BPED 126

ARTS IN K-12
CURRICULUM
Mrs. MELANIE R. JUNIO
LECTURER
2
3
4
5
6
7
8
What is the nature of art education?

To define art education, it is broadly the process of teaching and learning how to create and produce the visual and
performing arts. This also includes how to understand and evaluate art forms created by others.

What is Art Curriculum?

Refers to the purposeful use of artistic skills, process, and experiences as educational tools and the development of the
different learning aspects and all techniques that are necessary in presentations visually and digitally. Curriculum
supports creativity and expressions are enhanced as students are inspired to think out of box.

Curriculum – refers to the lessons and academic content taught in a school or in specific course or program

9
10
11
12
13
14
15
16
17
18
19
The Stages of Artistic Development
by Matt Fussell

Understanding the stages of artistic development

can help you become better at creating art. It can
also help you become a more effective art teacher.
We develop artistically. Just like we develop other
skills like talking and walking in stages, we
develop artistic skills in the same way.

Matt Fussell is a world-renowned visual arts

instructor that specializes in teaching beginner and
intermediate artists. Over 50,000 students from
around the world have taken his classes on various
platforms. Matt produces courses, ebooks, and
visual arts curricula for students and teachers at all
levels.

Matt Fussell 20
Artist and Teacher
Stage 1 – Scribble Stage (1 – 3 years old)

Children at this age are engaged in the physical

activity of drawing. There is no connection made
between the marks and representation during most
of the scribble stage. However, towards the end of
this stage children may begin to give marks names.
This stage is mostly about the enjoyment of purely
making marks.

21
Stage 2 – Preschematic Stage (3 – 4 years old)

Children at this stage of artistic development are

beginning to see connections between the shapes that
they draw and the physical world around them.
Circles and lines may be described as people or
objects that are physically present in the child’s life.
It is in this stage that a child first makes the
connection to communicating through their
drawings.

22
Stage 3 – The Schematic Stage (5 – 6 years old)

Children at this stage have clearly assigned shapes to

objects that they are attempting to communicate. They
often have developed a schema for creating drawings.
There is a defined order in the development of the
drawing.

Drawings at this stage have a clear separation between the

sky and the ground. Often the sky is a strip of blue at the
top of the paper, while the ground is a strip of green at the
bottom.

Objects are often placed on the ground instead of floating

in space. Objects of importance are often drawn larger
than objects of lesser importance.

23
Stage 4 – The Dawning Realism (7 – 9 years old)

At this stage in artistic development, children are

beginning to become more critical of their own work.
It has become evident that a structured order to
drawing objects is no longer sufficient. While a
schema is still used to create drawings, it is more
complex than the schema used in earlier stages.
Overlapping can be seen and a sense of spatial
relationships is more evident.

24
Stage 5 – The Pseudo-Naturalistic Stage (10 – 13 years old)

The use of value and light is now apparent in drawings.

Children at this stage of artistic development are very critical
of their own success. Success is determined by the level of
realism achieved in the drawing. Frustration is a common
occurrence. It is exceptionally important to encourage students
at this stage.

25
Stage 6 – The Decision Stage (13 – 16 years old)

Children at this stage will decide to continue drawing or view

it as an activity without merit. Because of the level of self
criticism inherent at this stage, many children, (now young
adults) view drawing as a skill that do they do not possess.
Others, however, decide to continue working on their drawing
skills and continue to develop. I think that it is important to
encourage students to continue drawing despite their level of
skill. Any skill level can be attained with practice. This stage
of artistic development is perhaps the most critical to the
development of an artist.

26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51