c. Choosing Art Activities aang oe i 80 U0¥ Fo ToMOWST NG ec bugeeS Learning Outcomes 4; Understand the different considerations in choosing art activitieg 2, Explain the importance of considering the student's psychomotor and, ODM ability in choosing art activities. Give examples of art activities that are appropriate for different Student ar categories. “Children’s voices are amplified through their art, and their express, 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 ArtPlay 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 time, 50 ‘Course Module for Teaching Visual Arts in the Elementary Grades aqHINK tn some schools, teachers are given the option to choose thelr ov es as long as they meet the content and performance standards, Gov ‘pjow a strict curiculum, and some give teachers total freedom on what o do it He ffen than nol, at classes are used to create artworks for eveis, holders if school decorations depending on the season. In choosing the activity for yeur feson, consider the current events and what the students are learning in other tabjects 2s well. Engaging in a conversation withthe students, other teachers. and jven parents can give an idea on what art activities can be relevant or even solve problems fr olher teachers. activi ‘:rypes of Art Activities Based on Content and Function art and Culture-Based Theme t ‘Some art activities are inspired by the works of ther artists by using the same technique, medium, or subject. It can be done exactly as how the artist does it, ort can be modified to different processes and output. inthe DBAE approach, the class starts with a discussion from alesson in Art history about famous artists or works from a cultural community. Picasso-inspired portrait, using different lines and patterns Lintegration in Subject and Content Areas Art is universal and transdisciplinary, Some art activities are integrated into other disciplines. such as 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 sing clay to show the basic ‘0d groups. Photo from Art Workshop for Teachers by Teacher Precious UNITH Instructional Planning in the Visual Arts Stws Yoga Guide: Basic Training (2020) by Rio, directed illustration based on child's interests movement), concepts in physical education, ‘made this instructional ilustration for her mor relaxation and reduces stress, She wanted wellness in time of stress. 9, graphite on paper! An example of a salt while integrating at (igure drawing showing and communication skills (procedural writing. She 7m because she read in books that yoga helps with ‘her mom to follow this yoga guide to improve her Holiday and Event Themes During holidays and special occasions, students are able to connect the work to relevant experiences through art activities. These are popular mean ‘0 concretize events such as making DIY decorations, cards, souvenirs, ad 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 tose {he mood. It is almost impossible to feel the school events without props and decorations. 52 A Course Module for Teaching Visual Arts in ‘the Elementary Gradesaxing Lnggo ng Wika (2017) n hand-ettring class to create Filipino word bot art expressions) as classroom decorations 8 (Common words and © yjntas Play At teachers should not forget that even upper elementary students are et chien t00. A series of teacher-cirected activities can take a tol on students ny ajay trying to cope with standards and what the school wants thats why ae sometimes perceived as a “tiring subject that is not for me." Students should i 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 cncarve a “aist™ Se Son na Guide to Choosing Art Activities Based on Learner's Cognitive and Psychomotor Ability . al 53 UNITH Instructional Planning in the Visual ArsTeacher's understanding of students and logistical oreeeatins are crac) in conducting an art class. It is important to make sure that the materials ang and present situati structure that you are providing are suited for the learns! ation, : f ig mandatory t0 get to know the Pre-assessment during the first few sessions i s students level of ski, knowledge, and interests so the teacher will know ifthe ar, eds of th activity is age-appropriate, engaging, and would meet the ne he students choose for a certain class, the teacher shoug ills and ability to come UP with own ideas, 3. They are Creative children are highly imaginative and se oe a ia ee endless stories through their drawings without se eee Cher, Creative learners can generate new ideas and suggestions, lutions 9 a relationship amo, ned by the teacher. They se p among to problems that were not mesons ee things, people, places, events inc Sa ae ed to talent because it is 9 as ee des ok nsec ‘over time unlike fine motor skills, rather, ‘ach and does not necessarily develop it develops depending on the nature of the child and the nurturing environment, i ‘onthe other hand are those who are always in the safe zone, oer ean et ‘re dependent on what the teacher provides. Children with prticient fine motor control are able fo render techniques in an exceptional and ealful manner. Ths 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 lite 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. In deciding what art activity to consider the students’ fine motor sl ) 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 Painting the background fun and have no definite right or wrong answers. These then Using sponge activities can be springboards for conversation starters _‘" stamping flowers: since children can give meaning to their work even if its SP2vial needs student non-representational to begin with. cote, orylic. canvas 54 ‘ourse: it ‘A Course Module for Teaching Visual Arts In the Elementary Grades ee —& J govessionistand Expressionist Art Activities ‘These are suited for children who have a lot of original sans, but may lack the fine motor skils to create a well ended representation of what's on their mind. Some are toy excited and spontaneous that they tend to create a ished” work, sacrificing quality and understandabiiy rrese works may need a lite bit of explaining or context forthe audience to be able to fully appreciate the meaning and value given by the child. Artworks from these activities Handprint painting ofa are unique and can also serve as a window to understand ster siding the bicycle the child's world that may not have been said in words, Wile “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, y0 iy wh athe deals and perspective asedoniyon his memory. and still life paintings that show accurate lighting and fevasatletodew tis shadow. dependent without exanres. (Dri, 10, grphte on paper) 4 Creative, Imaginative, and Thought-Provoking Art Activities These are basically the integration of all potential art skill. 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 H the creator because it draws from personal experiences, —siudents concept of emotions, thoughts, and wishes. Children who are in this - planets, each witha calegory are creative and skilful and is able to do any art _sifferent theme: cream, ! activity from any category. The goal of the art teacher is cheese. Pe fihbow, to restaurant, bedroom, res, take students to reach this level. aa ‘acrylic on canvas) UNITH. Instructional Planning inthe Visual arte 55 | ] } i coal oaae Online art class with Teacher Precious wherein students even outside the Philippines can participate while staying in their homes. The advantages 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 oftheir work due to the student’ lighting condition and quality of connection. Source www.teacherpreciousart.com 9 \' When planning for an art activity, the teacher should carefully consider the students’ placement in these areas in order to create an ideal flowin 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 0 boredom and minimal improvement of fine motor skills due to lack of challenge and reference. High expectations of photo-realistic illustrations will be too difficut 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 2 well-designed and well-planned art activity. 58 A Course Module for Teaching Visual arts In the Elementary Grades_xDERIENCE git and observe an elementary school, Notice i the sc dion the wals. Interview two teachers or students and as val do for the following events: ® a Lo ee oraon Wonth vi hool has artworks k what art activtiog nage m9 Wik Fpacher's Day ranistmas Season oR ! yaletine’s Day ‘Graduation Season ASSESS: Search the Internet for famous artworks depicting the following art criteria. Wake a rough 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 87 i ye Visual AS UNIT H Instructional Planning in the VisH i east |CHALLENGE Iv your own words, explain why it is important to consider the psychomotor ability in selecting an art activity and standards for assessmonc™ nt, eee sO A a Why isitimportantto consider the child's cognitive ability, experience, eon interests, and wishes in choosing an art activity? Can it affect the performangs the learner and quality of work? Explain your answer. eS eee ee oo ee HARNESS Think of one art activity that would satisfy the following categories, Impressionism and Expressionism Greative and Thought-Provoking (see Surrealism and Contemporary Art) Realism and Technical Drawing 58 ACourse Module for Teaching Visual Arts in the Elementary Grades