TEACHING METHODS IN

ART EDUCATION
vol.2
ADE415
 • Children enjoy looking at and talking
Looking at and about works of art.
Talking about • Art Teachers can effectively build upon
this interest by engaging children in
Art with guided discussions about art
reproductions shown in class or 'real'
childrens works of art shown in museums.
• In planning these encounters with art, it is important
to consider that children base their understandings of
and responses to new stimuli on what they know
about their own immediate world.

• It is also important to recognize that children have a

questioning frame-of-mind and are often curious
about the works of art they see in their everyday lives.
• Therefore, when working with beginning
viewers, teachers should select works of art
for study that relate to the experiences

• interests of their particular group of students

use their questions and response to guide
the art inquiry process.
Strategies that art teachers can use
in discussing about an artwork in
the art gallery with children.

Ask open-ended questions.

• Try not to give away answers before

kids have the chance to think for
themselves.
• Open-ended questions will allow them
to develop their own ideas about what
they see.
Strategies that art teachers can use in discussing about
an artwork in the art gallery with children

Use creative exercises.

There’s no need for art appreciation to be a
solemn activity for young children.
Engage your child with fun questions and
activities that require their imagination.
Strategies that art teachers can use in
discussing about an artwork in the art
gallery with children.

Talk about art frequently.

• Encourage critical thinking by
asking children’s questions any time
they’re viewing art not necessarily
in a formal setting.

• This can be done when you

encounter public art, album covers,
or even with billboards or graffiti.
• Anything can be an opportunity to
promote critical thinking and visual
literacy.
Strategies that art teachers can use in discussing about
an artwork in the art gallery with children.

Ask questions that connect art to life.

Children enjoy finding connections between artwork
and other things.
Prompt them with questions that encourage them to
think creatively.
Job scope
Aestheticians
• An aestheticians is a person
who is knowledgeable
about the nature and
appreciation of beauty,
especially in art.

• An aestheticians roles
raising children`s sensory
or sensory-emotional
values, sometimes called
judgments of sentiment an
d taste or "critical reflection
on art, culture and nature
towards an artwork.
Art historians
• A person who preserve, study, classify, interpret and write
about important art objects from the past especially in art.

• Art historian’s conversation/activities about an artwork with

children focus on narrative aspect and progress of art and its
development.

• An art historian studies the different types and styles of art

and artists throughout history.
Art critics
• An art critic is a person who is
specialized in analyzing,
interpreting and evaluating art for
the art making process and provide
explanations.

• Art critics helps children to

understand technical aspects of
the artwork such as materials,
techniques etc.
Demonstrating Skills, Methods, and Artist Thinking

One way to teach specific skills or methods is for the

teacher or a more expert peer to physically demonstrate
how to use a particular tool or technique.

This has been a traditional method of teaching art for

thousands of years.
Strategies that visual art teacher can use to develop
artistic confidence in children

Show enthusiasm.
• Teachers of art are passionate about their subject.
• No matter what the subject, teachers who are excited
about what they are teaching have students who are
enthusiastic about [Link] is particularly
important in art.
Model self-confidence
• Teacher of art believe in themselves. Enthusiasm for art
grows out of a sense of competence.
• Self-confident teachers are not afraid to demonstrate how
to use art materials, are willing to share their own artwork
with their students and do not belittle their own artwork
with their students.
• When teachers are not confident artists, they need to think
about what negative experiences made them believe this.
Do art
• Teachers of art are not afraid to participate in
art activities.
• Many classroom teachers are expected to teach
art lessons but have never taken high school or
college art courses, in many schools required
art courses usually end in middle school.
• In order to develop skill in any discipline, we
need to be taught and then given situations in
which to apply it.
Take creative risks.
• Teachers of art are brave.

• Above al successful teachers of art are

willing to take risks: to try new techniques,
experiment with unfamiliar media and
creatively incorporate the ideas of others
into their teaching practice.

• These educators do not rely on canned

programs, a single teaching approach or
past lessons.

• They analyze the needs of their students

and create lessons that are designed
specifically to increase the skill and
knowledge of each particular group.
Show support.
• Teachers of art discover artistic abilities in all their
students.

• Just as they believe that all children will eventually

learn to read and write, educators must come to
believe that every child can learn to use the language
of art to communicate ideas effectively.

• Children of all ages have far more artistic potential

than most people believe and that what has been
called talent is more the result of definition than
birthright.
ASSESSMENT STRATEGIES IN LEARNING ART:
• Teacher organizes private talk and start communicating with
students to explore problems/issues.
• This strategy intent to investigate what student knows about
how the works of art are made, how artist work and how
they are educated.
• Teacher talks with a group of students or individual by

INTERVIEW showing reproduction of painting and asking them

relevant/pertinent questions.
• Teacher may create a list of questions to ask students prior
to the interview or spontaneously generate questions.
• The teacher is interested in learning why students have
consistent trouble artwork production/drawing.
Assessment strategies in learning art:
• In the act of learning, people
obtain content knowledge,
acquire skills, and develop work
habits—and practice the
application of all three to “real
world” situations.
PERFORMANCE-BASED • Performance-based learning and
assessment represent a set of
ASSESSMENT strategies for the acquisition and
application of knowledge, skills,
and work habits through the
performance of tasks that are
meaningful and engaging to
students.
Assessment strategies in learning art:

SLIDE TEST • Students are shown slides of artworks by artists they have
studied in class.
• They are asked to identify the work by artist, by style or
according to other categories they have practiced in class.
 Assessment strategies in learning art:

• The teacher wishes to know more about the students

responses to art and their interpretation of what is
acceptable as art.
• The teacher lead a class discussions on a series of
reproduction painting.
PAIR OR GROUP DISCUSSION • Each painting shown is more abstract than the
previous one.
• Discussions are open ended, teacher task is to
supervise and facilitate discussion, and students are
required to support interpretation they make with
thoughtful responses.