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Module No. 5
MODULE TITLE

Teaching Methods in Teaching Art Education in Early Years

MODULE OVERVIEW

LEARNING OBJECTIVES

1. Identify the different art teaching strategs

2. Contrast the different teaching strategies and method
3. Create an artistic instructional material

LEARNING CONTENTS

I. Methods in Teaching Art Education

A. Creative Expression
This is a method of teaching art or a way of working with materials that give the child.
 The opportunity to choose his own ideas or subject matter for his 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

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 Play”, “ The City, or a “ Beautiful
Spots.: Every child in the group build his art work from the ideas he finds within this chooses topic.
Each is free to express and organize the art work in his own way, without teacher’s control.

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
design as nearly as he can. A copy activity can be done by one child or by a group of children
reproducing a picture or lettering and can be recognized by the sameness of intention on the part of
every individual within the group.

D. Patterns
Patterns are shapes drawn or cut by another person and passed on to the children to
duplicate. 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
The drawing is already done on the paper and given to the child and he simply colors what

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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 examples of prepared outlines are coloring
books and workbooks.

F. Direct Teaching
This is perhaps the oldest approach. The main objective is the mastery of technique in
design, drawing, modelling, lettering, perspective, and other areas. The activities are preplanned
only by the teacher and are generally unsuited to the interest of the pupil.

G. 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 lesson
are focused.

H. Correlated Teaching
The art teacher finds out what is being studied by his pupils in other subjects and then he
proceeds to plan the art work 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. 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.

I. Integrative Teaching
Integration in the teaching of art involves the totality of the creative experience. In practice,
the method means more than the stimulation 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

The question, of course, must deal with the subject on hand. It must be in the pupils’
language and suitable to their level of comprehension.. it must stimulate further thinking, feeling,
perceiving, and doing. If it fails to do these things, it is a poor question, lacking in evocative power
and 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.

K. Group Processes
Competent teachers have used this method for a lone 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
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 this complex topic and become related to every other aspect of art
in total ongoing art activities. By 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.

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II. 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 work honestly, sincerely, and intelligently
14. Should have a knowledge of the elements of art and the principles of design
15. Should structure bulletin board displays creatively
16. Should have a knowledge about stage decoration both inddor and outdoor.
17. Should know how to do letter cutouts and prints different kind of lettering
18. Should challenge and encourage children who are gifted and interested to participate in art contest
– 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 are teachers

III. Values of Art Education

Art has a 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 ways of expressing
ideas; as a way of solving problem; 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
attitude 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 sensitized to the different art forms of their day.

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Through the study of various types of art resulting from the imaginative, original processes of
various types of art resulting from the imaginative, original processes of creative expression, and
form 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 reason for art’s appeal to children and 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 them. Art is based upon individuality of the person doing the art.
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 extent his powers, skills, interest,
knowledge, and background.

Ways through which individuality is strengthened 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.
4. Individuality of Working Speeds
Art gives every child the opportunity to work at his own speed.
5. Child Determined Task
The child enjoys the privilege and responsibility of setting the task for himself,
individualizing education for him in a very important way.
6. Emotional Personal Expression
Creative expression helps each student to face his own thoughts and feelings.
7. Development of Self-Evaluation
The child learns how to evaluate his work as it progresses as well as to evaluate the
finished product in art.
8. Satisfying the Need for Power
The pupil is given the authority to make decisions, to create or destroy, to include or delete,
actually controlling and determining a whole undertaking.

D. Expressiveness
It is the ability to depict thoughts, feelings, and moods through the language of art; the
freedom to express, create or make the shape of the forms and determine the colors; the power to
state clearly and with feeling exactly what is in the mind.

E. Inventiveness and Resourcefulness

Education that leads to creativity, resourcefulness, originality, and inventiveness must be
provided for each child daily if we are to maintain the adaptive qualities needed by each person who
must meet the demand of fast changing world of art. Learning how to be inventive and resourceful

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brings with it acceptance of responsibility for the choices children must make in creative expression.

F. Freedom
Each person’s freedom to make his own decisions and to enjoy a classroom atmosphere
conducive to learning must be preserved. Self-discipline is essential to a productive person. The
teachers helps children towards this responsibility by maintaining teaching-learning conditions in
which each child feels confident of his right to intellectual freedom. His art work is a good record of
his ideas and feeling s as well as tangible proof of educational progress. Again he needs the
freedom of determination to keep his own work. Art experiences support and strengthen intellectual
freedom and are in turn independent upon it.

LEARNING POINTS

 Methods of Teaching Art Education: Creative Expression, Assigned topic to interpret, copy
activities, patterns, prepared outlines, direct teaching, core teaching, correlated teaching,
integrative teaching, the art of questioning, group processes, sequential method
 Creative Expression helps children articulate their feelings and thoughts.
 Assigned topic to interpret. 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.

LEARNING ACTIVITIES

1. What is the best characteristic of an art teacher? Explain and cite example.
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REFERENCES

https://lindsays-art-room.weebly.com/teaching-strategies.html

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