ELEM316 N1Am

Task: Exploration and Reflection of Art Resources and Curriculum

Members: Ella Marie N. Garcia
Camille Joy Tuazon
Angel Florence V. Villare

1. As a pre-service teacher, what kind of written document material/s you are investigating?
Should you be able to read and understand the materials you are exploring for your future
responsibility as an art teacher? How well can you understand them?
As a pre-service and future art teacher, it is crucial to investigate and understand a range
of materials, such as curriculum guides, educational journals, teaching methodologies, lesson
plans, art history resources, inclusive education guidelines, textbooks, and assessment tools.
These resources will enhance preparation by ensuring effective lesson planning and inclusive
teaching practices, staying informed about advancements in art education, and gaining a
theoretical basis for art instruction. Reading academic publications and research papers will
keep us updated on current research and trends in teaching the arts, while educational research
articles provide practical strategies for effective art instruction. Thoroughly understanding these
materials will equip us as future educators with the knowledge and skills necessary to plan and
deliver art lessons, address diverse learning needs, and integrate art education into the broader
curriculum.

2. What is your role as a preservice and future art teacher upon examining the materials?
Reflect.
As pre-service and future art teachers, our role involves examining various materials to
gain a comprehensive understanding of art education. This examination helps us develop
essential skills and knowledge for effective teaching, as we will use curriculum guides to
structure lessons, incorporate diverse teaching methodologies, and stay updated on art
education guidelines to ensure that your classes are accessible to all students. Additionally, we
also need to consider if the contents align with a real-world context and experience, as we play a
crucial role in ensuring that the educational materials we select align with curriculum standards
and objectives, are relevant, and encourage student involvement. This involves understanding
the provided curriculum guidelines and utilizing them to design art lessons that not only foster
creativity and expression but also educational goals. Ultimately, our role is to synthesize these
materials to create engaging, inclusive, and informed art lessons for your students.

To enhance our teaching practice, it is important to actively seek out new resources,
attend workshops, and stay informed about emerging trends in art education to keep us
updated on the latest advancements in teaching methods and enable us to provide the best
possible art education to our future students.
3. What is the difference between art and communication?
Art and communication are two interconnected but distinct concepts. Art is primarily a
form of self-expression, allowing artists to convey their emotions, thoughts, and perspectives
through various mediums such as painting, sculpture, music, literature, and dance. It often
involves the use of creativity, imagination, and aesthetic principles to evoke emotions, convey
ideas, and engage with an audience. On the other hand, communication refers to the process of
exchanging information, ideas, and thoughts between individuals or groups. It encompasses
various forms of conveying messages, including verbal, non-verbal, and digital communication.

While art can be a mode of communication, not all communication is art. Art
emphasizes subjective interpretation, focusing on abstract concepts and aesthetic experiences.
It often allows viewers to draw their own conclusions and offers a personalized experience.
Communication, on the other hand, aims for a clear conveyance of information or ideas, with an
emphasis on mutual comprehension. It involves intentional flow of information through verbal
and nonverbal means, often incorporating feedback and interaction between sender and
receiver.

Despite the differences, art and communication are interconnected because they both
serve communicative functions in their own ways. Art, through diverse disciplines such as
painting, sculpture, music, and literature, focuses on subjective expression, emotional
communication, and aesthetics. Its interpretation varies from person to person, giving viewers
the freedom to derive their own meanings from it. Communication, however, prioritizes effective
meaning transmission and clarity. It strives for mutual comprehension between sender and
receiver, often incorporating feedback and interaction to ensure understanding.

4. Is the intention of this breakout room activity, more or less important to you as a future art
teacher of young children? What does this inform you?

As future art teachers, understanding the intention behind breakout room activities is
crucial for us to tailor instructions that meet the educational needs and interests of young
children. This intention guides our decisions on the structure and materials used in the activity,
creating an environment that fosters creativity and engagement. Furthermore, understanding
the breakout room activity will allow us to customize our approach, select relevant materials,
and create a supportive environment that encourages creativity, skill development, and
engagement. By setting clear learning objectives, evaluating the effectiveness of our teaching
methods, and adapting our approach to fit the developmental needs of our learners, we can
provide meaningful and memorable art experiences for our students.

Overall, recognizing the importance of intentionality and thoughtful planning in producing art
classes for elementary learners is essential. It emphasizes the need for careful consideration
and preparation to ensure that our teaching aligns with educational objectives and creates a
positive and meaningful learning environment for students.