INSTRUCTIONAL FRAMEWORKS

*Art Creation in the Art Class

The art teacher plays a crucial role in conducting an art class, whether it is teacher-
directed or learner-directed.
*Conceptual Framework of the Four Agencies in the Art World

ARTIST
(Child)

ARTWORK

AUDIENCE WORLD
(Classmates, (School, Home,
Teachers, Parents) Community)

*THE ARTISTIC PROCESS

The physical and cognitive actions by which art making and learning are realized.
These processes describe and organize the relationship between art and the student.
The Artistic Process and Anchor Standards as Defined by the NCCAS
ARTISTIC PROCESS ANCHOR STANDARD
Conceiving and  Generate and conceptualize artistic
CREATING developing new ideas and work.
and artistic ideas  Organize and develop artistic ideas
and work and work.
 Refine and complete artistic work
PRESENTING Interpreting and  Select, analyze, and interpret artistic
sharing artistic work work for presentation.
RESPONDING Understanding and  Perceived and analyze artistic work
evaluating how arts  Interpret intent and meaning in artistic
convey meaning work.
 Relating artistic ideas and
work with personal
CONNECTING meaning and extent
context.
EIGHT STUDIO HABITS OF MIND (HETLAND, HOGAN, JAQUITH & WINNER
2018) APPLIED IN LESSON PLANNING.
Studio Habits Sample Objectives
Observe • Identify the shapes that you can
see from an animal figure.
• Label the colors found in a
painting.
• Describe the texture of a surface.
• Look for the lines in the countors
of the flower.
Envision • Create studies for illustrating own • Conduct visualization exercises by
character.
• Imagine how materials can be
assembled together to form a
figure.
• Plan the process of solving the
problem; example, how to
assemble an 8 ft tower using only
cardboard boxes.
Develop Craft • Draw a figure with resemblance
from the reference.
• Create a landscape painting using
different watercolor techniques.
• Use the different methods in
printmaking in designing textile.
 Synthesize and relate knowledge and
personal experiences to make art.
 Release artistic ideas and works with
societal, cultural, and historical contexts
to deepen understanding
Activities in the Classroom
• Ask children to "zoom in" on an
object or use "detective eyes" and look
for aspects that are not obvious.
• Encourage curiosity among students
by entertaining interesting question,
even if this are far from the main topic.
• Play games that encourage
observation.
• Demonstrate tools that help careful
observation, such as microscope,
magnifying lenses, binoculars,
telescopes, etc.
asking students to close their eyes and
draw or build the final artwork in their
minds.
• Initiate brainstorming among students
even in a group or individual project.
• Show the process of how other artists
envisioned their work.
• Demonstrate ways on how to use
tools and materials.
• Allow students to share new
techniques they discover.
• Show how artists show techniques,
such as dry brush or wet-on-wet water

Express • Write an artist’s statement
explaining why you chose the
theme and the relationship among
the elements.
• Choose your favorite items or
themes in creating a collage.
• Incorporate personal symbolisms
in your artwork.
Engage and Work on a project with the group
Persist and complete it in the target time.
• Choose a project or theme that
you are passionate about and work
on it until completion.
Stretch and • Experiment with materials and
Explore figure out ways to work with it.
• Take risks by trying out different
ways to use a material or tool.
• Identify methods that work or do
not according to one's preference.
Reflect • Explain how this painting
affected your thoughts and feelings
• Write three word that describe
how you felt throughout the art
creation process.
• Evaluate the artwork by listing
the aspects that you like and dislike • Set museum or gallery tours then ask
and explaining the reasons why.
color technique.
• Practice by repeating skills for
mastery.
• Ask students to title each other's work
to interpret what it means for them.
• Ask students to connect artworks to
their experience or interests.
• Provide a safe space to discuss
personal meaning, ideas, feelings and
insights.
• When working on a big project, let
students take a break, slow down, and
change focus to a different part of the
work to reset and reduce frustration.
• Break down process into smaller to
the child’s won't be overwhelmed and
gain a sense of achievement after each
small task.
• Provide an opportunity for students to
explore the materials without set
themes or expected output before
proceeding with the actual activity.
• Guide them on how to process failure
and turn mistakes and accidents into
learning opportunities.
• Set spontaneous activities that are
open-ended and learner-directed.
• Set sample sharing time to students
can focus on giving feedback and
evaluating each other's work.
• Provide opportunities on how
students can relate to each other's
work.
students to write a reflection paper,

Understand • List three concepts or techniques
Arts that you have learned from
Community contemporary artists.
• Observe how other cultures use
different designs to create pottery.
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.

*THE PSYCHOMOTOR DOMAIN

Cognitive Domain (Knowledge) - connected to the thinking process.
Affective Domain (Attitude) - includes attitudes and feelings.
Psychomotor domain (Skill) - related to motor skills and function.

There are three popular domains used: Dave (1970), Harlow (1972), and Simpson (1972).
Below is the summary of their versions of the Psychomotor Domain
SIMPSON (1972) DAVE (1970) HARLOW (1972)
PERCEPTION IMITATION REFLEX MOVEMENT
SET MANIPULATION BASIC FUNDAMENTAL
MOVEMENT
GUIDED RESPONSE PRECISION PERCEPTUAL
MECHANISM ARTICULATION PHYSICAL ACTIVITIES
COMPLEX OVERT NATURALIZATION SKILLED MOVEMENTS
RESPONSE
ADAPTATION
ORIGINATION

PSYCHOMOTOR APPLICATION IN ART SAMPLE ACTIVITY

SKILL
(SIMPSON, 1972)
PERCEPTION Observing the surroundings,
and recognizing colors,
textures, and shapes.
SET Getting ready to do the skill.
The first act is the position
before doing the actual skill.
GUIDED RESPONSE Imitating the action of the
teacher
Observe the lines and colors
used in different Philippine
traditional costumes.
Sit down on a chair and look
at the computer
Follow the step by step
instructions of the teacher
MECHANISM Doing an action from Create individual lines and
memory shapes using MS Paint
independently.
COMPLEX OVERT Doing a series of skills, Create a figure of the person
RESPONSE demonstrating dexterity, by combining different lines
accuracy, and habituation of a and shapes based on a
skill. reference.
ADAPTATION Modifying what was taught Create a plan on the different
such as adding other elements elements to be added on the
or adding a twist. final artwork.
ORIGINATION Creating one's original Create own composition by
concept or interpretation of choosing the background,
an idea. subject, and other design
elements based only from
imagination