Lesson 6: Strategies in Teaching Art

A. STRATEGIES FOR ENGAGEMENT AND GETTING INSPIRATION

One of the struggles that art teachers encounter in school is that some
students are not motivated enough to participate. Some students do not exert
effort and do not finish within the deadline resulting in an incomplete output.
Some hurry for the sake of completing the task resulting in a rushed work.
Children engage more in their art creation process if they love and
believe in what they can do. As an elementary art teacher, it is important to be
sensitive with your students’ thoughts and feelings. The goal of art for young
students is for self-expression. If children realize that their artwork can be a tool to
showcase some of their ideas, they will more likely to enjoy and give more heart
in creating their work. And where do they get these ideas? These can come
from their personal experiences or feelings they encounter from their
environment.
When introducing a lesson, an artist, technique or concept, it is important
to use different approaches and relate how these are relevant in their daily lives.
Also, keep in mind that the artists or culture that you are featuring also got their
inspiration based on their thoughts and experiences so they will have more
understanding of WHY should they also put some heart into their own creation. A
“hook” is the introductory part of the lesson where you will try to get the
attention of the students. The art teacher should set the mood of the class to get
the students ready. The goal of the teacher in this part of the lesson is to engage
the students and bring out their personality and creativity. This is better than
making students work hard for grades or for other external rewards. As art
teachers, we should try our best to elicit intrinsic motivation. When children are
engaged, it makes teaching arts a lot easier because students enjoy working for
themselves.

The following are some things to consider when planning your lesson.

EXAMPLES SAMPLE GOALS AND ACTIVITIES

Relate the lesson or Q&A (Landscape painting and
technique to their Start with a question composition)
own experiences, that arouses curiosity, Who among you have lived in
interests, and prior Inquire and probe. the provinces?
knowledge. Ask them what they What can you see?
already know.
 Can you describe the life in your
grandma’s barrio?
Note that children Use relevant videos, (Printmaking: rubbing, stencils or
have limited icons, or topics. texture prints)
experiences so it is Find a story/cartoon Show a short videoclip from the
best if you relate character/toy that is movie Jurassic Park or a cartoon
abstract concepts similar or relevant to version featuring a dinosaur
to something that is the featured artist. footprint fossil.
tangible or they The material or icon
have experienced. to be used should be (Create a human figure using
relatable and clay sculpture, found objects,
experienced and recycled materials)
firsthand by the Show a video clip of the creation
student. It should be of Olaf (snowman from the
concrete and easy to movie Frozen) and discuss how
grasp so children can the girls formed spheres to make
understand. the body and found objects
such as twigs to make arms, etc.
This may be cliché but children
can relate and engage more
with their work. You can proceed
afterward with the actual video
on clay sculpture.
Give students an Show-and-tell (Painting animals)
opportunity to Let them talk about Who has a pet?
choose and themselves. This is a What is your favorite animal?
express themselves. good practice for Can you tell us why it is your
communication, favorite?
listening, and Who has a (happy/sad)
encouraging respect. memorable experience with an
animal?

Try to find at least Exercise choice (Drawing Philippine Houses)

one aspect of the Give students an Let them choose the reference
activity where they opportunity to photos to be copied.
can choose and choose and develop Examples: night time/ daytime,
exercise freedom, their own style. colored or monochrome, with
even if it is a Examples are background or none. It can also
teacher-directed choosing colors to be a place where they have
activity. use or been, or a house of their
Acknowledge their adding/removing an grandparents, etc.
experiences and element, thinking of a
thoughts theme.
 (Printmaking)
Freestyle activities Produce original design to
Ask the students what silkscreen printing to convey a
is the first thing that message or statement.
comes to their mind Example: What comes to your
about a certain topic mind when you think about
or issue. Let them natural disasters in the
doodle/sketch it from Philippines? How can you help?
their imagination Think of an object or a symbol
without judgement. that you can relate it with.
Explore multiple Song and Dance (Mask making)
intelligences and Start your lesson with Play a video about the MassKara
approaches in music and Festival and ask students to copy
introducing your movement. the dance or the movement.
lesson.
Games (Graphic design and logo
Play a physical making)
game, guessing Guess the name of the famous
game or role-play. companies based on their logo
or role-play or sing their famous
commercial.
Aside from Storytelling (Arts and crafts in MIMAROPA)
discussing the Art Read a story or a Use a map of the Philippines and
module, lessons poem from a book or discuss geography and places
from their English, collaborate with as introduction to the culture of
Math, or Science other subject Mangyan.
class can also be teachers to discuss
used as their lesson (English,
springboard to Math, Science,
relate the art History, TLE, etc.)
activity to the
lesson.

B. INSTRUCTIONAL STRATEGIES IN TEACHING VISUAL ARTS

When teaching a technique for the first time, most art teachers, especially
in a large class tend to do a direct instruction through a demonstration.
Direct instructions give clear and precise steps to equip the students with the
concept and technique that they can follow. Time in art class is limited and
there won’t be enough time to do an inquiry-based approach or exploratory
learning, unless you are teaching in a workshop or at home. Direct instruction
and modelling allows teachers to relay information, teach principles,
demonstrate technique, provide feedback, and guide students directly
 based on their needs. If a teacher is introducing a material or technique for
the first time, the teacher explains how to use it, how it works, how artists do it,
and reasons why it is used. Direct instruction also allows teachers to quickly
and clearly explain the safety precautions, cleanup process, and expected
behaviors. These activities are excellent methods to develop mastery of a
specific skill through explicit instruction and modeling of behavior. Students
can also practice independently, however direct instruction limits the use of
exploration and creativity, that is why, in teaching art to children, the teacher
has to strategize when to use direct instruction, which is usually done only at
the beginning of the lesson. Once the students are familiar with the materials
and techniques, then they can start exploring, envisioning, and creating a
work through inquiry-based or cooperative learning approach.

Here are some teaching strategies that are commonly used in an art
class.

Artistic Creative
Step-by-step One Demo Approach
Process (Inquiry-
Approach ((Direct (Direct Instruction,
based, Exploratory
Instruction) Exploratory Learning)
Learning)
Teacher demonstrates Teacher demonstrates Teacher poses a
one step at a time, all steps, then students challenge, then
then students follow try to imitate from students explore, and
Description
each step. memory. In the process, vision, and solve.
students also have an
opportunity to explore.

Illustration

Direct instruction/ Direct instruction/ Investigative

Modeling Modeling Free Exploration
Approach
Guided Practice Guided Exploration Visualization
Think-aloud Think-aloud
Perception Mechanism Mechanism
Set Complex Overt Complex Overt
Psychomotor
Guided Response Response Response
Skills
Adaptation
Origination
 Observe, Engage, Observe, Engage, Observe, Engage,
Express, Reflect, Explore, Express, Explore, Express,
Eight Studio
Develop Craft, Envision, Reflect, Envision, Reflect,
Habits of Mind
Understand Art World Develop Craft, Develop Craft,
Understand Art World Understand Art World
• For children who • For classes that can • For students who
need extensive follow simple series are engaging and
support or performance up for the
• Teaching a tasks or are already challenge
complex procedure familiar with the skill • Upper grade levels
(5+ steps) that • For less complicated or students with
requires caution procedures (2-4 inclination in art
(techniques that steps), such as • For students who
are irreversible such cutting a shape then were able to show
as watercolor) pasting or coloring a mastery in the
• For activities that background previous skill (e.g.,
When to Use have 2 or 3 parts, • Using an equipment The students
such as mixed- such as press for already know to
media painting printmaking, electric paint a landscape
• When doing one- tools, or craft knife by copying. This
on-one mentoring • For more flexible art time, the teacher
activities that are asks them to paint
reversible and do their own
not require landscape with
accuracy fictional elements
that tell a story
without copying
from a reference.
• Easy for students to • Efficient use of time • Enhances all eight
understand and since faster studio habits
follow demonstration • Challenges
• All work and finish • There’s a room for students to be
Advantages
at the same time exploration and creative
• Develops skill reflection • The teacher can
through repetition learn a lot from the
students
• Works on the • Sometimes students • May require more
students with ask to repeat if they time, sometimes
slowest pace forget a step or more than one
Disadvantages
• More time- cannot make it work session
consuming • Prone to student • Some students
mistakes might get frustrated
 • Does not promote • Teacher must
exploration and strategically
envisioning facilitate learning
by planning
carefully
• 8-step origami • Clay modeling • Games and
• Watercolor blow • Drawing with a challenges
painting or mixed- pencil • Collaboration
media • Cutting and making projects
• Directed-drawing a collage • Student art
• Directed-painting • Draw a self-portrait competitions
• First time to use showing emotions • Quarterly or year-
paints (e.g., Students end final project
• First time to draw a already know how • Situational
self-portrait (e.g., to draw a face. This questions or limiting
Teacher teaches time, the teacher materials (e.g., If
Example different types of demonstrates how you were living in a
Activities lines. Teacher different facial parts prehistoric era, and
demonstrates how change emotions. there are no art
to draw each part The student tries to materials available,
of the face one mix and match on how would you
step at a time.) his own to create make a self-
facial expressions.) portrait?)
• Test of independent
skills (e.g., Think of a
story, then create a
comic strip showing
different facial
expressions.

C. THE CREATIVE PROCESS: DEVELOPING CREATIVITY

Origination: Creativity and Ideation

Creativity is using one’s imagination to combine two ideas to make a new

one. Original means something that is new and has not been done before.
Creativity in children does not emerge from a vacuum, rather, art skills and
competence develop from the nurturing environment that provides opportunity
for them to learn about art in different ways (Dobbs 1992).

Creativity is a human resource. It is one aspect in the industry that can be

difficult to get replaced by artificial intelligence. Creativity can be spontaneous
and original and will depend from generation, culture and people. It is
constantly needed in this fast-changing world. It is unlimited but can be rare and
scarce because more original ideas are made every second. Right now,
creative people can be of the highest demand in the future because creativity
is the skill of the best problem solvers. It makes one resourceful in finding
alternative and innovative ways to achieve goals and get past obstacles. It is
important that at an early age, we encourage the development of child’s
creativity and imagination, and art is one of the best ways to nurture it. The end
goal of an art class is always to try to come up with something new and original.

The Creative Process vs. Artistic Process

In most cases, creativity is best practiced when solving problems. In a tight

situation, people are often forced to think outside the box. Being resourceful is
one way to be creative. Most famous showcase of creativity is when there is a
need to find novel solutions to novel problems. The creative and artistic process
may be distinct from each other in a way that creative process does not always
result in artistic creation, and productive work in the arts does not necessarily
involve creativity in terms of developing original ideas (Botella, Zenasni, Lubart
2018). The creative process as defined by Lubart (2001) is a succession of
thought and actions that leads to original appropriate productions. The key
word is original concept and ideas, something that the students, was able to
come up on his or her own. Artistic process is mainly production of art such as
painting by copying from a photograph, weaving by following a pattern, or
creating thousand paper cranes which involves craftsmanship and skills, but
does not involve creating new ideas. It is important for teachers to distinguish
between two process, and aim for “artistic creative process” instead (Botella, et
al. 2018).

How to Promote Creativity in Classroom

One way to practice creativity is to force yourself to think outside the box.
Most teachers think that creativity cannot be taught directly, rather some
people are just born with the talent, or grow up in an environment conducive to
nurturing it. In a space where original ideas are tolerated and encouraged,
children are most likely to develop creativity as they grow. Inhibition in children is
due to over restriction, children not being allowed to express their ideas freely or
without judgement, such as a restricted teacher-centered setup wherein
children imitate rather than create (CCSESA 2008). Creativity entails freedom to
think. Teachers should encourage this in the early grades so students won’t be
afraid to express themselves through art.

Strategies for Ideation: Adaptation

Ideation is generating new ideas. Creativity is quite a challenge to

“teach” in the art room because the teacher cannot directly teach how to be
creative, but can only provide opportunities to develop it. Start by imitating a
“portion” from a previous work then combine those “portions” to create one
whole original piece. Adaptation lets a student modify or alter a small aspect of
the work, adding own input one idea at a time. The teacher should welcome
and encourage questions, thoughts, insights, and curiosity in children so they
develop a habit of “free thinking” and not just rely on the teacher on what to do
next. Students can use a sketchbook, idea bank, or a journal where they put
their random ideas.

How to Look for Inspirations

Creative artists are great observers. They see what other people do not
see that is why they are able to do what other people never thought of doing.
Teach students to observe and always keep an open eye. Some examples are,
upcycling materials as craft items, noticing the different styles of artists, and
using objects that are not likely used in normal situations. Parents also play an
important role in reinforcing and extending their childcare’s art education by
taking their children to art museums, galleries, and art centers, acquiring and
encouraging them to learn about art (Dobbs, 1992).

How Limitation Fosters Creativity

One way to be creative is to “think outside the box”, but the problem with
other art classes is that teachers do not provide a “box”. In other words, when
students are always given the ideal materials, tools, and methods, there would
be no more room to be resourceful, solve problems, and creativity. Third world
countries like the Philippines has a lot if boundaries but being creative knows no
boundaries, in fact, creativity can be more evident when there’s no limitation of
resources. Teachers have their own unique ways of being resourceful because
they lack something and they are forced to think of innovative ways to solve
their problems.
 Color wheel Challenge
Color wheel challenge (2020) using
found objects at home as a practice
of resourcefulness and creativity. This
exercise give students a review on the
colors in the color wheel, and actually
composing and arranging them in
such a way that shows gradient colors.
This was done online during the ECQ
where people cannot go out and art
supply shops are not open.

D. Contextualization, Adaptation and Classroom Management

Contextualization
Resourcefulness and self-expression are some of the skills that can be
developed through art practice and creation, especially in elementary students.
However, we tend to limit ourselves based on what we see in the museums and
books such as oil paintings of the masters on canvas. Contextualizing the art
materials based on what is needed and available is part of the creative art
process. We can see how the indigenous people in the different parts of the
country use materials that are readily available and relevant to them such as
using natural dyes to color textile, and wood to make sculptures. The same can
be applied in our classroom. Even if we want to exactly follow the curriculum
and competencies, the reality is that art materials are not easily accessible,
especially if the school does not have the budget. In most cases, the teacher is
discouraged to continue and enjoy the art lesson because not all students have
the required materials, or might require a lot of monetary sacrifice. But what is
good about art is that it can be flexible, arbitrary, and spontaneous. Modifying
activities to make it relevant and more accessible to students is preferable than
strictly following the mandated lesson if students cannot procure materials.
Teachers can make the lesson more relevant to the students if they use
everyday themes or materials that they can relate to. The more concrete and
familiar the topic, the more children can understand the concept of the lesson.

Adapting Tools and Activities

As teachers, we have to ensure the active participation of all students,

with or without special needs. Some of them need more support than others
whether it is physical, mental, behavioral, or socio-emotional. Some students
who are challenged with verbal communication and expression such as
children with autism can use art as a tool to express their thoughts, interests,
wishes and feelings. As art teachers, we have to keep our hearts and minds
open to do the extra effort and find ways to make art accessible and enjoyable
to all our students.

Planning the activities can be done by consulting and collaborating with

the students’ adviser. Art has no definite right or wrong answers or methods and
that makes inclusion of children of all abilities easier. At the beginning of the
academic year, the teacher can give easy tasks that aim to observe students’
basic skills in art, such as gripping writing tools, using scissors, and ability to follow
instructions independently.

Differentiation and Modification

Art teachers are not only creative in coming up with art lessons, but in
differentiating their activities as well. Tasks and expectations can be modified
into Level 1, Level 2, and Level 3 according to difficulty. The differentiated
approach to teaching is usually practiced in mixed-level classes and inclusive
classes where there are students with special needs. Example is the following
lesson on water color beach painting. Level 1(top) uses oil pastels to outline and
create a barrier between the colors. This requires less control and prevents the
wet paint from smudging and going outside the lines. The Level 2 (bottom) uses
only a pencil for outline. This requires more control in order to make precise lines.
Other adaptations include taping the paper in a board so it won’t move and
warp. Using visual cards is also helpful in reminding students about techniques
used in watercolor painting.
 Photo by Teacher Precious: www.teacherpreciousart.com

The second photo shows three levels of drawing profiles. Level 1 is very
simple, circular shape of the head, followed by Level 2 which has more circular
curves, and Level 3 which is an anime-like illustration.

Photo by Teacher Precious: www.teacherpreciousart.com

Other Helpful Strategies in Managing the Classroom
Time Management

Art production can be very time-consuming. It takes time to set up and

clean up. Sometimes when you are in “the zone” or when they are engaged,
your kids even lose track of time. So, it is important that you choose activity that
can be realistically done in the given amount of time. Break down long
processes into several sessions so that students won’t rush. It is important to
announce the allotted time at the beginning of the class and give reminders
every 15 minutes and the last 15 minutes, 10 minutes and 5 minutes.
If you notice that your student is working slower than the rest, it is best to
point out what parts are taking so long. For example, a student takes a long
time to perfect the drawing of the shape of the face. You can:

1. Tell him that it is okay for it to be not perfect,

2. Help him find a way to make it perfect,
3. If it is really taking so long you can do it for him but only on the specific
part

As the teacher, you have to identify students who are stuck or engrossed in a
process and address it as soon as possible. Let them realize that perfection is not
the goal but completion with satisfactory outcome.

Managing Student Expectations through Visual Schedule Cards

Visual cards help students keep track of the process. Students tend to get
more engaged when they know what they are supposed to do next and when
they know how much more do they need to do. Put a schedule vertically and
process horizontally. When they get lost, just point to remind them on what
activity they should do.

Setting up the Teacher’s Demo Area and Student Workspace

Position yourself in a space where you can see all students and students
can see you. Seating arrangement and classroom layout are also important
because these dictates how students interact and share materials.
Preparing for Fast Finishers
Some students are fast finishers. Either they rush their work or they are
simply efficient and good at what they do. To prevent students from disturbing
other students, prepare some coloring pages or activities that the fast finishers
can do. They have to know this beforehand so that they won’t get upset if they
realize that they still have work to do. Other tasks can be helping out the
teacher sort art materials, cut tape, clean up workspaces, wash brushes, etc.
Keeping their hands and minds busy can lessen your stress in managing their
behavior.

Postproduction and Cleaning Up

Cleaning is crucial. Students need to learn how to clean their own spaces
and recognize share responsibility of cleaning common spaces. Showing
respect to materials is a skill they can apply for the rest of their lives. It is
important that these are ingrained in them during the early years.