Teaching Methods In Teaching Art Education in Early Years

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 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 limes, 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 studled 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. Arl 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 leaching.

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.

[Link] 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 walt 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 slock 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.

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

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.