Methods in

Teaching Arts
Education in
Elementary
Grades
 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
• Painting, coloring, writing, making music,
and making crafts are all creative activities.
Creative expression helps children
articulate their feelings and thoughts. They
think critically about their world and
practice visual communication. Young
children learn colors, shapes, and sounds
during creative play.
 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 tree to
express and organize the art work in his own
way, without teachers control
 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.
 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.
 Prepared Outlines
• 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 examples of prepared
outlines are coloring books and workbooks.
 Direct Teaching
• This is perhaps the oldest approach. The main
objective is the mastery of technique in
design, drawing, modeling, lettering,
perspective, and other areas. The activities are
preplanned only by the teacher and are
generally unsuited to the interest of the pupil.
 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.
 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.
 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 or 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.
 6 strategies for integrating arts-based learning
into any subject

Act It Out
 How can you channel the energy of the class clown into
something productive? You can do so while integrating
art across subjects by giving them the starring role in
your class production.
 History teachers can use creative movement and drama
to bring bygone eras to life. Science teachers might go
a little wild by letting students act out the plant life
cycle. Even math teachers can have little learners stand
up and sit down to represent various fractions.
Make Collages and Models
 Nearly every parent has a stack of old magazines lying
around awaiting recycling — add these items to your
classroom wishlist. People who are financially struggling
will appreciate being able to contribute their share
without it costing them a dime. You can explain that you
use these tools to teach children how to integrate arts
across various subjects by making collages.
 Clay and popsicle sticks are examples of sculpting
materials that cost little. You can further cut the cost of
supplies by making homemade play dough — or, better
yet, letting your students help if the activity fits your
curriculum.
Use Drawings and Illustrations
 Hopefully, you devote some classroom time to
helping students build note-taking skills. When you
do, encourage them to add drawings to their work.
After all, people wouldn’t enjoy the plant-world
knowledge they do today if earlier scientists hadn’t
meticulously sketched illustrations of each flora
species they investigated.
 Your learners don’t have to create passable
representations of dandelions and other flowers.
However, sketching out blueprint-like models helps
them develop abstract thinking skills and see how
various items integrate.
Turn Fractions Into Music
 Wouldn’t it be fun if you could teach the musical
scale and fractions at the same time? You can, and
all you need are eight drinking glasses, some food
coloring and water.
 If your class is too rambunctious to sit still for your
lecture, you can also use the old game of musical
chairs to teach percentages. After each round, have
students calculate the ratio of standing to seated
individuals. Getting their bodies moving a little
burns off energy so they can focus.
Tell Picture Stories
 Some students are auditory learners and have no trouble
tuning in to a lengthy lecture. However, those
with different learning styles can grow bored and start to
daydream or fidget.
 Try to add visual components to your lectures whenever
possible. You can show slideshows or short YouTube video
clips. Getting students up to pantomime is another way to use
arts integrations across subjects while harnessing student
energy.
 You can also bring in works of art and ask your students to tell
a story about them. For example, imagine the wild responses
you might get if you show John Trumbull’s “Declaration of
Independence” and ask your learners what the Founding
Fathers are doing. It’s OK to laugh while you learn — it helps
the message stick.
Memorize Through Song
 Rote memorization is challenging. While your
principal job is teaching learners critical thinking
skills, sometimes there’s no substitute for the rapid
recall of information.
 People have used music to help them memorize
since well before the invention of “The Alphabet
Song.” Why not integrate the arts across subjects
and have groups write a small ditty to remember the
stages of photosynthesis or our solar system’s
planets? You decide whether to have each group
perform their creation for the class — and don’t be
surprised if you later hear humming during the quiz.
 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
 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.
 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
 Activity Time !!!
Write lesson plans for each method.