“Children’s voices are amplified through their

art, and their expressions provide windows in the

things that matter most to them.”
- Douglas and Jaquith (2018)
C. Choosing Art
Activities
Karol Grace P. Dalisay BEED - III
 Learning Outcomes
Understand the different considerations in choosing art
01 activities.

Explain the importance of considering the student’s

02 psychomotor and cognitive ability in choosing art activities

Give examples of art activities that are appropriate for

03 different student-artist categories
 THINK
In some schools, teachers are given options to choose their own art activities as long
as they meet content and performance standards.
Some follow a strict curriculum, and some give teachers total freedom on what to
do but more often than not, art classes are used to create artworks for events,
holidays, and school decorations depending on the season.
In choosing the activity for your lesson, consider the current events and what the
students are learning in other subjects as well.
Engaging in a conversation with students, other teachers, and even parents can give
an idea on what art activitescan be relevant or even solve problems for other
teachers.
Types of Art Activities Based
on Content and Function
Art and Culture Based Theme
Some art activities are inspired by the
works of other artists by using the same
technique, medium, or subject. It can be
modified to modified different processes
and output. In the DBAE approach, the
class starts with a discussion from a lesson
in art history about famous artists or picasso-inspired portrait
using different lines and
works from a cultural community. patterns
Integration in Subject and Content Areas
Art is universal and transdisciplinary. Some art
activities are integrated in 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
integrating art and science
illustrating for a book or making props and by using clay to show how
costumes for a role-play. volcanoes erupt
Holiday and Event Themes
During holidays and special occasions, students
are able to connect their work to relevant
experiences through art activities. These are
popular means to concretize events such as
making DIY decorations, cards, souveniers, and
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 to set the mood. It is
impossible to feel the school events without
props ans decorations.
 Art as Play
Art teachers should not forget that even upper elementary students are still children
too.
A series of teacher-directed activities can take a toll on students by always trying to
cope with standards and what the school wants that is why art is sometimes perceived
as “tiring subject that is not for me”.
Students should be 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.
 CREATIVE
Highly imaginative and Spontaneus

Creative
Impressionist

killed in realistic and technical

PROFICIENT FINE-MOTOR
Imaginative
EMERGING FINE-MOTOR
Expressionist Art
Thought-provoking
Activities
Art Activities
Beginner control

(imaginative visual
storytelling (unique, personal, and well-

rendeding
delivered visual expression

Abstract Realistic
Expressionist Art Reproduction
Activities Technical Art
(fun and play based) Activities
(copying and rendering)

CONSERVATIVE
 Considerations in Choosing an Art Activity
Teacher’s understanding of students and logistical preparations are crucial in
conducting an art class. It is important to make sure that the materials and
structure that you are providing are suited for the learner and present situation.
Pre-assessment during the first few sessions is mandatory to get to know the
student’s level of skill, knowledge, and interests so the teacher will know if
the art art activity is age-appropriate, engaging, and would meet the student’s
needs.
In deciding what art activity to choose for a certain class, the teacher should
consider the student’s fine motor skills and ability to come up with own ideas.
Creative children are highly imaginative and spontaneus. They are able to
tell endless stories through their drawings without any prompt from the
teachers.
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, if
done right, can still create aesthetically pleasing
outcomes. Example of these are finger
painting, wet-on-wet watercolor abstract
painting, splatter effects, and printmaking using
stamps and rollers which are fun and have no
definite right or wrong answers.
Impressionist and Expressionist Art Activities
These are suited for children who had a lot of original ideas but may
lack the fine motor skills to create a well-rendered representation of
what’s on their mind. Some are very excited and spontaneus that they
tend to create a “rushed” work, sacrificing quality and
understandibility. These works may need a little bit of explaining or
context for the audience to be able to fully appreciate the meaning and
value given by a child. Artworks from these activities are unique and
can also serve as a window to understand the child’s world that may
have not been said by words.
Impressionist Expressionist
Realist Production 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 landscape paintings
that use colors that are close to reality figure
drawings with correct proportion, landscapes
that show perspectives, and still life paintings
that show accurate lighting and shadow.
Creative, Imaginative, and Thought-Provoking Art
Activities
These are basically the integration of all potential art skills. 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 the creator because it draws
from personal experiences, emotions, thoughts, and wishes. Children
who are in this category are creative and skillful and is able to do any art
activity from any category. The goal of the art teacher is to take students
to reach this level.
When planning for an art activity, the teacher should carefully
consider the students' placement in these areas in order to create an
ideal flow in 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 to boredom and minimal
improvement of fine motor skills due to lack of challenge and reference.
High expectations of photo-realistic illustrations will be too difficult 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 a well-designed and well-planned art activity