ART EDUCATIO

BY: JUNAR, TRISTAN, CLYDE

ART PROCESSE
ART PROCESSES
 Seeing/Observing
 Responding
 EvaluatingReading
 Creating
 Analyzing CriticallyImitating (re-creating)

 Performing (movement)
 Applying(transference)
ACHING STYL
Child art
 Franz Cižek
The art" also has a parallel universe
and different usage in the world of
contemporary fine art.
Such art could be done by a child or a
professional adult illustrator. 
Child art STAGES
 Scribbling
 Pre-symbolism
 Symbolism
 Realism
SCRIBBLING
 From about their first birthday children
achieve the fine motor control to handle
a crayon.
SCRIBBLING
PRE SYMBOLISM
 From about age three, the child begins to combine
circles and lines to make simple figures.
PRE SYMBOLISM
SYMBOLISM
 In this stage of a child's development, they create a
vocabulary of images.
SYMBOLISM
SYMBOLISM
 In this stage of a child's development, they create a
vocabulary of images.
 This stage of drawing begins at around age five.
SYMBOLISM
 These basic shapes are called symbols or
sometimes.

SC
_H_E
_M_A
_
REALISM
 As children mature they begin to find their symbols
limiting.
 At this stage, which begins at nine or ten years old,
the child will lend greater importance to whether the
drawing looks like the object being drawn.
REALISM
VISUAL CULTURE
 Using visual culture is a perfect
way to make art pertinent to all
students.
 ?
VISUAL CULTURE

??
VISUAL CULTURE
 Encourage students to think critically
about what they see.
 How it dictates or influences their
behavior.
VISUAL CULTURE
How can visual culture
build skills for the future?
VISUAL CULTURE
Malcolm Barnard, author of Art, Design and Visual
Culture, notes that visual culture,

“…is one of the ways in which a society is produced.”

He goes on to say it is, “…one of the means by which
social order, the hierarchy of different groups, practices,
beliefs and so on, is challenged and contested.”
Issues-based Art Education
 interdisciplinary.
 students should be given the freedom to
pursue multiple avenues of research that
may include geography, history, science, or
mathematics.
Issues-based Art Education
 issues should be given.
 initiates student investigation/research on
the topic, more discussion, and media
exploration.
Issues-based Art Education
1. students learn the mechanics of art
making.
2. looking at and talking about art.
3. critiquing the world around them.
Direct method
 promotes learning through listening and
following directions.
 with this style, the teacher tells the
students what to do, how to do it, and when
it needs to be done.
Direct method
 promotes learning through listening and
following directions.
 teacher is in control of the discussion.
 listening, taking notes, doing role plays,
and practicing what they are told to do.
Direct method
Suggestions for using the directing style:
 Start with the big picture. 
 Be clear and concise. 
 Provide sufficient detail. 
 Don’t sugar-coat the message. 
Eclectic method
 refers to a teaching approach that is not
based on a single method but that draws on
several different method principles that are
made use of in practice. 
Eclectic method
 It is a problem-based approach to teaching
that is based on the following principles:
 What particular problem do my learners
encounter in mastering this aspect?
 What procedures can I make use of from
available methods and approaches that could be
used to address this problem?
Meaningful art education
 Art is meaningful if you transform.
 excellent visual arts teaching draws on art’s sensory nature
to inspire individual enlightenment while building community.
 Art is meaningful if you benefit from it.
excellent visual arts teaching draws on
art’s sensory nature to inspire individual
enlightenment while building community.