasoning and active listening.
 Remove constraints for creativity and give the students space
and a framework in which they can be creative. “WE LEARN BY
DOING” Imagination and creativity are the traits that fuel the future. Both
serve to inspire students and should be integrated into every part of learning.
In planning and designing learning for students, this we know: Teaching
students how to think is more important than teaching students what to think.
5. How do you cope with the frustrations inherent in the art process? Share ideas
with one another on how you intend to develop patience and endurance in your
future students
 No matter how overwhelming they may feel, the first step to conquering these
feelings of irritation is to acknowledge that you are not what you produce.
Your painting or drawing or by teaching in school is not who you are. It doesn't
necessarily represent your potential, level of expertise, or effectiveness as an
artist. Every artist experience setback. Although it can be challenging, we
must keep ourselves apart from our creations. A result of our art. Every
product we produce involves some kind of experimentation, and sadly some
of those tests do not succeed in producing successful outcomes. They teach
us and help us to develop. It becomes nearly impossible to judge our work
objectively if we allow ourselves to become overly emotionally invested in it.
This restricts the chances we choose to take, which are essential for artistic
development. We strive for success with every piece of work we create, but
we also have to accept the possibility of failure. Every time we attempt
something worthwhile, we run the danger of failing.
6. How well do you cope with criticism of your art? Do you find that your response
depends on who is giving the critique, and how it is given, rather than what the
critique actually is? Why or why not?
 Making art is a profoundly subjective process; you invest your entire self—
emotions, experiences, ideas, and almost everything else it. That's what
makes art strong and relatable. Therefore, when you expose yourself by
showing others your artwork, you expose yourself to the one thing that artists
dread the most: a negative evaluation. It simply seems so intimate. Yes, it
hurts, but that doesn't mean your artistic efforts have been in vain. In any
creative industry, a negative review will eventually surface. Don't give up on
your artistic profession when you receive unfavorable criticism. Follow these
instructions on how to respond to a negative comment so that you may
maintain your composure and continue creating even more wonderful artwork.
Cool First Before You Respond It feels like an arrow just shot straight through
your heart. However, the anguish at the moment can impair your judgment, so
before you take any more action, take a deep breath, take a few deep
breaths, and let yourself five minutes to cool down. Being angry could prevent
you from responding appropriately or could make you miss some of what was
said. Be the utmost sincere with oneself.