LESSON1 THE ARTIST’S MINDSET
HISTORY OF ART EDUCATION IN THE PHILIPPINES INSPIRED BY DAILY EXPERIENCES AND
• Art education ENCOUNTERS
― Teaching and learning of visual arts • Sensitivity to beauty, difficult to explain and
― By-product of the American philosophy of teach because of the following:
education (Santiago, 2013) • Exposure
• Experimental period ― It takes someone else explaining how things
― 1915-1935 can be beautiful
― Drawing • Context
― Imitation, instructional method is authoritarian ― Beauty is subjective
― Attempts were made to correlate it with other subjects ― Things can be beautiful or not depending on
• New movement the context
― 1935-1950 • Age
― Vicente Dizon, started the movement ― Educators must tailor experiences that they
― Growing desire for teaching art in all levels both communicate the lesson while holding the
― Increase in the practicality of art
learner’s interest.
• Newer movement INSPIRED BY DAILY EXPERIENCES AND
ENCOUNTERS
― 1950-present
― Art education
• Man has always been inspired and appreciates
nature
― Pablo Victoria, pioneered integrating art with other
subjects • Events have also been a great source of
• National Commission for Culture and the Arts inspiration
― Primary policy-making body for Philippine culture and • Colouring, opportunity to teach beauty
arts
• Art education has been integrated into the Basic
CONSTANTLY CURIOUS
education Curriculum under MAPEH
• An artist should be curious how to make
• Arts track, under K to 12 program
beautiful things given a set of limitations and
BENEFITS OF ART EDUCATION parameters
(Seneca Academy, 2017)
• Should constantly be looking for ways to
• Working in the arts helps learners develop creative integrate art into areas and disciplines where art
problem-solving skills. is not traditionally part of
• Teaching through the arts can present difficult concepts
OPEN-MINDED
visually, making them more easy to understand.
• Art instruction helps children with the development of • Willingness to be exposed to new ideas and to
motor skills, language skills, social skills, decision-making, consider them on their own merits
risk-taking, and inventiveness.
• Needed to perceive and embrace that which is
• Visual arts teach learners about colour, layout, not possible given what is available
perspective, and balance: all techniques that are necessary
in presentations of academic work. • Accepting that perfection is a fool’s errand and
• Integrating art with the other disciplines reaches students coming to terms with one’s strengths and
who might not otherwise be engaged in classwork.
weaknesses as part of becoming an artist
• Art experiences boost critical thinking, teaching students
to take time to be more careful and thorough in how they • Necessary to benefit from criticism
observe the world.
• The arts provides challenges for learners at all levels.
• Art education connects students with their own culture as
LESSON2 well as with the wider world.
• Young people who participate regularly in the arts are four • Beauty is varied and multifaceted
times more likely to be recognized for academic
achievement , to participate and win in competitions than • Art is the point of art
children who do not. (Heath, Soep, Roach, 1998)
ART AS SELF-EXPRESSION
• Greater arts education leads to fewer disciplinary
infractions and higher attendance, graduation rates, and test • Teaching students to communicate feelings,
scores. (Missouri Alliance for Art Education, 2010) experiences, interests, desires
• Learning in the arts can increase skills VALUING AUTHENTICITY
• Learning through the arts can make other subjects more
• Validation from others, artist’s way of knowing if
attractive
what they want to express was expressed
ISSUES IN ART EDUCATION
• Different for young learners, personal validation,
PROBLEMS IN ARTISTIC VALUES
may lead to imitation
• Teacher issues
• Imitation, encouraged but only up to a point
― Self-esteem issues
• Moving them towards originality, opens their
― Lack of good training
eyes to their value
• Art as a subject
• Imitation > modification > creating original work
― Views art as a subject rather than an avenue for self-
expression ENJOYMENT IN THE PROCESS
― Focus on facts about art than in creating arts • An artist must enjoy the process of creating art
― Leads to a sterile, static view of art • Everyone desires to create beauty, but only an
• Student discipline artist perseveres when the process becomes
― Motivation issues due to unnecessarily vicious cycle of
tedious, frustrating, repetitive
criticism
• As educators, expose students to a variety of
― Lack of value for art materials artistic processes, that they might find one they
• Art as luxury
enjoy, pursue to completion
― Privilege of the elite • Goal, not mastery of technique but to love the
creation of beauty.
― Lowest priority in terms of budget, time, resource
allocation
MATERIALS, RESOURCES, WORK SPACES
• Limited materials
― Lack of adequate support
― Educators are forced to rely on students to provide
materials
• Workspaces
― No dedicated space
― Some forms of artistic expression cannot be explored,
cleanup, storage, maintaining the
integrity of the artwork
• Management issues
― Lack of awareness as to how to manage and organize an
art class
― Chalked up to common sense
ART AS AN AUTHENTIC SELF-EXPRESSION
• Art, inner desire to create beauty
