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MOVING

MOVING

R E V I RDTAES

AIMS IN TEACHING ART

What should be the aim of teaching art in the classroom? Be an Amorsolo or a Valentino? To produce good works for displays or to become all these are poor goals.

It is the mistaken notion that art is only for special people that the mess in the teaching of art in the elementary grades has rise.

Art education is not a special subject which can be integrated in any other subjects, so its aims should be viewed in the light of the broader aims of education. For this reason we believe that art education in all levels should aim.

2. To develop in the child a capacity to relate himself creatively and spontaneously to his environment.

1. To give the child wholesome experiences for his maximum personal growth.

ART EDUCATION

PERSONAL ENRICHMENT

SOCIAL ADJUSTMENT

SELF EXPRESSION

DEMOCRACY

APPRECIATIONFOR THE HANDICAPPED INTERNATIONAL UNDSERSTANDING

EXPERIMENTATION COMMUNITY

The classroom teacher must be aware that art is centered on two aspects:

1. appreciation 2. creation

This enjoyment would be more if the watchers would be participants. One enjoys painting if he has had some experience in painting.

One can evaluate the beauty of a simple hat better when he understands the materials and processes involved in making the hat. You may like the song but you will enjoy it better when you sing it. Appreciation becomes enjoyable when one becomes really involved in the object of his appreciation. The teacher can be more involved if he becomes an active participant with his pupils. Therefore he should be in the art itself.

THE ADVENTURER PREPARES

A person knows that he cannot go far without the necessary preparation.

“Nothing comes from nothing” according to one of the songs in “The Sound of Music.” So the teacher prepares his materials and equipment.

1. A knowledge of the value of Art for his pupils, for him, for his country and for the world at large

2. Well defined goals on sound concepts and philosophy.

3. A good idea of the different elements of beauty and their uses.

4. A knowledge of the principles of design and their uses.

5. The “know how” and the process involved in the different art activities.

VALUES OF THE ARTS and AIMS OF TEACHING ART

Is Art for the gifted few only? What does art mean to you? Is it a special subject because only a few can be an artist? But entire communities can engage in an art activity. Art is for you, for them, for us, for everybody.

Art is something where we can express feelings in its so many angles. Art is life, for life is a work of art.

Is there a real need for including Art in the child’s education? This question confuses classroom teachers.

1. Self Realization

a. Confidence and creative self expression and ability to communicate one’s ideas to others.

b. Awareness of aesthetic interest for the development of good judgment and discriminating choice of things that one uses.

c. Ability to evaluate art standards and apply them to materials workmanship, appearance and usefulness of product.

2. Civic Responsibility

a. Art as a socializing activity.

b. Ability to value and respect artistic expression of others.

c. Ability to apply artistic arrangement in terms of better living not only in the child’s immediate community but in the world community as well.

3. Intrinsic Value

Art is relatively correlated with other areas in the curriculum and with extra curricular activities in one’s environment.

4. Therapeutic Values

a. The child’s art work is a good record of his feelings and moods.

b. Art works to detect anxieties, tensions and frustrations.

c. Art is widely used in mental clinics.

5. Expression

To develop in the Child the ability and desire to express and communicate himself creatively and spontaneously.

6. Experimentation

To foster or develop his ability to experiment with various media, methods and areas of expression.

7. Evaluation

To develop tolerant appreciation in evaluating the art expression of himself and of others.

8. Appreciation

To develop tolerant appreciation in evaluating the art expression of himself and of others

9. Democracy

To develop civic responsibility, social awareness, and group cooperation through art.

10. Art for the handicappedTo allow and encouraged those who

are not verbally skilled to express their desires, emotions, understanding, attitudes, beliefs, and social qualities through art, thus assuring them of personal growth.

11. International UnderstandingTo develop international

understanding thru art.

Comparison of Children’s Work

Teachers often commit the mistakes of comparing children’s work forgetting their differences as individuals. Imitation of a model may be good but it sometimes creates dependency on others instead of originality. Imitation should be a means, not an end.

Limiting the Child’s Art Forms

The child’s visual, aural, vocal, motor and emotional impressions should be explored. He should not be exposed to only one art form. Since differences in native talents and capacities exist there should be different outlets.

WHAT SUPPRESSES FREEDOM OF EXPRESSION IN CREATIVITY

1. Tracing Patterns

2. Copying Art Works

3. Going thru art activity step by step

4. Following directions in workbooks and coloring books.

Effects of imitative procedures in coloring.

1. They make the child dependent – deprive him of the ability to create.

2. They make the child inflexible as he has to follow what he has been given.

3. They do not provide emotional relief as he has no opportunity to express his own feelings and experience and acquire release for his own emotions

4. They do not promote skills and discipline because a child’s own urge for perfection grows out of his own desire for expression.

5. They condition the child to adult concepts which he cannot produce along and which therefore frustrate his own creative ambitions.

SUGGESTIONS FOR TEACHER

1. Have the child think of “something” to create

2. Provide a rich environment that will stimulate creativity. The environment will provide the stimuli that may arouse ideas.

3.Expose children to beautiful things. Show them colored illustrations, slides, paintings, etc.

Take them on field trip to exhibits, museums, and art centers. Call their attention to movies, T.V. Shows and books that are worthwhile. Help them to be aware of people and objects around them.

4. Enrich the curriculum by inviting resources persons who may act as consultants. They may also arouse interest and latent talents.

Don’t impose your own images on a child.

5. Identify the physical and emotional needs of the child. Encourage participation in many forms of art activity that will reveal his abilities, such as creative writing, dancing, painting, working with clay and tools, singing, playing with different kinds of instruments, books widely, experimenting

6. Provide plenty of learning materials to work out ideas, clay, paints, tools, books, papers, scraps or cloth etc. have many kinds of media available.

7. Make use of praise and encouragement and stress good human relationship. Cultivate rapport with the class. See that the children get along well with each other and that they feel a sense of belonging.

Children learn more then they “feel” good about themselves toward the teacher and other classmates.

Provide a healthy, friendly climate to work in. Do not hurry the children. It takes time to grow. Allow time for thinking, which is necessary for creativity. Leave them time for thinking. Just keeping them busy does not assure happiness in what they are doing.

THE RESPONSIBILITY OF A TEACHER

Art should be utilized in a good direction for these comprise the best media for promoting the integrative development of children and youth.

This is a very good outlet that has all the components of growth physical, perceptual, emotional, intellectual, aesthetic which are integrated harmoniously to produce a well balanced human being.

Drawing and clay modeling involves motor development, naming what was done involves intellectual development and a triangular line is a house to a child. It is perceptual. Beautiful! A word of encouragement makes a child feel happy. This involves esthetic development. Hence art education promotes the integrative development of children and youth.

APPRECIATION LESSON IN ART:

Beauty is art. Art is beauty. And beauty has its own elements that makes it beautiful. Elements of beauty are also called elements of composition.

They are:1. Line2. Form of shape3. Colors4. Value5. Space6. Texture

The symbols of art can be found in symbols and picture as expressions of one’s feelings or emotions.

SYMBOLSChildren are very fond of using

symbols which sometimes adults cannot grasp. Children use colors which they think are symbols of what they feel. The shapes, forms , lines and positions and movements of lines are symbols to them which contribute to the totality of their compositions.

Colors can be symbols and can be associated with meanings. Green-hope, black-death, orange-wisdom, and yellow-jealousy.

PICTURESA Good painting is a good picture.

Conservative artists represent things exactly as they see them while modern artists do not.

EMOTIONSFeelings are expressed through lines,

forms, values, colors, and textures. When properly used these elements stimulate feelings. Red makes us happy, while blue makes us sad.

THE ELEMENTS OF ARTS (BEAUTY)

LINE

A line is a prolongation of a point. As an elongation it can be straight or curved depending on the direction it follows. It is a foundation upon which a structure is built. Lines can be produced in several ways:

1. A. line produce when two objects overlap.

The line is produced by the edge of the books w/c comes in contact with the surface of the sheet of paper.

2. Shadows produce lines Shadows created by standing

posts creates a line.

3. Moving any pointed object across a surface produces lines.

Kinds of Lines1. Straight

Types of Straight Lines

a. Vertical

b. Horizontal

c. Slanting

d. Broken or jagged

2. Curved

Types of Curved lines

a. Concave

b. Convex

c. Spiral

d. Scroll

Meaning of lines

Lines suggest meanings. Vertical lines suggest stability, dignity, solemnity, strength and majesty. Horizontal lines express calmness, repose, and quietude. Slanting lines express motion. Straight lines that are scattered and broken suggest disorderliness and violent actions.

SOME GUIDES IN USING INTERESTING LINES, FORMS AND DESIGN.

A. Composition of lines

B. Combination of forms

C. Principles of Design

C. Principles of Design 1. BALANCE

Formal Informal

2. PROPORTION

Family Faith & thin

3. HARMONY

Repetition

Contrast

Transition

Combination

4. RHYTHM

a. Thru Repetition

b. Thru Alteration

c. Thru Sequence

d. Thru Parallelism

e. Thru Progression

f. Thru continuous line movement

g. Thru radiation

5. EMPHASIS AND SUBORDINATION

It’s beauty and life of an Art works

C O L O R S

Yellow

Red

Blue

1. Primary Colors

A. Kinds of Colors:

Orange

Violet

Green

2. Secondary Colors

Y

YO

O

RO

R

RVV

BV

B

BG

G

YG

3. Tertiary Colors

Y

YO

O

RO

R

RVV

BV

B

BG

G

YG

4. Analogous colors

- colors that are side by side on the color wheel.

Y

YO

O

RO

R

RVV

BV

B

BG

G

YG

5. COMPLEMENTARY COLORS- the opposite direction of one color in the color wheel.

Y

YO

O

RO

R

RVV

BV

B

BG

G

YG

B. DOUBLE – COMPLEMENTARY HARMONY

Y

YO

O

RO

R

RVV

BV

B

BG

G

YG

C. SPLIT – COMPLEMENTARY HARMONY Starting with B

Y

YO

O

RO

R

RVV

BV

B

BG

G

YG

D. SPLIT – COMPLEMENTARY HARMONY Starting with R

Y

YO

O

RO

R

RVV

BV

B

BG

G

YG

E. DOUBLE – SPLIT COMPLEMENTARY HARMONY

Y

YO

O

RO

R

RVV

BV

B

BG

G

YG

F. TRIAD HARMONY

6. Values of Colors

Colors from darkness to lightness (Kadiliman (Shade) at kapusyawan (Tint)) colors. The combination of values in one color is called monochromatic harmony.

Ang purong kulay o kulay na walang halo ay nasa pinakamataas na antas ng katingkaran (full Intensity). Upang maging malamlam (dull)ang isang matingkad (Bright) na kulay hinahaluan ng puti.

7. Intensity o Katingkaran

Texture o textura ito ay tumutukoy sa panlabas na katangian ng isang bagay na nahihipo o nadarama.

T E X T AUR

Alin sa mga bagay na nahipo mo ang mailalarawan ng sumusunod na mga salita?

Matigas

Malambot

Madulas

Magalasgas

Makinis

Magaspang

Mapurol

Matalas

Tatlong uri ng Textura

1. Texturang nahihipo o Tactile (Natural)ito ay nakikilala sa

pamamagitan ng paghipo o pagdama.

2. Texturang Biswal isang bagay na nakikilala sa

pamagitan ng pagmamasid o ng larawan.

Halimbawa ng texturang biswal

a. Ipininta sa pamamagitan ng lukot na papel at “water color”.

b. Ginamitan ng pinsel

c. Ginamitan ng bulak

d. Ginagamitan ng “foam”

3. Texturang Artipisyal

Ito’y mga bagay na yari sa plastic papel o metal na gawang tao.

Halimbawa:

a. Plastik na bulaklak b. Mga bagay na gawa sa papelc. Mga palamuting yari sa metal

FANCY LETTERING

SQUARE LETTERS AND NUMBERS

NORMAL W-3 H-5

COMPRESSED W-3 H-7

EXPANDED W-5 H-5

JOCELYN S. GALVANMabalacat North Art Coordinator