CORE GATEWAY COLLEGE, INC.

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San Jose City, Nueva Ecija
Tel. No.: (044) 511 – 1609 Fax No.: 940 – 3154

TEACHER EDUCATION PROGRAM

Instructional Module for the Course

ARTS – Teaching Arts in the Elementary Grades

Module 4
Scope and Sequence of Arts for Grades 1-6

Overview

Art is more than creative expression, which has been the dominant theme of
art education for much of the twentieth century. Expression is important, but
researchers are also finding connections between learning in the visual arts and the
acquisition of knowledge and skills in other areas. According to a 1993 Arts Education
Partnership Working Group study, the benefits of a strong art program include
intensified student motivation to learn, better school attendance, increased
graduation rates, improved multicultural understanding, and the development of
higher-order thinking skills, creativity, and problem-solving abilities.

This view of art education coalesced with other theories, which became
generally accepted during the last quarter of the twentieth century. Three are
noteworthy. First, constructivism supplanted behaviorism as a guiding instructional
theory, drawing on work by educators and researchers, such as Jerome Bruner
(1960), Jean Piaget (1974), and Lev S. Vygotsky (1978). Constructivism posits that
learners play a crucial role in "constructing" their own knowledge. Where
behaviorism tends to see the teacher as a dispenser of knowledge, constructivism
views the teacher as a facilitator who helps students acquire understandings and put
them to individual use.

Inligned with it, curriculum developers of the Department of Education

mandated the utilization of the art curriculum which includes the scope and sequence
for the contents of art subjects for grades I to VI.

As an art teacher, it is a must for to be knowledgable on the scope and

sequence of art in all elementary level. This module is focused on scope and
sequence of art in all elementary level

At the end of this module, learners are required to do the activies to assess
each your newly acquired knowledge.
 ARTS – Teaching Arts in the Elementary Grades

I. Objectives

On successful completion of the module, students will be able to:

a. evaluate and discuss the scope and sequence of art elements from first to
sixth grades;

b. identify the appropriate teaching strategies, activities and learning resources

for different grade level;

c. make a detailed-lesson plan following the content standards of arts in the

elemenetary level.

II. Discussion

Arts in Elementary and Middle Schools

Children are natural artists. From infancy, they delight in the interplay of light and
shadow, shape and color. Objects dangling from a mobile and the elemental shapes of
balls and blocks fascinate them. As children develop, they connect the visual and the
tactile: playing in spilled cereal, sculpting sand on a beach, finger painting, and
scribbling with crayons. They create shadows in patches of sunlight and lay out sticks to
form patterns.

By the time most children enter formal schooling, they have moved from
scribbling and stacking to more deliberate two-and three-dimensional representation. For
younger children, first representations usually are of inner realities. When asked to
describe their artworks, they tell detailed and imaginative stories. As time goes by,
children's drawings and sculptures begin to reflect their observations of the world.

Nurturing the natural development of artistic sensitivities and creative responses

is the universal thrust of elementary art education. Formalized study is introduced
gradually, as children move through the elementary grades and into middle school,
which begins in the United States at fifth, sixth, or seventh grade, depending on the
school system.

Elementary art specialists in some schools function mainly as art teachers,

working with classes in isolation and focusing almost exclusively on art making. While a
classroom teacher's pupils work with a specialist (art, music, physical education, etc.),

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 ARTS – Teaching Arts in the Elementary Grades

the teacher gains planning time. However, with increasing emphasis on national
standards, many art specialists and classroom teachers are now working as partners.

An art specialist may work directly with pupils for as little as forty or fifty minutes
once each week, but ideally art is taught more often–daily in some schools. Art also is
integral to language arts, social studies, mathematics, and science in many schools. The
art specialist, in addition to teaching children, helps classroom teachers blend art with
other subjects. Such collaboration also expands the subject matter of art, raising
questions about aesthetics and the place of art in culture and society. When art is valued
as a core subject in this way, children's artworks proliferate in classrooms and corridors.
The artworks incorporate themes from other subjects and are creative and
individualistic.

Ideally the collaboration and integration that distinguish elementary art education
are carried into programs for young adolescents. Many middle schools use a team-
teaching approach to organize classes and schedules, which facilitates an art-
andhumanities framework and fosters the inclusion of art in the core curriculum. In
middle schools that function more like high schools, art classes tend to be organized
around media and art forms and are treated as electives.

An art specialist may work directly with pupils for as little as forty or fifty minutes
once each week, but ideally art is taught more often–daily in some schools. Art also is
integral to language arts, social studies, mathematics, and science in many schools. The
art specialist, in addition to teaching children, helps classroom teachers blend art with
other subjects. Such collaboration also expands the subject matter of art, raising
questions about aesthetics and the place of art in culture and society. When art is valued
as a core subject in this way, children's artworks proliferate in classrooms and corridors.
The artworks incorporate themes from other subjects and are creative and
individualistic.

Ideally the collaboration and integration that distinguish elementary art education
are carried into programs for young adolescents. Many U.S. middle schools use a team-
teaching approach to organize classes and schedules, which facilitates an art-
andhumanities framework and fosters the inclusion of art in the core curriculum. In
middle schools that function more like high schools, art classes tend to be organized
around media and art forms and are treated as electives.

Secondary Schools

Art education reform, which began in the 1980s and 1990s, focuses on moving
art into the core curriculum, "where art is studied and created so that the students will
gain insights into themselves, their world, human purposes, and values" (Wilson, p.168).
Some U.S. high schools are oriented in this manner, and most others are moving
philosophically in this direction, even though many also continue to offer traditional art
courses aimed, in part, at educating students as artists.

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 ARTS – Teaching Arts in the Elementary Grades

Adolescent notions of art are shaped by many influences, ranging from popular
culture to formal schooling. Thus the teenage years are a time of aesthetic questioning.
Secondary school art programs should be about educating students to be consumers, as
well as producers, of art. Situating art education in the core curriculum facilitates such
study and helps students develop sound judgment of art.

Department of Education Art Curriculum

(Scope and Sequence)

* See the attached file

As teachers of art we use the department of education’s curriculum guide as our

guide on what content to teach, how the sequence of the contents are arranged, and
what content standards must be achieved by the learners in all elementary grades.

The Dep Ed curriculum guide serves as teachers’ holy bible in teaching.

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 ARTS – Teaching Arts in the Elementary Grades

III. Assessment

A. Lesson Planning

 Make a detailed-lesson plan based on the Dep Ed curriculum guide in arts

(Your detailed-lesson plan will be used in your final demonstration
teaching)

Rubrics
Organization 40%
Content 40%
Neatness 20%

IV. References

file:///C:/Users/nenita%20buisel/Downloads/Arts-CG.pdf

https://education.stateuniversity.com/pages/1765/Art-Education.html

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