Philosophy and Objective of Art Education Children are natural artists.
Children are natural artists. From infancy, they delight in the
PHILOSOPHY OF ART EDUCATION
1.Educators have a responsibility to foster aesthetic creativity as a
counter- balance for dehumanizing forces.
2.Art is a human need.
3.Art expression is also a pleasing and natural communication for
children.
4.Experience with an expanding range of art media will enhance
the child's personal expression and creativity.
5.Growth - art ability comes through continuous use and training.
6.The child is directed toward a healthy leisure time pursuit when
his artistic perception and skill are cultivated.
7.Children become more actively concerned with the beauty and
harmony of the environment when their esthetic sensitivities are
nurtured.
Values of Art Education
SCHOOL, PREPARATION OF TEACHERS SCHOOL
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.
Curriculum Development
Art education has its roots in drawing, which, with reading,
writing, singing, and playing an instrument comprised the basic
elementary school curriculum in the seventeenth century.
Drawing continued to be a basic component of the core
curriculum throughout the eighteenth and nineteenth centuries,
when educators saw drawing as important in teaching handwork,
nature study, geography, and other subjects.
In the twentieth century, with the advent of modernism,art
education in the United States edged away from a utilitarian
philosophy to one of creative expression, or art-making for
personal development. Art continued to be valued, although less
often as a core subject, during the early decades of the century
and then declined in importance with the advent of World War II.
Elementary and Middle Schools
An authoritarian-dictatorial method of teaching is normally set
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.
Values of Art Education
Arts education not only inspires and motivates students to enjoy
learning. It also supports the creative and critical thinking skills
that are so highly valued in today's economy. Yet too often, arts
programs in schools are peripheral to academic core subjects and
fall victim to policy demands and shrinking budgets.
Teaching models that integrate the arts with core academic
subjects help close the achievement gap. The presence of a strong
arts program is often the very thing needed to help students
achieve at higher levels of academic performance. As school
districts increasingly look to cut costs, supplemental programming
is sometimes the only arts education available to students.
Here are the top ten ways that the arts help kids learn and
develop important characteristics they will need as adults:
Creativity
Improved Academic Performance
Motor Skills
Confidence
Visual Learning
Decision Making
Perseverance
Focus
Collaboration
Accountability
METHODS OF TEACHING ART
LAISSEZ-FAIRE
Laissez-faire art method means without interference or direction.
Laissez-faire teachers give students the material, and it is up to
the child to create a self-expressive work of art
DBAE (DISCIPLINE BASED ART EDUCATION)
The goal of discipline-based art education is to develop students
abilities to understand and appreciate art. This involves a
knowledge of the theories and contexts of art and abilities to
respond to as well as to create art.. Content for instruction is
derived primarily from the disciplines of aesthetics, art criticism,
art history, and art production
AUTHORITARIAN DICTATORIAL
aside for students who have a low art ability. This method of
teaching dictates exactly what to do in a step-by-step manner and
includes a lot of directions at every step.
ASSIGNED TOPIC
The assigned topic or student-oriented method of teaching
involves the teachers as a motivator. The teacher’s job is to get
their students to express themselves, develop their confidence,
abilities and perception in art along with their knowledge, skill and
attitudes toward art. In art history the teachers will teach
chronologically starting from pre-history or thematic lessons
around periods or styles
MEDIA METHOD
The media method of teaching is popular in higher levels of
learning, and the lessons are created around a certain medium
such as photography or ceramics. The focus is on knowledge
surrounding that medium which includes various techniques,
history and experimentation.
FACILITATOR METHOD
The facilitator method of teaching involves the student and
teacher having a conference to decide the direction that
particular student should go. This works well with higher learning
and with students who are motivated or at an advanced level. The
student chooses their media, topic and how to proceed with the
help of the teacher.
VISUAL ARTS/LESSONS ART
ART APPRECIATION / ART CRITICISM
Whole Group Learning Art criticism activities and independent art
projects are particularly appropriate for whole group learning.
There are also ways that the whole class can collaborate on a
single studio project without total chaos breaking out. Because of
the way students' comments connect and build on each other, art
criticism activities are particularly suitable for whole class
instruction.
COLLABORATIVE STUDIO ART PROJECTS
For studio projects where the whole class collaborates on a single
studio project, I recommend that rather than having everyone out
of their seats physically working on the same project, students
can work on an element of a project in their seats and then later
add their element to the whole. One example would be a
narrative quilt project where students draw, narrate and decorate
one square and then display them as a whole.
INDIVIDUAL STUDIO ART PROJECTS
For individual studio art projects, the teacher can address the
class as a whole, showing images or a video, teaching concepts
and demonstrating techniques. The teacher can lead a class
discussion and communicate expectations for the project and
answer students' questions. Then students should work
independently with the teacher circulating around the room to
check for understanding and to offer support as needed.
SMALL GROUP WORK
A painted mural on large craft paper, a sidewalk chalk mural, a
clay relief plaque or a large paper mache’ sculpture are all
examples of art projects appropriate for small group work. The
teacher can facilitate small groups by supervising the planning
stages of the project and by having students check in periodically
to report on their progress and to discuss the next steps of the
project.
CENTER-BASED LEARNING
Both art appreciation and studio art processes are appropriate for
centers. Art centers should be equipped with materials that the
children can handle with little to no supervision. Art centers
should be well stocked with the usual materials that children
already have experience with, while new supplies can be
introduced periodically. It is helpful to display visual materials
such as art books and image collections (cut out pictures of
animals, etc.), color wheels, and fine art postcards for the children
to use as resources for their art.
Competencies of an Art Teacher
20 Characteristics of All Great Art Teachers
They love kids. First and foremost, great teachers must love what
they teach.
They love art. it’s still pretty important to love the discipline you
teach them.
They are passionate about the profession. They are passionate
about the profession.
They are dedicated. Dedicated teachers are deeply committed
and believe there is nothing more important than kids and art.
They are collaborators and communicators. Collaboration is
essential to take your teaching to the next level.
They are leaders. We lead our students; we lead our classrooms
and, often, we begin to lead our schools and our communities.
They are lifelong learners. Teaching the artistic processes creates
opportunities for students to pull learning from other subjects.
They are artists. Some of the best art teachers I know continually
create art, exhibit art in some way, and share their talent with
their students.
They are inspirational. It’s no secret that great art teachers
inspire their students.
They are reflective. Having the ability to reflect daily is an
important part of any job. However, I would say it’s essential for
art teachers, especially if we want to become better and more
effective.
They are enthusiastic. We are teaching our students to be
divergent, creative thinkers in an ever-growing culture steeped in
visual communication.
They work hard to engage their students. Great art teachers
have figured out how to take the most boring topics and turn
them into engaging, fun, hands-on learning opportunities.
They are funny. Finding humor in the daily rituals can be one of
the greatest saving graces of all afraid to try new things, it builds
confidence which is imperative to building a successful visual arts
program.
They have grit. Great art teachers know there is always a new
technique to master, artist to discover, or idea to try out.
They are happy. when we reflect on each day, we’re satisfied we
did our very best to teach our kids through the discipline of the
visual arts, and that makes for a happy heART!

They are energetic. They are energetic.

They are creative. Creativity is key to being a successful art

teacher.

They are organized planners. When teachers are organized, it

allows them to successfully teach different media and provides
students with a diverse learning experience.

They are advocates for the arts. Every art teacher must continue
to advocate for quality visual art education.