1ST TOPIC INSTRUCTIONAL PLANNING IN THE VISUAL ARTS.pptx

instructional planning in teaching visual arts

1. TEACHING VISUAL ARTS IN THE ELEMENTARY GRADES EDUC 306 Commission on Higher Education GUINAYANGAN COLLEGE FOUNDATION INC. Barangay Sisi, Guinayangan , Quezon 1 st Semester Academic Year 2024-2025 Professor: Hersey Ann A. Anajao, LPT

2. INSTRUCTIONAL PLANNING IN THE VISUAL ARTS

3. LEARNING OUTCOMES: Explain the importance of instructional planning Discuss the considerations in preparing an instructional plan Discuss the realities of implementing a lesson plan in actual class

4. “ All things are created twice. There’s a mental or first creation , and a physical or second creation to all things.” -Stephen R. Covey

5. Introduction: Like creating work of art, teaching art effectively involves planning before doing. When artist create a work of art , even if it seems spontaneous they first create a vision in their minds before creating it with their hands. For veteran art teachers who can visualize the planning process mentally, a rough outline may do. But if you are a novice art teacher , it is important to have a well written flow of your activity otherwise, teaching art especially to younger kids can be more challenging. For professional teachers in schools, a detailed lesson plan based on curriculum is required.

6. IMPORTANCE OF INSTRUCTIONAL PLANNING KEY CONSIDERATIONS FOR ART TEACHERS

7. Instructional planning is crucial in teaching arts for several reasons Clear Learning Objectives : It helps set specific, measurable learning objectives, ensuring students understand what they are expected to achieve, whether in visual arts, music, or performance. Structured Learning Path : Instructional planning provides a clear roadmap for students, organizing lessons in a logical sequence that gradually builds their artistic skills and understanding. Time Management : Teachers can allocate time appropriately for various activities, such as demonstrations, practice, critiques, and reflection, maximizing the use of class time.

8. Instructional planning is crucial in teaching arts for several reasons Differentiated Instruction : Through planning, teachers can anticipate the diverse needs of their students and tailor activities or lessons for various skill levels, learning styles, and interests. Resource Management : It ensures that the necessary materials (e.g., art supplies, instruments, or technology) are available and appropriately used, avoiding disruptions during lessons. Assessment and Feedback : Instructional planning allows for the integration of formative and summative assessments at appropriate stages, helping track student progress and provide meaningful feedback.

9. Instructional planning is crucial in teaching arts for several reasons Fostering Creativity : Well-thought-out plans balance the structure with flexibility, creating an environment where students feel both guided and free to express their creativity. Alignment with Curriculum Standards : It ensures that lessons meet curriculum standards and goals, helping students develop both technical skills and a broader understanding of artistic concepts. Incorporation of Cross-Disciplinary Connections : Planning allows for the integration of other subjects, such as history or literature, enriching students’ understanding of art in different contexts.

10. Instructional planning is crucial in teaching arts for several reasons Classroom Management : A well-planned lesson minimizes confusion, keeps students engaged, and reduces potential behavior issues by ensuring students know what’s expected and stay on task. Supporting Student Growth : By tracking students' progress through careful planning, teachers can provide support where needed and challenge students who are excelling, ensuring continuous development.

11. Importance of Instructional Planning in Teaching Art In Summary Instructional planning is vital for teachers as it ensures lessons stay on track and meet learning objectives. Effective planning helps establish clear objectives for each session and assists teachers in preparing materials, conducting procedures safely, and assessing students appropriately. It also provides a comprehensive view of the lesson and establishes a logical flow.

12. Balancing Structure and Creativity in Art Education While following the school’s curriculum is essential, teaching art involves creativity and spontaneity. Sometimes, both teachers and students may explore and discover new ideas during the lesson, which can lead to deviations from the planned objectives. This can be problematic, especially when trying to meet specific standards within a limited time frame. Therefore, while sticking to a lesson plan is important, flexibility is also necessary. Plans should leave room for serendipity and unanticipated learning, as Douglas & Jaquith (2018) suggest. Being adaptable allows for creativity without losing sight of the goals.

13. Balancing Structure and Creativity in Art Education While following the school’s curriculum is essential, teaching art involves creativity and spontaneity. Sometimes, both teachers and students may explore and discover new ideas during the lesson, which can lead to deviations from the planned objectives. This can be problematic, especially when trying to meet specific standards within a limited time frame. Therefore, while sticking to a lesson plan is important, flexibility is also necessary. Plans should leave room for serendipity and unanticipated learning, as Douglas & Jaquith (2018) suggest. Being adaptable allows for creativity without losing sight of the goals.

14. Aligning with School Programs and Guidelines For art teachers in schools, it is necessary to align lesson plans with the school’s program and curricular expectations. New art teachers should inquire about important details such as: Expectations for exhibitions Interdisciplinary connections Annual budget School guidelines Special events

15. Aligning with School Programs and Guidelines For art teachers in schools, it is necessary to align lesson plans with the school’s program and curricular expectations. New art teachers should inquire about important details such as: Expectations for exhibitions Interdisciplinary connections Annual budget School guidelines Special events

16. PROCESS OF CREATING LESSON PLAN WHILE CONSIDERING THE REALITY OF SITUATIONS UP TO IMPLEMENTATION CURRICULUM (GOALS AND CONTENT) ACTUAL CONDITION OF SCHOOLS AND STUDENTS CREATING AN INSTRUCTIONAL PLAN CREATING A LEARNING PLAN CLASS IMPLEMENTATION

17. CLASSROOM MANAGEMENT AND SCHOOL SITUATIONS

18. Classroom Management and School Situations in Art Education Teaching Art poses unique challenges due to the hands-on nature of the subject and the materials involved. Unlike other subjects, Art often requires working with messy materials like paint and clay, particularly with younger children. These activities are popular but can be difficult to manage in large classes. As a result, some teachers opt for more practical, manageable, and faster alternatives to traditional art projects to maintain control of the classroom.

19. Challenges in Large Class Sizes Handling a class of 50 students is already demanding, but the challenge intensifies when working with art materials that require careful supervision and logistics. For example, managing paint, clay, or other messy resources in such a large group requires both efficiency and vigilance, as it can quickly lead to chaos without proper organization.

20. Art-on-the-Cart and Shared Spaces Some teachers are fortunate to have dedicated art rooms where materials can be easily stored and accessed. However, many teachers have to move between classrooms, bringing materials with them. This "Art-on-the-Cart" approach adds time and complexity, as teachers must constantly transport and set up materials, leaving less time for actual teaching. For those teaching in homeroom classrooms shared with other teachers, it can be time-consuming to transition between classes and adapt to different spaces. This constant movement reduces the amount of time available for hands-on activities and may force teachers to compromise on the complexity of their lessons to fit within the constraints of shared spaces.

21. Heavy Teaching Loads and Multiple Grade Levels In some schools, art teachers handle multiple subjects, including Music, Physical Education, and Health, and may be responsible for teaching up to 600 students per week. With up to four classes of 50 students per day, three times a week, the workload can become overwhelming. This challenge is even greater in schools where art teachers are responsible for teaching all grade levels, from 1st grade through high school. The need to prepare lessons for such a wide range of age groups adds another layer of complexity to the job. Planning appropriate activities and adjusting teaching styles for younger children versus older students can be both exhausting and time-consuming.

22. Heavy Teaching Loads and Multiple Grade Levels In some schools, art teachers handle multiple subjects, including Music, Physical Education, and Health, and may be responsible for teaching up to 600 students per week. With up to four classes of 50 students per day, three times a week, the workload can become overwhelming. This challenge is even greater in schools where art teachers are responsible for teaching all grade levels, from 1st grade through high school. The need to prepare lessons for such a wide range of age groups adds another layer of complexity to the job. Planning appropriate activities and adjusting teaching styles for younger children versus older students can be both exhausting and time-consuming.

23. The Rewards of Teaching Art Despite the challenges, teaching Art can be incredibly rewarding. When students engage in creative expression and enjoy the process of making art, it can bring immense satisfaction to the teacher. Watching students discover their talents, express their emotions through art, and take pride in their creations is one of the most fulfilling aspects of teaching this subject.

24. Conclusion Teaching Art in schools presents numerous challenges, from managing large classes and messy materials to dealing with logistical constraints like shared spaces and heavy teaching loads. However, with effective classroom management strategies and a flexible approach, teachers can overcome these obstacles. Ultimately, the joy of seeing students express themselves through art makes the effort worthwhile.

25. Conclusion Teaching Art in schools presents numerous challenges, from managing large classes and messy materials to dealing with logistical constraints like shared spaces and heavy teaching loads. However, with effective classroom management strategies and a flexible approach, teachers can overcome these obstacles. Ultimately, the joy of seeing students express themselves through art makes the effort worthwhile.

26. THINGS TO CONSIDER IN PREPARING AN INSTRUCTIONAL PLAN

27. Teaching Art poses unique challenges, especially with limited resources, time constraints, or no dedicated art room. To create an effective instructional plan, it's crucial to assess student readiness by evaluating their knowledge, skills, interests, and work habits. Given the hands-on nature of art, lessons often require more time, so adjustments must be made to fit available resources. Efficient management of setup, cleanup, and materials is essential to maintain lesson flow. Proper planning for material distribution and storage helps prevent loss or damage to student work. Additionally, when lacking an art room or needing to move between classrooms, organizing mobile materials in advance minimizes wasted time and allows teachers to focus on engaging students in the creative process.

28. GUIDELINES in PREPARING AN INSTRUCTIONAL PLAN Know your Students. ( know their strengths, weaknesses, threats, and what makes them excited.) Plan for students’ safety Select your materials carefully. Consider the availability of resources Proper care for the materials Maximize workspace, venue, and water supply Manage TIME wisely. Be prepared set a routine Begin with the End in Mind. Afterworks : Postproduction

29. Know Your Students Understanding your students is essential for creating an effective instructional plan. Assess their strengths and weaknesses to identify areas where they excel or may need additional support. Recognize their interests and what excites them, as this can significantly enhance engagement and motivation in art activities. By tailoring lessons to meet individual and collective needs, you can create a more inclusive and effective learning environment.

30. Plan for Student Safety Prioritizing student safety is critical when preparing any instructional plan, particularly in art classes where materials may pose risks. Develop clear safety guidelines for using tools, equipment, and art supplies, ensuring students understand proper handling and storage procedures. Conduct demonstrations on safe practices and maintain a clean and organized workspace to prevent accidents. Always have first aid supplies accessible and know the emergency procedures in your school.

31. Give emphasis on teaching the proper usage and storage of materials in class. How to use and store scissors properly Do not over sharpen pencils. Make sure to dull the tip. Use non toxic materials only in case of accidental ingestions of paints and adhesives. Beware of choking hazards Beware of allergic reactions ( skin contact and inhalations of substances.) Be careful of wet slippery areas due to spillage of water containers.

32. Select Materials Carefully Choosing the right materials is vital for the success of your art lessons. Consider the availability of resources, including budget constraints and access to specific supplies. Select materials that are age-appropriate, safe, and conducive to the learning objectives. It's also essential to evaluate how the chosen materials will facilitate the desired artistic processes and whether they align with the overall goals of the lesson.

33. Consider these questions when choosing materials: Is it readily available in your area? Does your student have the capacity to buy it? Can you improvise? Are there alternatives? Does it have to be individual or can it be shared by the group?

34. Propper Care for the Materials Proper care and maintenance of art materials extend their lifespan and enhance the learning experience. Establish routines for cleaning and storing supplies after use to prevent damage and ensure that materials remain in good condition. Teach students the importance of respecting and caring for the materials they use, fostering a sense of responsibility and ownership. Regularly check inventory to identify any needs for replacement or replenishment.

35. Maximize Workspace An organized and efficient workspace enhances the learning experience for students. Plan the layout of the classroom or art space to allow easy access to materials and tools, facilitating smooth transitions between activities. Ensure that the venue accommodates the size of the class and provides adequate room for movement and collaboration. Also, consider the availability of water supply for cleanup and artistic processes, ensuring that it is easily accessible to all students.

36. THINGS TO CONSIDER IN MAXIMAZING WORK SPACE • Are you working on the desk tables, long tables, or the floor? • Can the tables get painted or should you cover them with plastic or newspaper? Are you allowed to mess up the floor or should you be very careful for paint drips? • i you are using paints, do you have water supply, like a sink, buckets of water, or dump in your room?.

37. THINGS TO CONSIDER IN MAXIMAZING WORK SPACE • Where are you going to throw your dirty clay water to prevent clogged sink? • Does your room have ample lighting? Big windows with natural light (drawing and painting) or lamps? • If you are using acrylic, oil or spray paint, does your room have proper ventilation? Can you work outdoors? • Do you have proper waste disposal bins for messy paint or big stuff? • Will you be having your own room? Or are you an Art-in-the-cart where you will be traveling room to room?

38. Manage Time Wisely Effective time management is crucial for a successful art lesson. Prepare a structured routine that includes time for instruction, hands-on activities, and cleanup. Set clear time limits for each segment of the lesson to keep students focused and engaged. Be flexible and ready to adjust your timing as needed, but having a plan helps maintain the flow of the class and ensures that all objectives are met within the allotted time.

39. Begin with the End in Mind Planning for post-production activities is essential for reinforcing learning outcomes. Define clear goals for what you want students to achieve by the end of the lesson or unit, and consider how they will reflect on their work. Provide opportunities for students to present their creations, share their thought processes, or engage in critiques with peers. This not only helps solidify their learning but also encourages self-assessment and fosters a deeper appreciation for their artistic development.

40. Begin with the End in Mind 1. Define Clear Goal: Before the lesson begins, decide what you want your students to achieve by the end. These goals will guide both your teaching and the students’ focus as they work on their projects 2. Reflection Opportunities: Encourage students to think about their work. Ask them to reflect on their artistic choices, challenges they faced, and what they learned during the process. This reflection helps solidify their understanding and reinforces the skills they developed. 3.Presentation of Work: Create opportunities for students to showcase their creations. This could be through a class exhibition, presentations, or informal sharing sessions. Presenting their work allows students to take pride in their accomplishments and gives them a platform to express their ideas..

41. Begin with the End in Mind 4 . Peer Critiques: Facilitate peer critiques where students can provide constructive feedback on each other's work. This not only helps them develop critical thinking skills but also teaches them how to give and receive feedback graciously. It fosters a supportive learning environment and encourages collaboration. 5. Encouraging Self-Assessment: Encourage students to assess their own work. They can ask themselves questions like: What do I like about my piece? What would I change if I could? This practice promotes self-awareness and helps students identify areas for growth. 6. Appreciation for Artistic Development: Engaging in these post-production activities helps students appreciate their own artistic journey. It allows them to see how their skills have developed over time and encourages them to continue exploring and expressing themselves through art. education

42. Begin with the End in Mind By planning for post-production activities, teachers can reinforce learning outcomes and support students' artistic growth. Defining clear goals, providing reflection opportunities, facilitating presentations, encouraging peer critiques, and promoting self-assessment all contribute to a richer learning experience in art

43. ACTIVITY Discuss the challenges and rewards of teaching art in a school setting. In your response, consider factors such as managing large class sizes, the logistics of transporting materials, the demands of teaching multiple subjects, and the need to tailor lessons for different age groups. How do these challenges impact the teaching experience, and what aspects of teaching art provide a sense of fulfillment for educators? Use specific examples to support your arguments. Discuss the significance of post-production activities in art education. In your response, define clear goals for student outcomes, and explain how reflection, presentation, peer critiques, and self-assessment contribute to reinforcing learning. Use specific examples to illustrate how these elements can enhance students’ understanding of their artistic development and foster a deeper appreciation for the creative process. 3. Discuss the following: Mrs. Santos will be conducting a painting activity for her art class. However, their school is located in an area where paint supplies are scarce. After assessing the student situation, she realizes that not all students will be able to buy their own paint. The school also cannot provide painting materials and only has armchairs available. The learning competency is to sketch and use complementary colors in painting a landscape (A5PL-lId).What are her options? How can she meet the required learning competencies if the required materials are not available? Explain your answer. 4. If you were Mrs. Santos, what would you do ? How would you plan for this activity? Think of solutions then write a paragraph detTIOLING YOUR Plan with considerations to the curriculum and resources available .

44. ACTIVITY Discuss the challenges and rewards of teaching art in a school setting. In your response, consider factors such as managing large class sizes, the logistics of transporting materials, the demands of teaching multiple subjects, and the need to tailor lessons for different age groups. How do these challenges impact the teaching experience, and what aspects of teaching art provide a sense of fulfillment for educators? Use specific examples to support your arguments. Discuss the significance of post-production activities in art education. In your response, define clear goals for student outcomes, and explain how reflection, presentation, peer critiques, and self-assessment contribute to reinforcing learning. Use specific examples to illustrate how these elements can enhance students’ understanding of their artistic development and foster a deeper appreciation for the creative process. 3. Discuss the following: Mrs. Santos will be conducting a painting activity for her art class. However, their school is located in an area where paint supplies are scarce. After assessing the student situation, she realizes that not all students will be able to buy their own paint. The school also cannot provide painting materials and only has armchairs available. The learning competency is to sketch and use complementary colors in painting a landscape (A5PL-lId).What are her options? How can she meet the required learning competencies if the required materials are not available? Explain your answer.