Arts 6-9 Module

GROUP 6
Types of Art Activities Based on Content and Function Contents of Art
Contents of Art Fuctions of Art

 Portraiture  Physical
 Landscape  Social
 Still-life  Personal
 Genre
 Narrative
Art and Culture-Based Theme

Some art activities are inspired by the works of other artists by using the same Technique, Medium, or
Subject. DBAE approach (Disciplined- Based Art Education)
Integration in Subject and Content Areas

Art is Universal and Trans disciplinary. Science, Technology,
Engineering, Arts, and Mathematics (STEAM) education. Some art activities are based on
stories and other forms of literature.
Holiday and Event Themes

Students are able to connect the work to relevant experiences through art activities. Teachers always work
with students to come up with artworks for display or to bring home.
Events such as DIY decorations, cards, souvenirs, and gifts in a fun and enjoyable way.
Artas Play
 Art teacher should not forget that even upper elementary students are still children to.
 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 sometimes perceived as a "tiring subject that is not for me".
 Student should be able to have fun in art.
 For children with special needs art class can be break in their highly structured where they can enjoy
and be themselves.
CONSIDERATIONS IN CHOOSING AN ART ACTIVITY

 Teachers understanding of students and logistical preparations are crucial in conducting an art class. It is
important to make sure that materials and structure that you are providing are suited for the learners and
present situation Abstract and Expressionism Art Activities For kindergarten and students who need
extensive support, Abstract expressionist art activities are recommended because these activities
requires minimal fine motor skills, but if done right, can still create aesthetically pleasing outcomes.
Impressionistand Expressionist Art Activities

 These are suited for children who have a lot of original ideas, but may lack the fine motor skills to
create a well-rendered presentation of what's on their mind. Some are very excited and spontaneous that
they tend to create a "rushed" work, sacrificing quality and understand ability.
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.
CREATIVE, IMAGINATIVE, AND THOUGHT PROVOKING ART ACTIVITIES

 The integration of all potential art skills.
 The goal of the art teacher is to take students to reach this level.
ACTIVITY, THE TEACHER SHOULD CAREFULLY CONSIDER THE STUDENTS

PLACEMENT IN THESE AREAS IN ORDER TO CREATE AN IDEA FLOWIN ART CLASS
FINE MOTOR AND COGNITIVE ABILITIES - The intersection of fine motor
and cognitive abilities would be recommended set of activities and assessment
standards for elementary students.
IS IT CHALLENGING? - A series of non representational abstract works may
lead to boredom and minimal movement of fine motor skills due to lack of
challenge.
AGE - High expectations of photo-realistic illustrations will be too difficult to
students young age and lack of experience which is not age appropriate.
ADVANCED - Children who are very spontaneous and imaginative can feel
superior if the teacher expects them to render realistic drawings.
GROUP 7
Instructional Frameworks
ART CREATION IN THE ART CLASSES

- Teacher’s job is to structure the art room and create opportunities for the students to maximize their art
experiences.
- Safe, encouraging, and conducive environment for creativity is the key to keep students motivated
throughout the art-making process.
- In planning an art activity, the teacher has to consider the experiences and interests of the students.
- Teacher’s role is to provide materials, tools, and techniques for children.
- Art class is typically a space where the teacher and the child-artist experience art creation and appreciation.
The Conceptual Framework of the Four Agencies in the Art World

The Conceptual Framework- is a known set of four agencies that is widely used in the field of visual arts.
• The Artist- the one who creates the artwork that connects him or her to the audience and the world
• The Artwork- the object that is used by the artist to share his or her intentions and ideas.
• The Audience- are the people who view and respond to the artwork and the artist.
• The World- is the place and time where the artist, audience, and artwork exist.
The Artistic Process
CREATING -Conceiving and developing new artistic ideas and work
PRESENTIN=Interpreting and sharing artistic work
RESPONDING- Understanding and evaluating how the arts convey meaning
CONNECTING =Relating artistic ideas and work with personal meaning and external context
Interpreting and sharing artistic work

Observe- learning to perceive visual context looking closely and noticing things that otherwise might not be
seen.
Envision - Learning to picture mentally what cannot be directly observed and imagining new artworks and
steps to bring them life
Develop Craft - Learning to use tools materials and artistic.
Express - Making works that convey personal meaning and interpreting meaning in the works of others.
Engage & Persist - Learning to embrace problems of relevance and Finding personally meaningful projects
and sticking to them.
Stretch & Explore - Playing, trying new things, making mistakes, and learning from them .
Reflect - Question & Explain: Talking about students’ work and working processes.
Evaluate: Talking about what works well, what does not, and learning to judge one’s own work, working
process and the works of others.
Understand Art Worlds - Domain: Learning about what artists make Communities: Learning to collaborate
and understanding that Artists often work in groups.
BLOOM’S TAXONOMY OF EDUCATION OBJECTIVES; PSYCHOMOTOR DOMAIN
PSYCHOMOTOR DOMAIN
Targets the development of physical movement and is measured in terms of precision, speed, accuracy,
procedures, or techniques in execution. (Simpson 1972)
3 POPULAR PSYCHOMOTOR DOMAINS:
 Simpson (1972)
 Dave (1970)
 Harrow (1972)
Simpson (1972)
Perception- Observing sensory cues from the environment; observing the surroundings, recognizing colors,
texture, and shapes.
Set- Mental, physical, and emotional; getting ready to do the skill: The first act is the position before doing
the actual skill.
Guided Response- First trial with guided exploration or performing skill by copying the teacher.
Mechanism- Habitual responses retrieved from memory. Performing a skill without guide
Complex Overt Response- Series of responses and procedures that are done proficiently from memory.
Adaptation- Ability to modify responses to cater specific situations.
Origination- Generate new responses, movements, or procedures created for specific situation.
Dave (1970)
Imitation- Observing and copying a performance
Manipulation- Performing a skill with guided instruction
Precision- Exactness and accuracy of performing a skill from memory
Articulation- Two or more skills combined, sequenced and performed consistently.
Naturalization- Two or more skills sequenced and performed consistently with ease. Automatic Performance
with little physical or mental effort.
Harrow (1972)
Reflex movements- Instinctive automatic reactions.
Basic fundamental movement- Simple movements.
Perceptual- Adjusted movements based on environmental cues.
Physical activities- Movements requiring strength, endurance, agility, and vigor.
Skilled movements- Movements and activities require efficiency.
In conclusion, this set of skills is arranged from the most basic to complex and can serve as guide in
planning a daily lesson, quarterly project, or curriculum. All of this skills can be used in creating a set of
psychomotor objectives specifically for teaching “ART” to children and in choosing verbs to use when
creating your plan.
Developing an Activity Plan Activity Plan
COMPONENTS OF AN ACTIVITY PLAN
A lesson plan is a detailed guide of how the teacher will conduct the flow of his or her lesson that provides
structure for TEACHING, LEARNING, ASSESSMENT, and even classroom management.
COMPONENTS OF COMPONENTS OF AN ACTIVITY PLAN AN ACTIVITY PLAN FOR

VISUAL ART
I. OBJECTIVES
 Content Standard-The statement includes how students will demonstrate understanding of concepts in
cognitive domain.
 Learning Competncy-This statement includes the specific task and activities that the students are
expected to accomplish in class.
 Performance Standard-This statement includes how the students will demonstrate a skill by creating an
artwork.
II. CONTENT
Learning Resources-Teacher's guide pages, learners materials pages, textbook pages, additional learning
resources.
III.PREPARATION
 Student Materials -This is a list of materials that will be used.
 Logistics-This describe the classroom set up.
 Class Management- This describe the art management system to be implemented in the classroom.
IV. PROCEDURE
Pre-Activity
REVIEW- The teacher helps students recall previous concepts, techniques, or past experiences and insights.
ENGAGEMENT -The teacher engages the student's senses by making them curious about the activity.
Lesson Proper
INTRODUCTION -The teacher discusses the prerequisite knowledge, skills, and expectations before
proceeding with the lesson proper.
INSTRUCTION -The teacher gives students the opportunity to learn a new concept.
Guided Practice
EXPLORATION-This is the initial phase of art creation. Students are allowed to explore and make
mistakes.
Independent Practice
CREATION -This is the part where students will apply what they have learned by creating an artwork based
on the learning competencies.
Post-Activity
ASSIGNMENT
Follow up task or preparation for the next activity
V. ART APPRECIATION
This part describes the methods and tools the teacher will use to measure student learning.
V. APPRECIATION
Showcase all works in the wall or in the school hallway to be appreciated by all. This can be done per
session or per quarter. Make sure all students have at least one work displayed.
V.CONCLUSION
Synthesize the lesson by reviewing the concepts learned
VI. ASSESSMENT
This part describes the methods and tools the teacher will use to measure student learning

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GROUP 6

Types of Art Activities Based on Content and Function Contents of Art

Contents of Art Fuctions of Art

Art and Culture-Based Theme

Integration in Subject and Content Areas

Holiday and Event Themes

CONSIDERATIONS IN CHOOSING AN ART ACTIVITY

Impressionistand Expressionist Art Activities

Realistic Reproduction and Technical Art Activities

CREATIVE, IMAGINATIVE, AND THOUGHT PROVOKING ART ACTIVITIES

ACTIVITY, THE TEACHER SHOULD CAREFULLY CONSIDER THE STUDENTS

ART CREATION IN THE ART CLASSES

The Conceptual Framework of the Four Agencies in the Art World

Interpreting and sharing artistic work

BLOOM’S TAXONOMY OF EDUCATION OBJECTIVES; PSYCHOMOTOR DOMAIN

COMPONENTS OF COMPONENTS OF AN ACTIVITY PLAN AN ACTIVITY PLAN FOR

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