ELE12 Teaching Art in the Elementary Grades

ELE12
Teaching
Art in the
Elementary
Grades
PROF. EMELITA N. CADA

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 ELE12 Teaching Art in the Elementary Grades

WEEK 7
C. Choosing Art Activities Learning Outcomes
.
1. Understand the different considerations in choosing art activities
2. Explain the importance of considering the student s psychomotor and cognitive ability in
choosing art activities
3. Give examples of art activities that are appropriate for different student-artist categories

"Children's voices are amplified through their art and their expressions provide windows in
the things that matter most to them
(Douglas and Jaquith 2018)

Mixed-media paintings done by children four to nine years old from the Art Play
workshop(2012) by Teacher Precious. Themes revolve around the relevant experiences of
children such as kids scooter, butterflies, flowers, cars, horses, etc. Children also discuss
works of famous artists and share their insights during circle tine.

THINK
In some schools, teachers are given the option to choose their own art activities as long as
they meet the content and performance standards. Some follow a strict curriculum, and some give
teachers total freedom on what to do but more often than not, art classes are used to create artworks
for events, holidays, and school decorations depending on the season. In choosing the activity for
your lesson, consider the current events and what the students are learning in other subjects as well.
Engaging in a conversation with the students, other teachers, and even parents can give an idea on
what art activities can be relevant or even solve problems for other teachers.

Types of Art Activities Based on Content and Function

Art and Culture-Based Theme

Some art activities are inspired by the works of other artists by

using the same technique, medium, or subject. It can be done exactly as
how the artist does it, or it can be modified to different processes and
output. In the DBAE approach, the class starts with a discussion from a
lesson in Art history about famous artists or works from a cultural community.
Picasso-inspired portrait using different lines and patterns

Integration in Subject and Content Areas

Art is universal and transdisciplinary. Some art activities are integrated

into other disciplines such s in Science, Technology, Engineering. Arts,
and Mathematics (STEAM) education where students are challenged
to create projects and apply their knowledge and skills to solve
problems. Some art activities are based on stories and other forms of
literature, such as illustrating for a book or making props and costumes
for a role-play.
Integrating art and science by using clay to show the basic food
groups.

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 ELE12 Teaching Art in the Elementary Grades

Yoga Guide: Basic Training (2020) by Rio, 9, graphite on paper An example of a self-directed
illustration based on child's interests while integrating art (figure drawing showing
movement), concepts in physical education, and communication skills (procedural writing),
She made this instructional illustration for her mom because she read in books that yoga
helps with relaxation and reduces stress. She wanted her mom to follow this yoga guide to
improve her wellness in time of stress.

Holiday and Event Themes

During holidays and special occasions, students are able to connect their work to relevant
experiences through art activities. These are popular means to concretize events such as making DIY
decorations, cards, souvenirs, and gifts in a fun and enjoyable way. Whenever there is an event,
teachers always work with students to come up with artworks for display or to bring home to set the
mood. It is almost impossible to feel the school events without props and decorations.

Integrating Linggo ng Wika (2017) in hand-lettering class to create Filipino word balloons
(common words and expressions) as classroom decorations

Art as Play

Art teachers should not forget that even upper elementary students are still children too. A
series of teacher-directed activities can take a toll on students by always trying to cope with standards
and what the school wants that is why art is sometimes perceived as a "tiring subject that is not for

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 ELE12 Teaching Art in the Elementary Grades

me. " Students should be able to have fun in art. For children with special needs, art class can be a
break in their highly structured routine where they can enjoy and be themselves. One session per
quarter of a play-based art activity where the main goal is for students to have fun in the art process
can promote a positive attitude toward art creation and help develop their creativity and self-
expression.

Considerations in Choosing an Art Activity

CREATIVE
Highly imaginative and spontaneous

Impressionist Creative
Expressionist Imaginative
Art Activities Thought-provoking
Art Activities
(imaginative
visual storytelling) (unique, personal, and
well-delivered visual
expression)
EMERGING PROFICIENT
FINE-MOTOR FINE-MOTOR
Beginner control Abstract Realistic Skilled in realistic
Expressionist Reproduction and technical
Art Activities Technical rendering
(fun and play based) Art Activities
(copying and rendering)

CONSERVATIVE

Teacher s understanding of students and logistical preparations are crucial in conducting an

art class It is important to make sure that the materials and structure that you are providing are suited
for the learner and present situation. Pre-assessment during the first few sessions is mandatory to get
to know the students’ level of skill, knowledge, and interests so the teacher will know if the activity is
age-appropriate, engaging, and would meet the needs of the students. In deciding what art activity to
choose for a certain class, the teacher should consider the students fine motor skills and ability to
come up with own ideas. Creative children are highly imaginative and spontaneous. They are able to
tell endless stories through their drawings without any prompt from the teacher. Creative learners can
generate new ideas and suggestions, and provide solutions to problems that were not mentioned by
the teacher. They see a relationship among things, people, places, events including abstract
concepts, such as emotions and desires. Creativity can be equated to talent because it is something
that is hard to each and does not necessarily develop over time unlike fine motor skills, rather, it
develops depending on the nature of the child and the nurturing environment. Conservative learners
on the other hand are those who are always in the safe zone, copying examples, and are dependent
on what the teacher provides. Children with proficient fine motor control are able to render techniques
in an exceptional and skillful manner. This includes mastery in drawing, painting, sculpting,
demonstrating remarkable dexterity, accuracy, and control. Examples are children who are able to
draw detailed buildings, machines, photo-realistic illustrations, and copy images with high
resemblance. Younger children like toddlers have emerging fine motor control skills, meaning they are
still learning how to develop control on how to hold a pen or crayon. These children are in the
scribbling stage of drawing and may have little concept of what a finished work should look like.
Children at this stage are learning through exploring materials, techniques, and enjoying the art
process.

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Abstract and Expressionist Art Activities

For kindergarten and students who need extensive support,

abstract expressionist art activities are recommended because
these activities require minimal fine motor skills, but if done right,
can still create aesthetically pleasing outcomes. Examples of these
are finger painting, wet-on-wet watercolor abstract painting, splatter
effects, and printmaking using stamps and rollers which are fun and
have no definite right or wrong answers. These activities can be
springboards for conversation starters for since children can give
meaning to their work even if its non-representational to begin with.
Painting the background then using a sponge for stamping flowers (Special needs students’
collaboration, acrylic on canvas)

Impressionist and Expressionist Art Activities

These are suited for children who have a lot of original

ideas, but may lack the fine motor skills to create a well-rendered
representation of what's on their mind. Some are very excited and
spontaneous that they tend to create a "rushed" work, sacrificing
quality and understandability. These works may need a little bit of
explaining or context for the audience to be able to fully appreciate
the meaning and value given by the child. Artworks from these
activities are unique and can also serve as a window to understand
the child's world that may not have been said in words. Handprint painting of a lobster
riding the bicycle while "hands off (Alex, 6, watercolor on paper)

Realistic Reproduction and Technical Art Activities

These are for students who demonstrate mastery of fine motor skills
involved in art production. These students can also be considered
artistically talented if they are able to produce quality work with high
resemblance to the reference. Examples would be landscape paintings
that use colors that are close to reality, figure drawings with correct
proportion, landscapes that show perspectives, and still life paintings that
show accurate lighting and shadow.
Tokyo City with all the details and perspective based only on his
memory. He was able to draw this independently without erasures, (Daniel, 10, graphite on
paper)

Creative, Imaginative, and Thought-Provoking Art Activities

These are basically the integration of all potential art skills.

These are children who are able to visualize and render their ideas
in a skillful manner that is considered by the audience as well-
delivered visual expression. The work may contain symbols that let
the artist convey a message or links to history, science, and other
personal interests. The output from these activities are unique to
the creator because it draws from personal experiences, emotions,
thoughts, and wishes. Children who are in this category are creative and skillful and is able to do any
art activity from any category The goal of the art teacher is to take students to reach this level.

Student's concept of planets, each with a different theme: ice cream, cheese. pie, fishbowl.
restaurant, bedroom, fries, and city planets. (Marga, 10, acrylic on canvas)

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 ELE12 Teaching Art in the Elementary Grades

Online art class with Teacher Precious wherein students even outside the Philippines can
participate while staying in their homes. The disadvantage is that students can see the details
and follow the step-by-step demonstration. The disadvantage is that the teacher won't be able
to physically prompt the students and see the details of their work due to the student's
lighting condition and quality of connection. Source www.teacherpreciousart.com

When planning for an art activity, the teacher should carefully consider the students'
placement in these areas in order to create an ideal flow in an art class.

The intersection of the fine motor and cognitive abilities (central area) would be the
recommended set of activities and assessment standards for elementary students. As they grow
older, the expectations in skillful rendering and creativity can be higher so they can move eventually
toward the more creative and thought-provoking art activities. A series of nonrepresentational abstract
works may lead to boredom and minimal improvement of fine motor skills due to lack of challenge
and reference. High expectations of photo-realistic illustrations will be too difficult due to student's
young age and lack of experience which is not age-appropriate. Giving students a very challenging
open-ended task might result to frustration and confusion if they are still learning how to visualize and
compose their ideas on paper. Children who are very spontaneous and imaginative can feel inferior if
the teacher expects them to render realistic drawings with high resemblance from the reference which
is not appropriate for their age. Take note that creativity is not as age dependent as fine motor skills.
Balancing all these is important in creating a well-designed and well-planned art activity.

Activity 2 MIDTERM

Search the Internet for famous artworks depicting the following art criteria.
Make a sketch then write three descriptions for each.

Impressionism and Expressionism Creative and Thought-Provoking

( see Surrealism and Contemporary Art )

Abstract Expressionism Realism and Technical Drawing

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 ELE12 Teaching Art in the Elementary Grades

D. Instructional Frameworks

Learning Outcomes

1. Analyze the steps in art creation: the artistic process.

2. Understand how the Eight Studio Habits of Mind can be applied in an art class.
3. Utilize the psychomotor domain development as guide in organizing and planning art activities.

"But beautiful things require effort-and disappointment and perseverance."

- Vincent Van Gogh (1882)

THINK

Art Creation in the Art Class

The art teacher plays a crucial role in conducting an art class whether it is a teacher-directed
or learner-directed. Even in a learner-directed program, the teacher's job is to structure the art room
and create opportunities for the students to maximize their art experiences. In planning an art activity,
the teacher has to consider the experiences and interests of the students and to determine their
present level of skill through assessment based on previous performance and artworks. The role of
the teacher is to provide materials, tools, and techniques that the child can use to create his or her
work. Through lessons and discussions, the teacher gives students the foundations in art history, art
production, and art analysis, and integration in other disciplines. Creating an environment that is safe,
encouraging, and conducive for creativity is key to keep students motivated throughout the art-making
process.

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An art class is not necessarily in a classroom, rather, it is typically a space where the teacher
and the child-artist (learner) experience art creation and appreciation. Many art teachers teach in the
regular homeroom from an art cart, some in a designated art studio, while some travel school to
school, teaching out of the trunk of a car. The opportunities in the art room and the children's view of
the world through their experiences contribute to the intentions of their artwork. The teacher should
understand that art-making does not stop inside the classroom, but involves different agencies in the
art world.
The Conceptual Framework is a known set of four agencies that is widely used in the field
of visual arts. It comprises the analysis and dynamics between the artist. artwork, world, and the
audience. The artist is the one who creates the artwork that connects him or her to the audience and
the world. The artwork is the object that is used by the artist to share his or her intentions and ideas.
The audience are people who view and respond to the artwork and the artist. The world is the place
and time where the artist, audience. and artwork exist. Understanding the conceptual framework used
by artists can help teachers view an artwork not just as an output but as a way for the students to
connect to the world. Recent research on arts education as it relates to students' social, emotional,
and cognitive developmental needs indicates that arts experiences are consistently found to give
students tools to make sense of their world and make connections between disparate ideas, while
also making connections between themselves and others (National Coalition for Core Arts Standards
2014, 18). The goal of teaching art should not only focus On art production (artwork), but also on the
student's reflection (audience response), an source of inspiration (world). The diagram below shows
the relationship between the agencies in the art world.

Conceptual Framework of the Four Agencies in the Art World

ARTIST
(child)

ARTWORK

AUDIENCE WORLD
(classmates, teachers, parents) ( school, home, community)

The Artistic Process

The artistic processes, as defined by the National Core Art Standards, are the physical and
cognitive actions by which arts making and learning are realized. These processes describe and
organize the relationship between art and the student. In planning an art lesson, the teacher can use
this as guide to provide the full experience of the art processes. These are the basic components of
art process in an elementary school program.

The Artistic Processes and Anchor Standards as Defined by Core Art Standards (NCCAS)
Artistic Process Anchor Standards
CREATING Conceiving and • Generate and conceptualize artistic
developing new ideas and work
artistic ideas and
work

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• Organize and develop artistic ideas

and work

• Refine and complete artistic work.

PRESENTING Interpreting and • Select, analyze, and interpret artistic
sharing artistic work work for presentation.

• Develop and refine artistic techniques

and work for presentation.

• Convey meaning through the

presentation artistic work.
RESPONDING Understanding and • Perceive and analyze artistic work.
evaluating how the arts
convey meaning • Interpret intent and meaning in artistic
work

• Apply criteria to evaluate artistic work.

CONNECTING Relating artistic ideas • Synthesize and relate knowledge and
and work with personal personal experiences to make art.
meaning and external
context • Relate artistic ideas and works with
societal. cultural, and historical
context to deepen understanding.
National Coalition for Core Arts Standards. (2014). National Core Arts Standards. Rights
Administered by the State Education Agency Directors of Arts Education. Dover, DE, Accessed
|April 30, 2020 from www.nationalcoreartsstandards.org.

Hiking Mt. Pinatubo (2018) by

Enrico, 7, watercolor on paper.
In this painting, the student
tries to share his happy hiking
experience to the world. This
can be an example of the
Artistic Process as described
by the NCCAS (2014):

Creating (new composition,

Presenting (use techniques),
Responding (convey
meaning), and Connecting
(relate personal experiences).
Photo by Teacher Precious
Teacher Precious

The Eight Studio Habits of Mind

In some art programs that are more comprehensive and choice-based such as Teaching for
Artistic Behavior (TAB), the lessons rely mostly on the framework of the Eight Studio Habits of Mind
(Hetland, Hogan, Jaguith, Winner 2018) which enumerates the practices that artists incorporate in
their art creation processes which then can be implemented in the art classrooms. In their first book,
Studio Thinking. Hetland et al. (2007, 2013) described how they systematically studied and
documented the eight habits of mind observed in arts-centered secondary schools

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Eight Studio Habits of Mind from Studio Thinking from the Start. Hogan, Hetland, Jaquith,
Winner 2018.

The 8 Studio Habits of Mind provides a structure on how to create learning objectives and
plan art activities for the class. This describes what artists do and the eight thinking tendencies that
artists use in the artistic process. The teachers and children can also assess their progress by
identifying emerging artistic behaviors present in their performance. Some of the habits that can easily
Be introduced to kindergarten class are Observe, Stretch and Explore, Engage and Persist, and
Express. As they progress through the middle elementary grades Reflect, Envision, and Understand
Art Worlds can be officially included in lesson planning. Develop Craft can be included in all activities
in all ages since it is essence for most art programs especially in schools. Here are some ideas that
can be incorporated in planning lessons that cater to the eight studio habits of mind.

Eight Studio Habits of Mind (Hetland, Hogan, Jaquith, & Winner 2018) applied in lesson
planning
Studio Habits Sample objectives Activities in the classroom
Observe • Identify the shapes • Ask children to "zoom in on an object
you can see from an or use "detective eyes" and look for
animal figure. aspects that are not obvious.

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• Label the colors found • Encourage curiosity among students by

in a painting. entertaining interesting questions, even
if these are far from the main topic.
• Describe the texture of
a surface. • Play games that encourage
observation.
• Look for lines in the
contours of the flower. • Demonstrate tools that help careful
observation, such as microscopes,
magnifying lenses, binoculars,
telescopes, etc.
Envision • Create studies for • Conduct visualization exercises by
illustrating own asking students to close their eyes
character. and draw or build the final artwork in
their minds.
• Imagine how materials
can be assembled • Initiate brainstorming among students
together to form a even in a group or individual project.
figure.
• Show the process of how other artists
• Plan the process of envisioned their work.
solving a problem:
example, how to
assemble an 8 ft tower
using only cardboard
boxes.
Develop • Draw a figure with • Demonstrate ways on how to use
resemblance from the tools and materials.
reference.
• Allow students to share new
• Create a landscape techniques they discover.
painting using the
different watercolor • Show how artists use techniques,
techniques. such as dry brush or wet-on-wet
watercolor technique.
• Use the different
methods in • Practice by repeating skills for
printmaking in mastery.
designing textile.
Express • Write an artist • Ask students to title each other's work
statement explaining to interpret what it means for them.
why you chose the
theme and the • Ask students to connect artworks to
relationship among the their experiences or interests.
elements.
• Provide a safe space to discuss
• Choose your favorite personal meaning, ideas, feelings,
items or themes in and insights.
creating a collage.

• Incorporate personal
symbolisms in your
artwork.
Engage and • Work on a project with • When working on a big project, let
Persist the group and students take a break, slow down,
complete it in the and change focus to a different part
target time. of the work to reset and reduce
frustration.

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• Choose a project or • Break down process into smaller

theme that you are
passionate about and
work on it until
completion.
Stretch and • Experiment with
Explore materials and figure
out ways to work with
it.
steps so the child won't be
overwhelmed and gain a sense of
achievement after each small task.
• Provide opportunity for students
to explore the material without set
themes or expected output before
proceeding with the actual activity.

• Take risks by trying • Guide them on how to process failure

out different ways to
use a material or tool.
Identify methods that
Work or do not
according to one's
preferences.
Reflect • Explain how this
painting affected your
thoughts and feelings.
and turn mistakes and accidents into
learning opportunities.
• Set spontaneous activities that are
open-ended and learner-directed.
• Set ample sharing time so students
can focus on giving feedback and
evaluating each other's work.

• Write three words that • Provide opportunities on how

describe how you felt
throughout the art
creation process.
• Evaluate the artwork
by listing the aspects
that you like and
dislike and explaining
the reasons why.
Understand • List three concepts or
Arts techniques that you
Community have learned from
contemporary artists.
• Observe how other
cultures use different
methods and apply
different designs to
create pottery.
• Collaborate with a
classmate in creating
a campaign for raising
environmental
awareness through
posters and
multimedia.
students can relate to each other's
Work.
• Set museum or gallery tours then ask
students to write a reflection paper
afterward that explains their feelings
toward a specific work or the exhibit
as a whole.
• Collaborate with the Music or PE
teacher by making props, costumes,
or artworks for performance projects.
• Invite professional artists to talk
about their work or provide live
demonstrations about their technique
and creative process.
• Watch videos or attend cultural
performances that can be a sources
inspiration for their next artwork

Psychomotor Domain

In setting your learning objectives for an art activity, one tool that teachers commonly use is
the Bloom's Taxonomy of Educational Objectives. This contains three domains which are important in
planning a holistic approach the cognitive (knowledge), affective (attitude), and psychomotor (skill)
domains. The cognitive domain is connected to the thinking process, Affective domain includes
attitude and feelings, while the Psychomotor domain is related to motor skill and function. The
psychomotor domain (Simpson 1972) targets the development of physical movement and is

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measured in terms of precision, speed, accuracy procedures, or techniques in execution. In creating

an activity plan, writing the objectives in the psychomotor domain should be carefully considered
because art mainly requires physical fine motor skills, such as drawing. painting, sculpting, etc
Understanding these skills can really be helpful for teachers to determine the level of technical skills
they should teach and assess. It is important to understand then hierarchy of the development of
psychomotor skills.
There are mainly three popular psychomotor domains used: Dave (1970, Harlow (1972), and
Simpson (1972). Each tackles the progress of perception and coordination, however, they differ in
some aspects. Take note that the term "psychomotor" is used and not just referring to motor because
these skills involve how the mind process and create motor movement, such as translating ones
imagination and creativity into an output. These are not just merely fine motor skills but require the
mind to translate these into action.

A summary of the versions of The Psychomotor Domain by Simpson (1972), Dave (1970),
and Harrow (1972). Source: the Psychomotor Domain of Bloom 's Taxonomy in Teacher Education.
Begam, A. & Tholappan, A. (2018)

Simpson (1972) Dave (1970) Harrow (1972)

Perception Imitation Reflex movements

Observing sensory cues from Observing and copying a Instinctive automatic

the environment performance reactions

Set Manipulation Basic fundamental

movement
Mental, physical, and Performing a skill with guided
emotional Performing instruction Simple movements
readiness to respond
Guided Response Precision Perceptual

First trial with guided Exactness and accuracy Adjusted movements based
exploration of performing a skill from on environmental cues
memory
Performing a skill by copying
the teacher
Mechanism Articulation Physical activities

Habitual responses retrieved Two or more skills combined, Movements requiring strength,
from memory sequenced and performed endurance, agility,
consistently and vigor
Performing a skill without guide

Complex Overt Response Naturalization Skilled movements

Series of responses and Two or more skills sequenced Movements and activities
procedures that are done and performed consistently that require efficiency
proficiently from memory with ease

Automatic performance with

little physical or mental effort
Adaptation

Ability to modify responses to

cater specific situations
Origination

Generate new responses,

movements, or procedures
created for specific situation

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This set of skills is arranged from the most basic to complex and can serve as guide in
planning a daily lesson, quarterly project, or curriculum. Al of these skills can be used in creating a set
of psychomotor objectives specifically for teaching. Art to children and in choosing verbs to use when
creating your lesson plan. If the lesson is focused only on the technique, Dave's (1970) set of
psychomotor skills is more applicable since it involves naturalization of a skill. But when it comes to
the "artistic process," Simpson's (1972) hierarchy of psychomotor skills connect more to the creativity
aspect since it involves adaptation and origination as the highest level.

The following table illustrates the set of performances based on Simpson's psychomotor
domain and examples of how a student was able to create her own composition and illustration
inspired by Philippine traditional costumes using digital media.

T’boli Girl at Lake Holon (2020) by Erin, 11. digital media. An original character inspired by
traditional Philippine textile design, accessories, and hair dresses. She modified the
references and combined the elements to create her own original composition without
prompts or guidance from the teacher. The Habits of Mind that were practiced were to Observe
(noticing style). Envision (imagine the composition in her mind), Develop Craft (illustrate using
a computer software). Express (narrate a story). Reflect (give meaning), and Understand Arts
Community (derive inspiration from Philippine culture)

Psychomotor Skill Application in Art Example Activity

(Simpson, 1972)
Perception Observing the surroundings, recognizing Observe the lines
colors, texture, shapes Examples: Looking at and colors used in
a circle, looking at the table, and feeling the different Philippine
paper (blind) traditional costumes
Set Getting ready to do the skill: The first act is Sit down on a chair and
the position before doing the actual skill. look at the computer.
Examples: holding a pen (not writing),

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squeezing the glue bottle, positioning the Holding the mouse

fingers properly on the scissor hole, holding stylus.
the paper using pincer grasp, and holding a
pencil right before tracing a circle
Guided Response Imitating the action of the teacher Examples Follow the step-by-step
are tracing the dotted lines, snipping instruction of the teacher
scissors, cutting scissors, squirting a drop of on how to create basic
glue on paper, copying a one-step skill lines and shapes using
(drawing a circle). and tracing a circle or MS Paint.
copying a circle (one-step approach).
Mechanisms Doing an action from memory Create individual lines
Example: drawing a circle from memory with and shapes using MS
independence (when the teacher asks "draw Paint independently.
a circle")
Complex Overt Doing a series of skills, demonstrating Create a figure of a
Response dexterity, accuracy, and habituation of a skill, different lines and
such as being able to create a recognizable shapes based on a
face by drawing five circles in correct reference.
placement and sizes when asked to "Draw a
face using only circles"
Adaption Modifying what was taught such as adding Create a plan on the
other elements or adding a twist. Examples: different elements to be
tracing the face with markers, changing the added on the final
elongation of the eyes, nose, and mouth to artwork. Choose which
form a different character, adding hair, etc. colors to retain or to
The student may add a little bit of details but change.
you can still recognize it from its original
source.
Origination Creating one's original concept or Create own composition
interpretation of an idea. Take note that it is by choosing the
not enough to "imagine" it. The students background, subject,
should be able to translate the original idea and other design
into a recognizable concrete form or output elements based only
through their motor skills. Original means from imagination.
something that the teacher did not teach. It
can be either an original theme or rendering
(style). It can either be from the student's
own experiences or a combination of two or
three concepts merged into one. This can
sometimes be subjective because nobody
can really determine what is an original idea.

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