NOTRE DAME OF SALAMAN COLLEGE INC.

Founded in 1965 by the Oblates

Owned by the Archdiocese of Cotabato
Managed by the Diocesan Clergy of Cotabato (DCC)
“Service for the Love of God through Mary”
(B.E.S.T)
Amare Est Servire

Teaching Arts in Elementary Grades

BEED – 3
Week 5 and 6
Program/Year : BEED 3
Descriptive Title : Teaching Arts in Elementary Grades
Course Instructor : Rosalie M. Blanca
rosaliemallorca0485@gmail.com
Mobile #09300351868

COURSE DESCRIPTION:
This course deals with the educational foundations of Arts as these apply to teaching and learning in the
elementary grades. Various teaching strategies and assessment appropriate for each area shall be given emphases
in the course.

COURSE LEARNING OUTCOMES:

1. Demonstrate in-depth understanding of the concept, elements and principles of arts in the
elementary grades.
2. Employ varied teaching strategies in teaching arts in the elementary level.
3. Design assessment tools in assessing learning arts in the elementary level.

GENERAL INSTRUCTIONS:
1. Provide your own activity or log notebook (2 pieces big 50 leaves notebook) for records of
your online and offline readings and activity tasks.
2. Part of answering these activities are the instructions, so you must follow all of the given
instructions.
3. In every performance/product-based activity, rubrics are given to be used as the bases of
checking your output.
4. Assignments should be submitted on the date given.
5. Create an e-mail account.

WEEK 5-6:
UNIT 4: TEACHING STRATEGIES in TEACHING ART
 Delivering Instruction
 Demonstrations and Whole Group Instruction
 Small Group and one to one instruction
 Collaborative and Independent learning
 Technology as a Teaching Tool
 Physical Environment and Play
 Brainstorming
 Conference
 Cooperative Learning
 Discussion
 Experimenting
 Focused Exploration
 Free Exploration
 Graphic or Visual Organizer
 Guided Activity
 Jigsaw
 Lateral Thinking
 Modelling

What is Teaching Strategy?

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Lawton define teaching strategy is a generalized plan for a lesson(s) which include structure desired learner
behavior in terms of goals of instructions and an outline of planned tactics necessary to implement the strategy.
Teaching strategies vary according to the grade level and subject being taught. Simply put, a teaching strategy is
the way an instructor chooses to convey information and facilitate learning.

A. Delivering Instruction-Teaching Strategy in Teaching Art

Good lesson planning is essential to the process of teaching and learning. A teacher who is prepared is
well on his/her way to a successful instructional experience. The development of interesting lessons takes a great
deal of time and effort. As a new teacher you must be committed to spending the necessary time in this endeavor.
It is also important to realize that the best planned lesson is worthless if interesting delivery procedures, along
with good classroom management techniques, are not in evidence.

1) Decide on Your Delivery Method

This is the critical first step! Will you be doing a whole group, teacher-led lesson? Will you use cooperative
learning? Is this lesson best suited for small group instruction? Will the students be doing an inquiry lesson? Have
a game plan in mind for how you will launch the lesson, but remember to always be flexible as needs or schedule
changes arise.

Begin lessons by giving clear instructions

 State desired quality of work
 Have students paraphrase directions
 Ensure that everyone is paying attention
 Ensure that all distractions have been removed
 Describe expectations, activities and evaluation procedures
 Start with a highly motivating activity
 Build lesson upon prior student knowledge

2) Hook the Students into the Lesson

This is the perfect place to have some technology integration happening. Show a great video clip to set the stage.
Check background knowledge by having the students add sticky notes to an online corkboard (e.g. Linoit,
Wallwisher) telling what they already know about the topic of your lesson. Have them use student response
systems to take a pretest.

Maintain student attention

 Use random selection in calling upon students
 Vary who you call on and how you call on them
 Ask questions before calling on a student; wait at least five seconds for a response
 Be animated; show enthusiasm and interest
 Reinforce student efforts with praise
 Vary instructional methods
 Provide work of appropriate difficulty
 Demonstrate and model the types of responses or tasks you want students to perform
 Provide guided practice for students; monitor responses and deliver immediate corrective feedback
3) Be Aware of Your Pacing, Variety and Enthusiasm
Keep the tempo of your instruction at the pace that best meets the needs of your students. Are they confused?
Slow down. Are they getting restless? Speed things up a bit. Remember that variety is the spice to life. Add a lot
of variety to your delivery of instruction. This can be accomplished through flexible grouping, rotating through
learning centers or using various web tools. Most importantly, be very enthusiastic about your instruction. Read
stories with voices, allow yourself to be silly, and always add humor. If you are bored delivering your instruction,
imagine how the students are feeling!

Use appropriate pacing

 Be aware of your teaching tempo
 Watch for cues that children are becoming confused, bored or restless; sometimes lesson have to be
shortened

4) Give Clear Directions

Make sure all ears are tuned in as you deliver instruction. Have a verbal or visual signal. Once you have
everyone's attention, state your expectations for the lesson. Ask the students to paraphrase the instructions you
just gave them. Have one or two students’ model what you are expecting them to do.

Provide suitable seatwork

 Seatwork should be diagnostic and prescriptive
 Develop procedures for seeking assistance; have a “help” signal

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electronic or mechanical methods without the prior written permission of the writer except in the case of brief quotations embodied in
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  Develop procedures for what to do when finished
 Move around to monitor seatwork
 Vary methods of practice

5) Use Formative Assessments for Evaluation and Reflection

Every lesson we deliver has something we want our students to "get." How will you find out it they "got" it? One
way is to ask questions that all students must respond to with a hand signal such as thumbs up or down. Another
way is to have the students complete an exit slip before transitioning to the next class or lesson.

Evaluate what has taken place in your lesson

 Summarize the lesson and focus on positive gains made by students; use surprise reinforcers as a direct
result of their good behavior
 Determine if the lesson was successful; were goals accomplished?
Make a smooth transition into next subject
 Have materials ready for next lesson
 Maintain attention of students until you have given clear instructions for the next activity
 Do not do tasks that can be done by students (i.e. passing out paper or collecting assignments); use
monitors
 Move around and attend to individual needs
 Provide simple, step-by-step instructions
 Utilize a freeze and listen signal, when necessary

6) And most importantly you need to reflect on the effectiveness of the delivery of your instruction. What
worked? What didn't? If you were to re-teach this lesson, what would you keep and what would you change?
Self-reflection is a vital step in helping you become the best teacher you can be!

2.Demonstration and Whole Group Instruction

Whole group instruction, often called direct instruction, is the umbrella term for any time a kindergarten
teacher is teaching the entire class something at the same time. This occurs through a variety of activities, such as
read aloud and demonstration. Most kindergarten teachers use whole group instruction when introducing new
concepts, such as letter sounds, a new math concept or a science experiment. Class discussions and question and
answer sessions usually fall under whole group instruction, as well. Whole group instruction also includes
student-led demonstration, such as show and tell or the sharing of an individual project.
Competent teachers have used this method for a long time. This involves group discussion, sharing,
planning, doing, and evaluating finished art work done by the pupils in art. The most significant aspects of a
method involved in group process are these; leadership is discovered and developed; every member of the group
has an opportunity to express himself, a variety of talents may be utilized; and fellowship is accepted voluntarily
by the majority of the group.

A. Creative Expression
This is a method of teaching art or way of working with materials that give the child:
 the opportunity to choose his own ideas or subject matter for art work
 the freedom to express and use color in his way
 the right to organize it in his way
B. Assigned Topics to Interpret
Sometimes, the teacher or the children decide upon a topic that all of the children in the group use as the
subject matter for their art. Such topic might be “A Game I Play”, “The City”, or “Beautiful Spots.” Every child
in the group builds his art work from the ideas he finds within this chosen topic. Each is free to express and
organize the art work in his own way without teacher control. Specifying topics for interpretation as a method of
teaching art is identified by the opportunities each child works on his own way.
C. Copy Activities
Activities in art which consist of reproducing the likeness of a model or an imitation of a form are copy
experiences. The child undertakes the duplication of a picture, lettering, shape, or a design as nearly as he can. A
copy activity can be done by one child or a group children reproducing a picture or lettering and can be
recognized by the sameness of intention on the part of very individual within the group. The resulting products
are as nearly identical as the children can make them.
D. Patterns
As the name implies, patterns and shapes drawn or cut by another person and passed on to the children to
duplicate. Most frequently, the children duplicate these patterns by drawing around the outside lines. Tracing is
another form of pattern work. There is sometimes a step-by-step teaching process involved in this method. This is
usually the case when the object to be made is composed of more than one part.
E. Prepared Outlines

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electronic or mechanical methods without the prior written permission of the writer except in the case of brief quotations embodied in
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 In this case, the drawing is already done on the paper and given to the child and he simply colors what
someone else has drawn. A teacher who uses prepared outline in art class usually reproduces enough for all the
children from one master copy. The example of prepared outlines are coloring books and workbooks.
F. Directed Teaching
This is perhaps the oldest approach. The main objective is the mastery of technique in design, painting,
drawing, modelling, lettering, perspective, and other areas.
A. Core Teaching
This method involves the use of art education as a center around which all other activities should revolve.
At certain times, other learning areas may be used as the “core” on which art lessons are focused.
B. Correlated Teaching
The art teacher finds out what is being studied by his pupils in other subjects and then he proceeds to plan
the artwork as an enrichment of these areas. The intention of this method is to prove that whatever motivation or
incentive the pupil needs can be furnished by what he is studying in another subject field. As matter of fact, art
teachers who adhere to this particular approach make it their business to find out what is being studied by their
pupils in Social Studies, Science, English, or other fields. Then the proceed to plan the artwork as enrichment of
these areas.
C. Integrative Teaching
Integration in the teaching of arts involves the totality of the creative experience. In practice, the method
means more than the simulation of art expression. It involves examination, selection, analysis, and much learning
in a number of related fields, but particularly those which have immediate bearing upon art activities as suggested
by the broader topic under consideration. Integrative teaching calls for broad planning. Unit planning is often
associated with this method of teaching.
J. The Art of Questioning
In this method, the question, of course, must deal with the subject on hand. It must be in
The pupil’s language and suitable to their level of comprehension. It must stimulate further thinking, feeling,
perceiving, and doing. If it fails to de these things, it is a poor question, lacking in evocative power and in
effectiveness. The spirit and inflection of the question must be such as to encourage and not irk; it must lead to
self-improvement and self-analysis. Only then will a teacher’s questions stimulate growth.
K. Group Processes
Competent teachers have used this method for a long time. This involves group discussion, sharing,
planning, doing, and evaluating finished art work done by the pupils in art. The most significant aspects of a
method involved in group process are these; leadership is discovered and developed; every member of the group
has an opportunity to express himself, a variety of talents may be utilized; and fellowship is accepted voluntarily
by the majority of the group.
L. Sequential Method
In this method, the concepts, skills, art materials, and creative art works are arranged and planned
carefully by the art teacher, beginning with the simplest and then advancing to the most difficult. When presented
sequentially and reinforced throughout the later grades, time is provided for the assimilation of various aspect of
art in total ongoing art activities. Bu thoughtful sequential planning, many topics such as designs, drawing,
lettering, sculpture, architecture, line form. Texture, and color can be presented at the level most appropriate for
them and this is deepened in subsequent grades.

LEARNING ACTIVITIES
Individual Activity: Acrostic Expression
Objective: Value the significance of Methods of Teaching Art Education to assist in the
intellectual, emotional, and social growth of the learners according to their needs and capacities.
Directions:
1. Using the words “Methods of Teaching Art Education,” make an acrostic poem about Method of Teaching Art
Education to assist in the intellectual, emotional, and social growth of the learners according to their needs and
capacities.
2. Create your output creatively and imaginatively.
3. Write your acrostic poem on a short bond paper.
M-
E- T- E-
T- E- D-
A- A- U-
H-
O- C- C-
R-
D- H- A-
S- I- T- T-
N- I-
O- G- O-
F- N
O
Rubric for Acrostic
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electronic or mechanical methods without the prior written permission of the writer except in the case of brief quotations embodied in
critical reviews and certain other non-commercial uses permitted by copy right law. 4
 Group Activity:
As a group you will assign one topic in Methods of Teaching Art Education. In a PowerPoint
presentation discuss the topic briefly as you can and cite specific example.
Competencies of an Art Teacher
1. Should have a clear understanding of the current concepts, philosophy and practices in art education in
the elementary school.
2. Should be aware of the indispensable role of art in the general education program.
3. Should be primarily interested in children. She/ he gives them love, joy, and hope. She/he is sympathetic
to them.
4. Should not impose his/her ideas upon children.
5. Should create a classroom environment that is conducive to art learning.
6. Should not impose adult standards on the work of children. She/he should not expect too much and
should be patient enough to wait for their gradual maturation.
7. Should accept, respect, and recognize symbols, forms, and ideas common among children.
8. Should be alert and resourceful.
9. Should be enthusiastic about experimenting with materials. She/he should try to learn the limitations and
possibilities of materials and tools.
10. Should possess the fundamental knowledge and skills needed in art education.
11. Should be imaginative in correlating art with other subject areas.
12. Should take stock of the community resources so that the problems of securing materials can be
minimized.
13. Should evaluate children’s artwork honestly, sincerely, and intelligently.
14. Should have the knowledge of elements of arts and the principles of design.
15. Should structure bulletin board displays creatively.
16. Should have a knowledge about stage decoration both indoor and outdoor.
17. Should know how to do to letters cutouts and print different kinds of lettering.
18. Should challenge and encourage children who are gifted and interested to participate in art contests-local,
national, and international.
19. Should be an art moderator who can train pupils to develop more their creative talents in aesthetic
education.
20. Should always be ready to share new ideas, techniques, media, and styles in painting with her/his pupils
and fellow art teachers.

IOOR or Individual Online Oral Recitation

Instruction: Study the Competencies of an Art Teacher. You will be called alphabetically according to your
surname to discuss one of the Competencies of an Art Teacher. Be ready to share your ideas.

LESSON 4
VALUES OF ART EDUCATION
Art has become universal appeal for children. They feel attracted to it. Take pleasure in doing it, enter it
eagerly, and derive satisfactions and benefits from it.
Anyone teaching art or studying child art should be convinced of its values and be able to convince the
less familiar with modern art education of its worth. To do this, the teacher needs to be familiar with the open
positive processes of creativity as a way of originating art forms; as a way of expressing ideas; as a way of
solving problems; as a way of dealing with others; and, in fact, as a way of life.
When the values of creative art education are clearly understood, the place of art in the curriculum is
strengthened; the quality of the art experiences of the children is improved, and the general public attitudes
toward art is upgraded.
The following are the values of art education:
A. Aesthetic Awareness
Awareness of the qualities of art can be developed through art education, provided that art education is based
upon creative expression. Through the constant exposure of pupils to modern day media and culture, children
easily become sanitized to the different art forms of their day. Through the study of various type of art resulting
from the imaginative, original processes of creative expression, and from the emphasis given to the qualitative
parts of each, children learn to like and to expect many different kinds of art.
B. The Totality of the Experience
The totality of the experience in art is one of the reasons for art’s appeal to children and is also one of its
unique and important values. It implies a complete enterprise each time an art project is undertaken. It also
involves the child’s need to conceive of an original ideal; to shape each form to suit his mental image and feeling
dominant at that moment; and to put the parts together into a whole, unified structure.
C. Individuality
Individual differences among children have long been recognized and teachers of every subject have been
urged to provide for them. Art is based upon the individuality of the person doing that art. In fact, every child
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electronic or mechanical methods without the prior written permission of the writer except in the case of brief quotations embodied in
critical reviews and certain other non-commercial uses permitted by copy right law. 5
 is required and expected to work differently from another. Individual expression and development through
art are accomplished within the context of group teaching as each child is encouraged to rely upon, to use,
and to extend his power skills, interest, knowledge, and background. This demand upon the individual makes
him search for and build upon his own unique resources instead being led along by the group or doing
something because everyone else is doing it. There are several ways through which individuality is
strengthen by art:
1. Personality Meaningful Opportunities
Creative expression gives every child the opportunity to choose the ideas, or subject matter for
his art work that is most meaningful to him.
2. Individual Challenge
Art education gives each child the maximum opportunity to develop his own ideas to the best of
his ability.
3. Recognition of Each Child
Teachers use creative art work with children because they have confidence in each
students as an individual who wants to create.

UNIT 5: ASSESSMENT IN ART EDUCATION

 Rethinking Assessment
 Formative Assessment
 Summative Assessment
 Standards-Based Instruction

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electronic or mechanical methods without the prior written permission of the writer except in the case of brief quotations embodied in
critical reviews and certain other non-commercial uses permitted by copy right law. 6