INSTRUCTIONAL FRAMEWORKS

*Art Creation in the Art Class

The art teacher plays a crucial role in conducting an art class, whether it is teacher-
directed or learner-directed.
*Conceptual Framework of the Four Agencies in the Art World

ARTIST
(Child)

ARTWORK

AUDIENCE WORLD
(Classmates, (School, Home,
Teachers, Parents) Community)

*THE ARTISTIC PROCESS

The physical and cognitive actions by which art making and learning are realized.
These processes describe and organize the relationship between art and the student.
The Artistic Process and Anchor Standards as Defined by the NCCAS
ARTISTIC PROCESS ANCHOR STANDARD
Conceiving and  Generate and conceptualize artistic
CREATING developing new ideas and work.
and artistic ideas  Organize and develop artistic ideas
and work and work.
 Refine and complete artistic work
PRESENTING Interpreting and  Select, analyze, and interpret artistic
sharing artistic work work for presentation.
RESPONDING Understanding and  Perceived and analyze artistic work
evaluating how arts  Interpret intent and meaning in artistic
convey meaning work.
 Relating artistic ideas and  Synthesize and relate knowledge and
work with personal personal experiences to make art.
CONNECTING meaning and extent  Release artistic ideas and works with
context. societal, cultural, and historical contexts
to deepen understanding

EIGHT STUDIO HABITS OF MIND (HETLAND, HOGAN, JAQUITH & WINNER

2018) APPLIED IN LESSON PLANNING.
Studio Habits Sample Objectives Activities in the Classroom
Observe • Identify the shapes that you can • Ask children to "zoom in" on an
see from an animal figure. object or use "detective eyes" and look
for aspects that are not obvious.
• Label the colors found in a
painting. • Encourage curiosity among students
by entertaining interesting question,
• Describe the texture of a surface.
even if this are far from the main topic.
• Look for the lines in the countors
• Play games that encourage
of the flower.
observation.
• Demonstrate tools that help careful
observation, such as microscope,
magnifying lenses, binoculars,
telescopes, etc.
Envision • Create studies for illustrating own • Conduct visualization exercises by
character. asking students to close their eyes and
draw or build the final artwork in their
• Imagine how materials can be
minds.
assembled together to form a
figure. • Initiate brainstorming among students
even in a group or individual project.
• Plan the process of solving the
problem; example, how to • Show the process of how other artists
assemble an 8 ft tower using only envisioned their work.
cardboard boxes.
Develop Craft • Draw a figure with resemblance • Demonstrate ways on how to use
from the reference. tools and materials.
• Create a landscape painting using • Allow students to share new
different watercolor techniques. techniques they discover.
• Use the different methods in • Show how artists show techniques,
printmaking in designing textile. such as dry brush or wet-on-wet water
 color technique.
• Practice by repeating skills for
mastery.
Express • Write an artist’s statement • Ask students to title each other's work
explaining why you chose the to interpret what it means for them.
theme and the relationship among
• Ask students to connect artworks to
the elements.
their experience or interests.
• Choose your favorite items or
• Provide a safe space to discuss
themes in creating a collage.
personal meaning, ideas, feelings and
• Incorporate personal symbolisms insights.
in your artwork.
Engage and Work on a project with the group • When working on a big project, let
Persist and complete it in the target time. students take a break, slow down, and
change focus to a different part of the
• Choose a project or theme that
work to reset and reduce frustration.
you are passionate about and work
on it until completion. • Break down process into smaller to
the child’s won't be overwhelmed and
gain a sense of achievement after each
small task.
Stretch and • Experiment with materials and • Provide an opportunity for students to
Explore figure out ways to work with it. explore the materials without set
themes or expected output before
• Take risks by trying out different
proceeding with the actual activity.
ways to use a material or tool.
• Guide them on how to process failure
• Identify methods that work or do
and turn mistakes and accidents into
not according to one's preference.
learning opportunities.
• Set spontaneous activities that are
open-ended and learner-directed.
Reflect • Explain how this painting • Set sample sharing time to students
affected your thoughts and feelings can focus on giving feedback and
evaluating each other's work.
• Write three word that describe
how you felt throughout the art • Provide opportunities on how
creation process. students can relate to each other's
work.
• Evaluate the artwork by listing
the aspects that you like and dislike • Set museum or gallery tours then ask
and explaining the reasons why. students to write a reflection paper,
 afterward that explains their feelings
toward a specific work or the exhibit as
a whole.
Understand • List three concepts or techniques • Collaborate with the Music or PE
Arts that you have learned from teacher by making props, costumes or
Community contemporary artists. artworks for performance projects.
• Observe how other cultures use • Invite professional artists to talk
different designs to create pottery. about their work or provide live
demonstrations about their technique
and creative process.

*THE PSYCHOMOTOR DOMAIN

Cognitive Domain (Knowledge) - connected to the thinking process.
Affective Domain (Attitude) - includes attitudes and feelings.
Psychomotor domain (Skill) - related to motor skills and function.

There are three popular domains used: Dave (1970), Harlow (1972), and Simpson (1972).
Below is the summary of their versions of the Psychomotor Domain
SIMPSON (1972) DAVE (1970) HARLOW (1972)
PERCEPTION IMITATION REFLEX MOVEMENT
SET MANIPULATION BASIC FUNDAMENTAL
MOVEMENT
GUIDED RESPONSE PRECISION PERCEPTUAL
MECHANISM ARTICULATION PHYSICAL ACTIVITIES
COMPLEX OVERT NATURALIZATION SKILLED MOVEMENTS
RESPONSE
ADAPTATION
ORIGINATION

PSYCHOMOTOR APPLICATION IN ART SAMPLE ACTIVITY

SKILL
(SIMPSON, 1972)
PERCEPTION Observing the surroundings, Observe the lines and colors
and recognizing colors, used in different Philippine
textures, and shapes. traditional costumes.
SET Getting ready to do the skill. Sit down on a chair and look
The first act is the position at the computer
before doing the actual skill.
GUIDED RESPONSE Imitating the action of the Follow the step by step
teacher instructions of the teacher
MECHANISM Doing an action from Create individual lines and
memory shapes using MS Paint
independently.
COMPLEX OVERT Doing a series of skills, Create a figure of the person
RESPONSE demonstrating dexterity, by combining different lines
accuracy, and habituation of a and shapes based on a
skill. reference.
ADAPTATION Modifying what was taught Create a plan on the different
such as adding other elements elements to be added on the
or adding a twist. final artwork.
ORIGINATION Creating one's original Create own composition by
concept or interpretation of choosing the background,
an idea. subject, and other design
elements based only from
imagination