Commission on Higher Education

GUINAYANGAN COLLEGE FOUNDATION INC.

Barangay Sisi, Guinayangan, Quezon
1st Semester Academic Year 2024-2025

TEACHING VISUAL
ARTS IN THE
ELEMENTARY
GRADES EDUC 306

Professor: Hersey Ann A. Anajao,

LPT
 Commission on Higher Education
GUINAYANGAN COLLEGE FOUNDATION INC.
Barangay Sisi, Guinayangan, Quezon
1st Semester Academic Year 2024-2025

CHOOSING ART
ACTIVITIES
EDUC 306

Professor: Hersey Ann A. Anajao,

LPT
LEARNING OUTCOMES

• Understand the different considerations in

choosing art activities;
• Explain the importance of considering the
students psychomotor and cognitive ability in
choosing art activities; and
• Give examples of art activities that are
appropriate for different student –artist
categories.
 “ Children’s voices are amplified through their
art, and their expressions provide windows in the
things that matter most to them.”
- Douglas and Jaquith 2018-
 In Some schools, teachers are given the option to
choose their own art activities as long as they meet the
content and performance standards. Some follow a strict
curriculum, and some give teachers total freedom on
what to do but are often than not, art classes are used to
create artworks for events, holidays, and school
decorations depending on the season. In choosing the
activity for your lesson, consider the current events and
what the students are learning in other subjects as well.
 TYPES OF ART
ACTIVITIES BASED
ON CONTENT AND
FUNCTION
 ART AND CULTURE – BASED
THEME

Some art activities are inspired by the

works of other artists by using the same
technique, medium, or subject. It can be
done exactly as how the artist does it, or it
can be modified to different processes and
output. In the DBAE approach, the class
starts with a discussion from a lesson in
Art history about famous artists or works
from a cultural community.
Picasso-inspired portrait using
different lines and patterns
INTEGRATION IN SUBJECT AND
CONTENT AREAS
Art is universal and transdisciplinary.
Some art activities are integrated into other
disciplines such as Science, Technology,
Engineering, Arts, and Mathematics (STEAM)
education where students are challenged to
create projects and apply their knowledge and
skills to solve problems. Some art activities
are based on stories and other forms of
literature, such as illustrating for a book or
making props and costumes for a role-play.
HOLIDAY AND EVENT THEMES
During holidays and special occasions,
students are able to connect their work to
relevant experiences through art activities.
These are popular means to concretize events
such as making DIY decorations, cards,
souvenirs, and gifts in a fun and enjoyable way.
Whenever there is an event, teachers always
work with students to come up with artworks for
display or to bring home to set the mood. It is
almost impossible to feel the school events
without props and decorations.
ART AS PLAY
Art teachers should not forget that even upper
elementary students are still children too. A series of
teacher-directed activities can take a toll on students by
always trying to cope with standards and what the school
wants that is why art is sometimes perceived as a "tiring
subject that is not for me." Students should be able to
have fun in art. For children with special needs, art class
can be a break in their highly structured routine where
they can enjoy and be themselves. One session per
quarter of a play-based art activity where the main goal is
for students to have fun in the art process can promote a
positive attitude toward art creation and help develop
their creativity and self-expression.
CONSIDERATIONS
IN CHOOSING AN
ART ACTIVITY
 Click icon to add picture
CREATIVE
Highly imaginative and spontaneous

IMPRESSIONIST CREATIVE
EXPRESSIONIST IMAGINATIVE
ART ACTIVITIES THOUGHT-PROVOKING
ART ACTIVITIES
( imaginative visual ( unique, personal, and
EMERGING storytelling) well delivered visual PROFICIENT
FINE expression) FINE MOTOR
MOTOR Skilled in realistic
Beginner ABSTARCT REALISTIC and Technical
Control EXPRESSIONIST REPRODUCTION Rendering
ART ACTIVITIES TECHNICAL
( FUN AND ART ACTIVITIES
PLAY_BASED) ( Copying and
rendering)
CONSERVA
TIVE ART ACTIVITIES BASED
GUIDE TO CHOOSING
ON LEARNER’S COGNITIVE AND
PSYCHOMOTOR ABILITY
Conducting an effective art class requires teachers to
understand their students and prepare suitable materials
and activities. Assessing students' skills, knowledge, and
interests in the first few sessions is essential to ensure
that activities are age-appropriate, engaging, and meet
the students' needs.
 When planning an art activity, teachers should consider
each student’s fine motor skills and their ability to generate ideas
independently:
• Creative Learners: These students are imaginative,
spontaneous, and can express themselves without prompts.
They often come up with new ideas and solutions, connecting
emotions, relationships, and abstract concepts in their work.
Creativity is more like a talent; it is challenging to teach directly
and grows through nurturing rather than practice alone.
Conservative Learners: These students prefer structured
guidance and often copy examples provided by the teacher. With
strong fine motor skills, they excel in technique, creating detailed
and precise artwork, like realistic drawings or complex shapes.
Younger students, like toddlers, are still developing motor control
and explore art through simple scribbles and experimentation,
learning as they play with materials and enjoy the creative process.
 ABSTRACT AND EXPRESSIONIST
ART ACTIVITIES
For kindergarten and students who need
extensive support, abstract expressionist art
activities are recommended because these
activities require minimal fine motor skills, but if
done right, can still create aesthetically
pleasing outcomes. Examples of these are
finger painting, wet-on-wet watercolor abstract
painting, splatter effects, and printmaking using
stamps and rollers which are fun and have no
definite right or wrong answers. These activities
PAINTING THE BACKGROUND
then using a sponge for
can be springboards for conversation starters
stamping flowers ( Special since children can give meaning to their work
needs students collaboration even if its non-representational to begin with.
acrylic on canvas)
 IMPRESSIONIST AND
EXPRESSIONIST ART ACTIVITIES
These are suited for children who have a
lot of original ideas, but may lack the fine
motor skills to create a well-rendered
representation of what's on their mind. Some
are very excited and spontaneous that they
tend to create a "rushed" work, sacrificing
quality and understandability. These works may
need a little bit of explaining or context for the
audience to be able to fully appreciate the
Handprint painting of a
meaning and value given by the child. Artworks
lobster from these activities are unique and can also
serve as a window to understand the child's
world that may not have been said in words.
REALISTIC REPRODUCTION AND
TECHNICAL ART ACTIVITIES
These are for students who
demonstrate mastery of fine motor skills
involved in art production. These students
can also be considered artistically talented
if they are able to produce quality work
with high resemblance to the reference.
Examples would be landscape paintings
that use colors that are close to reality,
figure drawings with correct proportion,
landscapes that show perspectives, and
still life paintings that show accurate
lighting and shadow.
CREATIVE, IMAGINATIVE, and
THOUGHT – PROVOKING ART
ACTIVITIES
These are basically the integration of all
potential art skills. These are children who are
able to visualize and render their ideas in a skillful
manner that is considered by the audience as
well-delivered visual expression. The work may
contain symbols that let the artist convey a
message or links to history, science, and other
personal interests. The output from these
activities are unique to the creator because it
draws from personal experiences, emotions,
thoughts, and wishes. Children who are in this
category are creative and skillful and is able to do
any art activity from any category. The goal of the
art teacher is to take students to reach this level.
When planning for an art activity,
the teacher should carefully
consider the students placement
in these areas in order to create
an ideal flow in art class
• For elementary art classes, activities should balance fine motor and cognitive skills. As
students mature, expectations for creativity and skillful technique can gradually
increase. Overly abstract tasks can cause boredom, as they may lack the structure
needed to improve motor skills, while requiring photo-realistic illustrations may be too
difficult for young students and lead to frustration.

• Open-ended, highly challenging tasks might overwhelm students who are still learning
to organize their ideas visually. Highly creative, spontaneous students may feel
discouraged if expected to produce realistic, detailed work. A balanced approach that
considers age-appropriate skill and creativity levels is essential for effective, engaging
art activities.
ACTIVITY
1. Think of two activities that is usually done for the following events:
EVENTS EXAMPLE ACTIVITIES
NUTRITION MONTH
LINGGO NG WIKA
TEACHER’S DAY
CHRISTMAS SEASON
VALENTINE’S DAY
GRADUATION SEASON
2. Think of one art activity that would satisfy the following categories.
- EXPRESSIONISM and IMPRESSIONISM
- CREATIVE AND THOUGHT PROVOKING ( See Surrealism and contemporary art)
- ABSTRACT EXPRESSIONISM
- REALISM AND TECHNICAL DRAWING
ACTIVITY
1.In your own words , explain why it is important to consider
the child’s psychomotor ability in selecting an art activity
and standards for assessment.
2.Why is it important to consider the child’s cognitive ability,
experience, emotions, interests, and wishes in choosing an
art activity? 2.2 Can it affect the performance of the
learner AND QUALITY OF WORK ? EXPLAIN YOR ANSWER.