NOTRE DAME OF SALAMAN COLLEGE INC.

Founded in 1965 by the Oblates

Owned by the Archdiocese of Cotabato
Managed by the Diocesan Clergy of Cotabato (DCC)
“Service for the Love of God through Mary”
(B.E.S.T)
Amare Est Servire

Teaching Arts in Elementary Grades

BEED – 3

Program/Year : BEED 3
Descriptive Title : Teaching Arts in Elementary Grades
Course Instructor : Rosalie M. Blanca
rosaliemallorca0485@gmail.com
Mobile #09300351868

COURSE DESCRIPTION:
This course deals with the educational foundations of Arts as these apply to teaching and learning in the
elementary grades. Various teaching strategies and assessment appropriate for each area shall be given emphases
in the course.

COURSE LEARNING OUTCOMES:

1. Demonstrate in-depth understanding of the concept, elements and principles of arts in the
elementary grades.
2. Employ varied teaching strategies in teaching arts in the elementary level.
3. Design assessment tools in assessing learning arts in the elementary level.

GENERAL INSTRUCTIONS:
1. Provide your own activity or log notebook (2 pieces big 50 leaves notebook) for records of
your online and offline readings and activity tasks.
2. Part of answering these activities are the instructions, so you must follow all of the given
instructions.
3. In every performance/product-based activity, rubrics are given to be used as the bases of
checking your output.
4. Assignments should be submitted on the date given.
5. Create an e-mail account.

WEEK 1:
Unit 1: Concept of Art
 Definition of Art
 Objectives of Teaching Art
 History of Art
Learning Outcomes: At the end of this lesson, the learners are expected to:
 define what is art
 discuss the objectives of teaching arts
 know the history of art

A Guiding Philosophy in Art Education

As a form of self-expression, art education emphasizes the human dimension in education. For this
reason, art education is truly relevant to the present day needs of our society; with the tensions and strains
inherent in our seemingly mechanized existence, there is a felt need for activities or experiences which will
enhance our appreciation for the significance of life. Art activities enhance love for our surroundings and human
relationships amidst our environs. Art education, therefore, should develop in very child the ability to express
himself freely in relation to himself, to others, and to his environment
Art education should be taught not just for the sake of the end products. The importance of the art
produced lies chiefly in the satisfaction experienced by the child and his self-identification with his product. A
child’s art is good when it is uninhibited, expressive, and meaningful in his own level.
Art Education should find its climax in the mature individual, who, because of his experiences, has
developed greater awareness of the self and others, who is critical but can appreciate and can be an assert rather
than a liability to the community to which he belongs.

What is art?
Essential Question: What is art and how does art function?

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 According to Webster, art is “human ingenuity in adapting natural things to man’s use.” Therefore, an
artist uses his genius in transforming God-made things into man-made things that satisfy his needs.
Art is a vital part of the human experience. A lot of people do not feel complete without some outlet for
creativity, and many might say that art is one of the aspects of life that makes it worth living. When we study art,
we are not just learning how to create it, but we're studying this form of human expression and discovering its
meaning to ourselves and our society. Art has also had a large influence on culture and history which cannot be
underestimated. Art plays an intricate part in how we define ourselves.
There are as many ways to define art as there are people in the universe, and each definition is influenced
by the unique perspective of that person, as well as by their own personality and character. For example:
Rene Magritte
 Art evokes the mystery without which the world would not exist.
Frank Lloyd Wright
 Art is a discovery and development of elementary principles of nature into beautiful forms suitable for
human use.
Thomas Merton
 Art enables us to find ourselves and lose ourselves at the same time.
Pablo Picasso
 The purpose of art is washing the dust of daily life off our souls.
Lucius Annaeus Seneca
 All art is but imitation of nature.
Edgar Degas
 Art is not what you see, but what you make others see.
Jean Sibelius
 Art is the signature of civilizations.
Leo Tolstoy
 Art is a human activity consisting in this, that one man consciously, by means of certain external signs,
hands-on to others feelings he has lived through, and that others are infected by these feelings and also
experience them.

Etymology
The term “art” is related to the Latin word “ars” meaning, art, skill, or craft. The first known use of the word
comes from 13th-century manuscripts. However, the word art and its many variants (artem, eart, etc.) have
probably existed since the founding of Rome.

Philosophy of Art
The definition of art has been debated for centuries among philosophers. “What is art?” is the most basic question
in the philosophy of aesthetics, which really means, “How do we determine what is defined as art?” This implies
two subtexts: the essential nature of art, and its social importance (or lack of it). The definition of art has
generally fallen into three categories: representation, expression, and form.

Art as Representation or Mimesis. Plato first developed the idea of art as “mimesis,” which, in Greek, means
copying or imitation. For this reason, the primary meaning of art was, for centuries, defined as the representation
or replication of something that is beautiful or meaningful. Until roughly the end of the eighteenth century, a
work of art was valued on the basis of how faithfully it replicated its subject. This definition of "good art" has had
a profound impact on modern and contemporary artists; as Gordon Graham writes, “It leads people to place a high
value on very lifelike portraits such as those by the great masters—Michelangelo, Rubens, Velásquez, and so on
—and to raise questions about the value of ‘modern’ art—the cubist distortions of Picasso, the surrealist figures
of Jan Miro, the abstracts of Kandinsky or the ‘action’ paintings of Jackson Pollock.” While representational art
still exists today, it is no longer the only measure of value.
Art as Expression of Emotional Content. Expression became important during the Romantic movement with
artwork expressing a definite feeling, as in the sublime or dramatic. Audience response was important, for the
artwork was intended to evoke an emotional response. This definition holds true today, as artists look to connect
with and evoke responses from their viewers.
Art as Form. Immanuel Kant (1724–1804) was one of the most influential of the early theorists toward the end
of the 18th century. He believed that art should not have a concept but should be judged only on its formal
qualities because the content of a work of art is not of aesthetic interest. Formal qualities became particularly
important when art became more abstract in the 20th century, and the principles of art and design (balance,
rhythm, harmony, unity) were used to define and assess art.
Adapted from: https://www.thoughtco.com/what-is-the-definition-of-art-182707

Objectives of Teaching Art

The main objectives of teaching art today are to assist in the intellectual, emotional, and social growth of
the learners according to their needs and capacities. In addition to this general objective, art education today has
certain specific objectives. Art is included in the school program so that children may:

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 1. Gain insight into and identify with nature of creative, artistic acts
2. Acquire artistic skills in relation to activities involving the emotions and intellect
3. Learn some of the possibilities that accompany freedom of thought and action in relation to artistic
pursuits.
4. Explain what the word “environment” means so that as adults they can assume responsibility for the
improvement of the environment
5. Acquire knowledge and insight into art as cultural history
6. Learn to look on the art of seeing as an active perceptual process capable of clarifying all visual
phenomena
7. Acquire the ability to note and describe formal relationships among the elements of a piece of work and
consequently, to sense how such relationships relate to the meaning or content of the work.
History of Art
PREHISTORY-2.5 million BCE to 800 BCE
Prehistoric timeline
 Basic Prehistoric timeline dominated by Old Stone Age or Paleolithic era
 Lower Paleolithic (2,500,000-200,000 BCE)
-The first and oldest form of art was rock carving (petroglyphs) (the Lower Paleolithic).
 Middle Paleolithic (200,000-30,000 BCE)
-Followed by engravings, sculptor (in stone) ivory, bone and wood) cave painting, relief sculptor, ceramic
pottery and architecture.
 Upper Paleolithic (40,000-10,000 BCE)
Bronze and gold sculptor, along with other metallurgical crafts
 Mesolithic Era (In Europe, 10,000-4000 BCE)
-Is the transitional era between the hunter-gatherer culture of the upper Paleolithic, and the farming
culture of the Neolithic
-Ceramic art are also developed, notably by the Jomon culture-an early highpoint of Japanese art
-Chinese pottery begins at this Era
 Neolithic Era (In Europe, 4,000-2,000 BCE) New Stone Age
-The major art form of the Neolithic art was ceramic pottery, silk production begins in Asia
-It began to be used in ornamentation
-In the cases of architecture and megalithic constructions, art was now created in fixed locations.
-The emergence of toms provided unmoving,” visit-able” resting places for the dearly departed
 Bronze Age (In Europe, 3000 BCE-1200 BCE)
 Iron Age (In Europe, 1500BCE-200BCE)

Human Evolution: From Axes to Art

1.5 million BCE and 500,000 BCE the humans developed into Archaic Homo sapiens.
Archaic Homo sapiens species that crated the Bhimbetka petroglyphs and cupules in the Auditorium cave
situated at Bhimbetka in India and at Daraki-Chattan.
Archaic Homo Sapiens-Homo Sapiens-Neanderthal Man
Neanderthal sculptors (or their contemporaries) created
- the famous figurines known as the Venus of Berekhat Ram and the Venus of Tan-Tan
- as well as the ochre stone engravings at the Blombos cave in South Africa
- and the cupules at the Dordogne rock shelter at La Ferrassie

About 100,000 BCE, “anatomically modern man” emerged from somewhere in sub-Saharan Africa
Painters and sculptors belonging to modern man
-They were responsible for the glorious cave painting in France and the Iberiar peninsular,
-the miniature “Venus” sculptors
-ivory carvings of the Swabian Jura, found in the caves of Vogelherd, Hohle Fels, and Hohlenstein-Stadel.

GREEK ART
 Known as the ancestors of Western civilization (Greeks)
 Though of the world in Dualistic terms: fate vs. free will, order vs. chaos, reason vs. irrationality

The Classical Age

 The Greek were attacked by Persians (Darius and Xerxes).
 Extends from the end of Persian wars to the death of Alexander the Great
 Characterized by visual harmony and heightened naturalism in human form

Cave Painting
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-The expression “cave painting” usually refers to drawing, stencil art and painting on the walls and ceilings of
prehistoric caves

Chauvet Cave Painting

Chauvet is one of the few prehistoric painted caves to be found preserved and intact, right down to the footprints
of animals and humans. Located at Vallon-Pont-d’Arc in France, 300 paintings and engravings. Unlike most other
caves, Chauvet is not a pictorial showcase of daily Stone Age life. It contains an abundance of abstract geometric
symbols-quantity of red-ochre hand stencils and handprints.

Lascaux Cave Paintings France

The cave murals at Lascaux have been dated to the Solutrean-Magdalenian period. What makes the prehistoric
painting at Lascaux so different, is the huge scale of some of the animal pictures, and their exceptionally realistic
portrayal.

Roman Art
 Drew heavily on Greek Art.
 Featured “syncretism”, an art that brings together diverse elements to produce something new with a
powerful message-bearing potential.
 Greek sculptures became symbols of wealth and status.
 Gave rise to ‘historical relief”, which represented actual events.
Renaissance
 Interested in reviving the classical approach to art.
 New emphasis on glorifying the human figure.
 Artists were considered celebrities and geniuses, even divine.
Baroque
 A style that used exaggerated motion and clear, easily interpreted detail to produce drama, tension,
exuberance and grandeur.
 Dynamic movement and energy in human forms.
 Came from the word “ barroco” which means contorted or grotesque
 Dramatic lighting and sweeping emotions.
Neoclassicism
 Deliberate return to classical subject matter and style
 Focused on progress and improvement of life through science and knowledge.
 Desire to control nature through science.
 Rational and emotional survived side by side in art
 Aggressively rejected Rocco art.
Romanticism
 The enlightenment seems to have failed.
 Marked by social turmoil and poverty.
 “cult of the Individual” (in art)
 Not really a style but an attitude to follow one’s genius
Realism
 Realism depicted contemporary or modern life which was unembellished and idealized.
 Subject matter included peasant life and urban poor.
Impressionism
 Impressionism was characterized by bold brushstrokes and strong colors. The sketchiness of the works
reflects the impermanence of a changing contemporary world.

Abstract/Modernist

Fauvism was the first major style of the 20th century. Described as an “orgy of pure colors /wild beasts”.
Cubism presented a new of thinking about the purpose of art and the language of painting. It aimed to present a
new way of seeing.
Dadaism “logic and reasons only led to war”. The movement was committed to challenging the status quo in
politics as well in culture
Surrealism seeked to “express the true functioning of thought in the absence of control exerted by reason.

Learning Activities
Think Critically
Direction: On your activity notebook answer the following questions.
1. What is art and how does art function?
2. As a future educator, why it is important to know the objectives in teaching art?
3. How art describe the history of one place?
4. Why do we need to know the art history of other country?
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Unit 2: ELEMENTS OF ART
 Line
 Shape
 Form
 Space
 Color
 Texture
 Value

Learning Outcomes: At the end of this lesson, the learners are expected to:
 define the elements of art
 identify the elements of art in selected works
 apply the elements of art to their own work
Essential Question:
 What are the elements of arts and why they are important?

Elements of Arts

What have you

observed in this
picture?

Discussion
The six elements of art are line, form, values, color, space, and texture. These elements are the essential
components, or building blocks, of any artwork. Any good artwork should consist of these six ingredients
The following are the elements of art:
A. Line as the Elements of Art
A line is a prolongation of a point. As an elongation it can be straight or curved depending on the
direction it follows. A line may be produced in several ways:
 when two objects overlap
 as shadows
 moving a pointed object across the surface
1. Kinds of Lines
a. Straight
b. Curve
2. Types of Straight Lines
a. Vertical
b. Horizontal
c. Slanting
d. Broken or jagged
3. Types of Curve Lines
a. Concave
b. Convex
c. Scroll
d. Spiral
4. The Meanings of Lines
a. Vertical lines suggest stability, dignity, solemnity, strength, and majesty

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electronic or mechanical methods without the prior written permission of the writer except in the case of brief quotations embodied in
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 b. Horizontal lines express calmness, repose, and quietude.
c. Slanting lines, which are also called diagonal lines or inclined lines, give us a feeling of motion.
d. Straight jagged lines that are scattered and broken suggests disorderliness and violent action
e. Curved lines, such as the scroll or s-lines, express continuity
f. Spiral lines suggest fascination
g. Concave or semi-circle lines express downward motion or sadness while convex lines suggest
upward motion or happiness.
B. Form the Elements of Art
Form denotes shape. Forms like lines. May convey
several ideas or emotional effects on the onlooker. The two
kinds of forms are regular or static and irregular or
dynamic. Regular forms have more of straight lines like
square, rectangle, triangle, semi-circle, star and diamond
shapes.
Irregular forms have more of curved lines;
examples are cup, bottle, tree, flower, animal, and insect.
In a drawing or painting, some forms appear to be flat surfaces with no length and width but by the
skillful use of colors, values, textures, and perspective, the forms become solid and three-dimensional. In addition
to length and width, the objects have depth as well (foreground, middle ground, and background).

C. Values the Elements of Art

Values give solidity, distance, and an illusion of depth. It
makes the surface appear rounder and more solid. In painting, black
or pigments of the same color are used to make the value darker while
white is used to make the value lighter. By using complementary
colors, the value of a color is changed. The value of a given color
becomes lighter when more water is added.

D. Color the Elements of Art

Color is the most important element of art and the easiest to
notice. We owe a lot of our knowledge of colors to scientists,
physicists, psychology, chemists, and artists who have made
numerous helpful experiments on them. Color makes the world
beautiful, colorful, and alive. Color is the element of art that refers to
reflected light.
Color theory is defined as a theory because it cannot be
proved. Theories are generally accepted, despite the fact that they
cannot be proven. Laws are accepted because they can be proven.
1. Sources of Color
Sunlight is composed of different light rays. These light rays are the source of colors which vary
in the length of their waves and in the speed in which they travel. But before the colors are seen, the light
rays must be composed through dispersion that is, the light rays must be bent. It is only after the light rays
are bent, dispersed, or scattered that they strike on a surface, producing different colors.
2. Color Charts
a. The Prang Color Chart
There are twelve colors in the color chart made by Prang. These are divided into three
primaries-red, yellow, and blue; three secondaries-orange, green, and violet. We obtain orange by
mixing red and yellow; green by mixing blue and yellow; and violet by mixing blue and red. There are
six intermediate colors-yellow orange, yellow green, blue green, blue violet, red orange, and red violet.
b. The Munsell Color Chart
Munsell has five primaries instead of the usual three. They are red, yellow, green, blue and
purple. The five intermediate colors are orange, yellow green, blue green, purple blue, and red purple.
3. Properties of Colors
a. Hue -this is the identity of color. The hue maybe classified as warm and cool. The warms color are
red, orange, yellow orange, red orange, and yellow. Colors which we may call cool are blue, blue
green, violet and blue violet. Warm hues advance towards us while the cool hues recede or move
away.
b. Value- this is the lightness or darkness of a color. A color maybe made light, medium or dark by
adding white or black. The whiter you add to the given color, the lighter it will be and the more
black you add, the darker the value will become.
c. Intensity- it is the brightness or dullness of a color. It is the strength or weakness of a color in the
presence of other colors. Full intensity and full neutrality are the extremes in color intensity. Full
intensity denotes the brilliancy of a color while neutrality denotes the maximum grayness of a
color. The intensity of a color can be reduced by mixing with it an amount of its complement

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Color Harmonies
There are two groups of color harmonies:
a. Harmonies of Related Colors
 Monochromatic-only one color is used. The color is mixed
with black and white to be able to acquire light, medium and
dark.
Example: Blue+black and white=light blue, medium blue and dark blue
 Analogous Harmony-Three up to five neighboring colors are
used.
Example: Red, red orange, orange, red violet, and violet
plus black and white
b. Harmonies of Contrasting Colors
 Complementary Harmony- two opposite colors in the color
chart are used,
Example: Blue and orange plus black and white
 Double Complementary Harmony-two adjacent colors with
their complements (four colors) are involved.
Example: Blue green and green plus red orange and red orange plus black
and white
 Split Complementary Harmony-Three colors together with
their values and intensities are involved. The shape is like
letter Y.
Example: Orange, blue green, and blue violet plus black and white
 Double Split Complementary Harmony-This is the combination of any two sets of split-
complementariness that lie directly opposite each other. Six colors together with their
values and intensities are involved in this harmony.
Example: Blue green, green. Yellow green plus, red violet, and red orange plus
black and white
4. Triad-They are said to be the richest of the harmonies. In this
harmony three colors, together with their values and intensities
are used. They are:
a. Primary-red, yellow, and blue
b. Secondary- orange, green and violet
c. Intermediate- (two sets) yellow orange, red violet, blue green,Yellow green, red orange, blue
violet
E. Space as the Element of Color
Space refers to the area, size, location, and distance. We use
both the English and Metric system.
Example: Area=80 sq. meters Size: 7” Location: 10 north
15west 12south 16east.
F. Texture the Elements of Color
Texture is the roughness and smoothness of an object. When it
involves actual physical touch, this kind of experience with texture is
called “actual”. When it gives the feeling of a tactile experience this is
called simulated.

Color Theory Terms and Definitions

Color - Element of art derived from reflected light. We see color because light waves are
reflected from objects to your eyes.
Color wheel - color spectrum bent into a circle.
Primary colors - The most basic colors on the color wheel, red, yellow, and blue. These colors
cannot be made by mixing.
Secondary colors - colors that are made by mixing two primary colors together. Orange,
green and violet (purple).
Tertiary colors - colors that are made by mixing a primary color with a secondary color.
Hue - the name of the color.
Intensity - the brightness or dullness of a color. DO NOT CONFUSE WITH VALUE.
Color value - the darkness or lightness of a color. Ex pink is a tint of red.
Tints - are created by adding white to a color.
Shades - are created by adding black to a color.
Optical color - color that people actually perceive- also called local color.
Arbitrary color - colors chosen by the artist to express feelings or mood.

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electronic or mechanical methods without the prior written permission of the writer except in the case of brief quotations embodied in
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 Learning Activities
Think Critically
Activity#1:
Direction: Answer the following questions.
1. What are the Elements of Art and why are they important?

2. How would you describe the lines in this artwork?

3. What figures do the lines form?

4. What pattern do the shapes make?

5. Do the shapes represent something specific?
6. What is form and its uses in terms of art?
7. What is value and its uses in terms of art?
8. What is color and its uses in terms of art?
9. What is space and its uses in terms of art?
10. What is texture and its uses in terms of art?

Activity#2: In this activity, music will be used as the inspiration behind art. As a warm up, select one piece of
music to listen to, interpret the mood of the music using the different types of line.
Materials:
1. Music
2. Short bond paper
3. Pencil
Note: Create an artist statement to describe your artwork including the title of the song you have selected.

Creating a Drawing
Rubric
Category 10 8 6 4 score
1.Design/ Student applies the Student Student tries to The student
Composition element of art line applies the apply the element does not appear
as center of interest element of art of art line as center to be able to
with great skill line as center of interest, but the apply the
of interest overall result is not element of art
with fair skill with skill line to his/her
own work.

2. Drawing Drawing is Drawing Drawing has few The drawing

expressive and expressive details. It is lacks almost all
detailed. Shapes, and somewhat primarily detail OR it is
patterns, shading detailed. Little representational unclear what
and/or texture are use has been with little use of the drawing is
used to add interest made of pattern, shading or intended to be
pattern, texture. Student student needs
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electronic or mechanical methods without the prior written permission of the writer except in the case of brief quotations embodied in
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 to the painting. shading, or needs to improve to work on
Student has great texture. control. control.
control and is able Student has
to “branch” out basics but had
not
“branched”
out.
3.Creativity Student has taken Student has Student has copied Student has not
the technique being taken the some painting from made much
studied and applied technique the source material. attempt to meet
it in a way that is being studied There is little the
totally his/her own. and has used evidence of requirements of
The student’s source creativity, but the the assignment.
personality/voice material as a student has done
comes through. starting place. the assignment.
The student’s
personality
comes
through in
parts of the
painting

Activity#3: Hands-on
Direction: Draw an artwork that shows all the elements of art in a 1/8 illustration board.
Note: How did you use line, shape, and color to contribute to the mood or meaning in your artwork?

END OF THE LESSON

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