GOOD

AFTERNOON!!
 Unit IV
Art Appreciation and
Assessment
 A. ART APPRECIATION

 as described by the Commission on Higher Education

(Ched) helps develop student’s ability to appreciate,
analyze and critique works of art.
 encourage children to observe carefully, think
critically, and discuss respectfully (Frey 2020).
about aesthetics or appreciating the final product
but it includes the wonders of making mistakes,
the children’s struggle and the satisfaction of
making their unique contributions to the world
through their art form.
 In the Contemporary Development of
Elementary School Courses of Study by the
Japan Ministry of Education, art appreciation
can bring out the emotions hidden in oneself,
reflect on the feelings and thoughts of the other
people, and the context from which the work
was from.
 In teaching elementary grades,
developing appreciation, respect and love
for their own work is crucial because this
will be the foundation of how they see,
analyze, interpret and judge the work of
others.
Description through Observation
To appreciate art, we must be able to
look around and observe surroundings.
Understanding the elements of art and
principles of design will help children see
them in their everyday life.
Aesthetic Scanning
In order to see what is in a work of art,
Broudy and Greer (Dobbs 1992, 77)
developed this method to describe the four
properties and qualities of a work of art.
Methods includes:
1. Sensory properties
- used to identify visual elements that can be perceived through
sensory contact with the work.
Examples:
lines (horizontal, diagonal, thick, thin)
Textures (smooth or rough, shiny or dull)
Colors (vibrant or desaturated, warm or cool)
Shapes ( geometric or organic)
Values (dark or light)
Spaces (positive or negative)
2. Formal properties
- how the elements are organized. Students can see
what they see.
Examples:
• “ I see two objects with the same size and
mirror image of each other” (balance) or “I see
repeating shapes” (pattern).
3. Technical properties
- describe the medium that the artist used. Includes
tools and techniques used to create the work.
Examples:
Media (Crayons, watercolor, craft paper)
Methods (printing, drawing, sketching, coloring or
folding)
4. Expressive properties
- first impression or mood the work conveys.

Examples:
Mood language (sad or happy)
Dynamic language (calm, chaotic, energetic)
Idea language (symbols, values, social concepts, etc.)
Analysis
 One way to analyze a work of art is to interpret
what the artist is trying to express. Visual literacy is
a crucial as learning, writing and arithmetic, but
instead of reading series of letters and computing
numbers, children learn to give meaning to images
and understand their responses.
 Children who are visually literate
understand that pictures can mean a
thousand words, and the meaning can be
influenced by many factors: their own
experiences, the author’s message and the
given context.
Visual Communication and Visual
Literacy
The Visual Thinking Strategies is a
research-based teaching method used in
preschool and elementary classes for
appreciating art.
 VTS has been used with younger
students in classroom settings and
museums to teach critical
thinking, visual literacy, and
communication skills.
Amy Gulden, Director of Visual
Thinking Strategies
- said that this approach teachers
students how to observe closely, describe
what they see in detail, and provide
proof of their observations.
Visual literacy
- is the ability to find meaning in an
imagery (Yenawine 1997).
Yenawine (1997)
- discussed the different levels of visual
literacy, a study conducted by Abigail
Housen.
Stage 1 of Visual Literacy
- “pre-literate and are more of storytelling”
(Housen 1992).
Around 8-12 years old, a more technical approach
can be done to practice visual literacy.
Examples of questions are:
• “ Can you tell me how you used balance in your
composition? What kind of balance?”.
 Aside from the elements of art and principles of
design, students can also explain how the activity is
integrated in other disciplines.
Examples of questions are:
• “What concepts and principles did you apply in
creating this video animation?”.
• “ Can you explain how your work is able to depict
Philippine myths and legends?”,
Interpretation and Reflection
- when the students are ready, they can collect their
work and begin a pair-share. In this way, everybody
can have a chance to talk. Students can also share the
reason why it came to be.
Some examples questions and statements are:
• “Why did you choose that color? How did you feel while mixing it?”
• “ What messages are you trying to communicate?”
• “I love my pet and cats are nice.”
Talking Prompts
-Sometimes, the teacher can also ask general questions to the
class. Here are sample questions from TAB by Douglas and
Jaquith (2018):

“Who made an amazing discovery today?”

“Who had a struggle today? Did you overcome your problem? If
not, can anyone suggest a strategy for the artist?”
“Who learned something new from a classmate?”
“What else could you have done that you weren’t able to do?”
Giving Values and Remarks
- appreciating children’s efforts and validating their
feelings should be given more importance than the
output itself.
- Teachers and students should practice how to give
comments and criticism with respect in the art room
- Indirect way of giving remarks is to display their
works on the table with a paper beside it.
Some of the following guidelines that you can follow:
1. Always start with a positive statement
2. If you cannot find anything nice to say, you can describe the
work by stating a fact or an obvious observation.
Example:
• “Good Carla! I see you used red, blue, and yellow for the sea. May
I know why you chose these colors?”.
• “Wow, lanne! You put a lot of clouds there, Is that a dog? Oh, I see
it’s a cow. So many cows! There’s a grass too!”
3. Comment on the effort given the child
Example:
• “Wow, Serina, you really drew a lot of
lines here! I can see so many patterns!”
• “ You really took your time doing this. I
can see your hard work!”.
4. When in doubt, ask first then listen
5. Turn negative comments and critiques as suggestions
that are optional.
Examples:
Bad: “Your coloring is so messy! It’s like a work of a 2-
year-old! I told you, don’t color outside the lines!.”
Better: “Mark, I think your colors are going outside the
lines. Can you try coloring within the shape? Try holding
the crayon near the clip. Can we do it again? Teacher will
show you how.”
Authentic Art Assessment
 art assessment can vary among schools, programs and
grade levels of students.
 assessment is a systematic and continuous process of
gathering qualitative and quantitative data, design to
inquire, demonstrate, and improve student
(Mentkowski 1999).
Types of assessment done in
typical elementary school
program:
1. Diagnostic assessment
- done in the beginning of a class or a
school year to determine students’
readiness for the set learning
objectives.
2. Formative assessment
- This is done to
understand the
children’s learning
achievements and to
confirm and review the
content of the lesson
immediately.
3. Summative assessment
- This is performed at the end of the
lesson or chapter in order to check
student’s level of achievement of the
learning objectives.
Sources of Assessment Information
- Teaching for Artistic Behavior or TAB by
Douglas AND Jaquith (2018)

- The Art Teacher’s Survival Guide by Hume

(2008)
Observations
-authentic assessment in art starts from the
student’s way of thinking toward his or her work.
Art teachers should take into consideration their
observation of the child’s attitude, discipline,
engagement and creative process.
Conversations
-young students specially those in kindergarten
and primary grades are still learning how to
communicate their thoughts into pictures or
words. Children should be encouraged to explain
why and how they came up with the idea or choice.
Art works
- viewing student works can be done by the art
teacher before or after the school.
Individual plates and projects
- Individual works are usually called plates. Projects
are more commonly referred to as plates that would
take longer than one session to make. Individual ,
pair or group.
Portfolio building
- basically a curated compilation of plates and
projects.
Live demonstrations
- Live demonstrations or on the spot events are very
interactive and also impressive as you can see the
creative process and skill of the student.

Art exhibition
- where all students gather their works for display in a
curated way in a school or gallery.
 Community-based art
- art project that involves
people outside the school

- Written Works- These are

the artist statements, self -
reflection, sketches,
planning and other forms
of self-evaluation.
Performance-Based Assessment
- allow teachers to measure student’s
attitude and use of higher-order
thinking skills such as creating original
compositions and solving problems with
perseverance.
Using Rubrics- scoring guides or rubrics to assess students work.
a. General Rubric- used by teachers and students in different
tasks. It contains nonspecific criteria.
b. Holistic Rubric- contains on criterion used to measure an
overall level of achievement of a learning objective.
c. Task-Specific Rubric- used when the technicality, execution
and product are important.
d. Analytical Rubrics- more detailed breakdown of each
criterion. Explicitly contains the description for each point.
 Showcasing Art
through Exhibitions
Classroom Walls
- Elementary grades are constantly trying
out and exploring new things, unlocking new
achievements one at a time. Art creation is
one of the best ways to concretely show what
they can do and walls are the most popular
area to showcase that achievement.
Bulletin Boards
- posting colorful artworks on bulletin
boards can set a cheerful and accommodating
mood in the school.
 Art Exhibition
- best way to appreciate and assess student
learning.
- It provides a great opportunity for the
community to share ideas, insights and
appreciation for artist works.
- Also serve as a venue to get inspiration and to
connect with others culture and emotions.
 Possible art
exhibition venues:

•School art
exhibition
•Community and
public places
•Galleries and
museums
Online Portfolios and Virtual
Galleries
- to showcase art more efficiently
to a wider audience and that is
through digital platforms.
 Rules on
Privacy
- make sure that
you follow the
privacy policy of
the school.
Preparing for An Art Exhibition
- not an easy task. It take careful amount
of planning and conceptualization.
- It allow the public to see student process
and progress, enabling celebration and
connection within the community.
Following when planning for an art
exhibition:

A. Set the purpose, theme, and overall

message
 Exhibitions can be spontaneous or a
result of already an obvious theme.
B.Determine the budget, date and
venue

The time and date should be

accessible to most students and
audience.
C. Curation

Arranging and organizing the

artworks based on the overall theme
or message that the class came up
with.
D. Displaying works
The artworks will be displayed
according to what’s the best available
set-up for the venue.

E. Exhibit Proper
 A catalog can serve as souvenir as well.
F.Documentations
This can be used as a future reference when
you teach and also as a benchmark for
progress as a students grow older.

G.Post-event
Big envelopes with the students other works
will be given and they can remove their
student’s work after the event.
 In their elementary years, children are being
exposed to art for the first time and this period can
make or break their perception about art and
themselves. This is the part where adults had their
perception of
“ I’m not an artist.”
“ I’m not really meant for drawing.”
“ I really have no talent in this”.
“Art is one of life’s richest offerings. For
those who have not the talent to create,
there is appreciation
- Nathaniel West-
Thankyou !!