|Sources of Art Lesson
Preliminary ideas to
bring on March
15/16, 2002, lab
Art for Children,
Bartel, instructor - updated 3-13-2002
Lessons Before planning Field
Teaching Lessons, students are expected to study the contents of
A below to review problems
art lessons typically found on the
and in published journals and books. Edit your lessons to remedy these
Bartel Lessons How
to Plan Art Lessons
Try a search
engine like Google
and type in art lessons and see what comes up.
A Philosophy of Art Education
not merely the making of a product. You lesson includes a
but the goals are learning how to process ideas. Avoid
or modify "CUTE" product-centered lessons.Your
goals are to teach students how to problem find, to problem solve, how
to think, how to plan, how to observe, how to produce visual stories,
to imagine, how to compose, how to design, and how to create.
is help the child become a more self-sufficient independent learner and
to understand art better. Emphasize the child's choice-making.
the hard parts easier with practice. Make the easy parts
with questions. The good teacher's ultimate goal is to become
as a teacher because the student has learned how to learn.
This page intended to familiarize you with some of the sources of
for art assignments and projects. Secondly, it is intended to give you
practice in converting ideas that may be out of date or inconsistent
current art education thinking into better lessons. We do not have to
good art lessons. We are simply looking for ideas. By following our own
principles, we can make them into good art lessons.
A. Make a List of Art Lesson Ideas
B. How will your assignment be evaluated?
- Think of art styles, topics, exemplars
history or other
cultures, artists, purposes of art, processes, media, or any other
aspects of art to use as a starting point in your thinking about the
Do not start the lesson with examples, but you
can get your teaching ideas from the examples you use at the end.
- Search to find published lesson plans or
lesson plans observed
- Check the Art Section of the Goshen
lower level Good Library, south wing.
- Check periodicals such as School
and Activities, and Art Education
- Recall the best of your own experiences
or home school student. Change the lessons to make them fit
- Consider things we have done in class
term. Modify them,
if needed, to make them appropriate for the developmental level of the
child. See Blackboard
the Developmental Level lecture notes. See chapter 2 in text.
- Interview teachers, art students, and
children for lesson
- Try searching the Internet using Google.com
and one other search engine.
- The quality of your revised lesson. The instructor will
to see if it follows the guidelines in Planning
to Teach Art Lessons and other ideas developed in our class. See Appendix
A below for a list of the most typical problems and some solutions.
Innovative ideas are also valued.
- See this link to see the Self-Evaluation.
- An audio taping of the sessions is required. Check
in advance. Video taping is optional. You are asked to
to the tape and cue up a small segment for us to hear.
- The quality of your search. Are there a variety of sources
so anybody could quickly find them? Is the annotation useful to a
looking for art lessons?
- Others in your group will be asked to rank your
contribution to the
effort. You will do the same for others.
Include three or more kinds of sources for art lesson ideas.
books, curriculums or magazines, and Internet sites that contain one or
more suggested art lessons. If you know an art teacher, an interview
also be one source. Use the library and our art education bibliography.
Other books are in the Art Department in room 07. Books in 07 are to be
used in the Visual Arts Building and returned to their shelf as soon as
possible. Other materials are in the Curriculum Library in the library
THE FINAL PRODUCT
PART A: Bring to
March 15/16, 2002, for group work.
List three or more lessons (from two or more
sources) you find that have at least one idea in them that you think
possibilities of being a good lesson if it was modified correctly.
- Give a brief title and description
- Give the source so that anybody could
- Annotate each of the four lessons with
saying what is good about it and what needs modification, but don't
it out with modifications and corrections.
- Carefully study the web page called "Planning
to Teach Art Lessons".
In your group, discuss the lesson possibilities each of you
suggestions about the strengths and weaknesses of all the lessons your
For each of your four lessons, make a simple list of strengths
For one of the lessons (the one you like best), develop a
revised and improved lesson plan or unit plan with all the parts of a
art lesson in the correct sequence (first things first and last things
last). It is fine to make the lesson longer than you would teach at one
session. Many lessons are extended over several sessions in order to
all the parts. In some cases lessons can have alternative ways of
them. For example, preliminary media preparation might be done several
ways. Once you try it one way and another time you try it another way.
It is fine to include several good options in any part of the
Again have other group members review the planning, read the
and make suggestions to each other.
PART E: Turn in on March 21.
Prepare a final draft of the lesson plan. Turn it in with the
drafts and list lessons you found in the first place. Be sure to
all the sources carefully so that another person could find them
Include page numbers of printed journals and books. Include URLs and
names of web sites.
Using a copy of the Group
Evaluation Form, fill it out, and turn it in with your final
BIOGRAPHICAL REFERENCES (these may be on
ART LESSON PROBLEMS
lessons say to
show art examples, photos, or pictures before children do the art work.
The sequence of lesson activities has the answers
before the problem. The
are not truly expected to be capable of creating their own ideas or the
teacher doesn't want to explain it well enough or take the time to have
students do practice of preliminary planning and learning. Instead the
lesson depends on the natural ability of children to learn by
Who needs a teacher for this?
||Consider the 4
sources of inspiration
for subject matter from Chapman. They are: 1) Nature and the
environment, 2) Inner feelings and imagination, 3) Quest for order, and
4) Ordinary experience (Chapman 46-52). When you take away the
art at the beginning of the lesson, it is important to replace it with
better motivational activities so children know how you expect them to
time to assign some practice work. Build confidence. See
c. below. Teach art history after media work. Select art
based on elements, style, ideas, creative methods, etc. covered in
work. The library has a 30+ volume set of Encyclopedia of Art.
lesson plans suggest
a food product as an art material. What values does this teach
hunder, food, and waste? Do we value the art experience
to buy art materials? Is food to treated as expendable? "Although
potato, fruit, and vegetable prints are often recommended for children,
the idea of food as an expendable for printmaking reflects a lack of
about food in a world in which hunger is a serious problem" (Chapman
||If non art
material (food) is
used, why not use actual art material if it works just as well. We
not apologize for spending some budget on art supplies. It is some of
best investment we can make in the children's learning. We spend our
on what we value. Food and other items are not free either.
prepared food should be an aesthetic experience for dining together -
to hang on the wall.
move directly to
making the final product without teaching children how to develop their
ideas, their compositions, or how to use the materials. Hence, little
is learned. They ignore thoughtful consideration of style, topic
choice, function, design or composition, and/or art vocabulary
They might ignore skill development needs prior to the main product.
adding some warm up activities, some practice time with the materials,
and some planning activities for the product being made. Avoid a mere
by the teacher, but have your students actually using materials to gain
confidence before you expect them to do the main work. Consider
style, topic (subject) choice, function, design or composition, and/or
art vocabulary learning.
ignore art history
||See a. above.
Discuss at least
one very important work after the media work. LesnIdea.html
ignore art in society or art in everyday life connections. If children
are to become aware of how the world is being designed by people, we
to make them more aware and sensitive about how things are becoming
or better in our immediate surroundings. This is part of teaching
We have laws against noise pollution, air pollution, and water
Should their be more laws against polluting our viewscapes. Who
and who sacrifices with more and bigger billboards and power lines
located? Who cares when the electrician places a light switch so that
makes hanging artwork on a wall more difficult?
experiences can be an
important as a source of topics from which to work.
Also, add some ideas about how this lesson
can make us
more aware of our environments. Include some relevant questions to ask
the class. For example, when I think about juxtaposition of visual
in surrealism, and apply this to the way campus buildings have been
over the years, I become more aware of the impact of architectural
and design in my environment. Every school and neighborhood has some
ugly and some relatively beautiful environments. One of our goals is to
help children develop sensitivity and aesthetic criteria by which to
more responsible citizens.
use a teacher demonstration
when a guided discovery method would work better to learn a process or
can be taught without
a teacher demonstration every student does a practice routine with the
it is generally more effective than watching it.
Art production is not a spectator activity. If you must
for safety or clarity, follow it immediately with hands on
procedure is inappropriate
for the age. A common example of a process not recommended is
for kindergarten and lower grades. "Finger paint is of some value for
very young child who is seeking motor and kinesthetic pleasure. But it
is not recommended as a major drawing or painting medium for children
have learned to make simple visual symbols, primarily because the
and tactual appeal of finger paint overpowers the child's attention to
its visual qualities." (Chapman 227) "If they are more concerned with
sticky consistency and smearing the paint all over than with using it
expression, then they are not using finger paint to satisfy the desire
to control their kinesthetic movements. However, for tense, timid, or
children finger painting may provide an important outlet...."
||There may be
third grade and older
children who really need an occasional freeing activity to change their
increasing self-critical attitude. Something less controlled like
may be a good change of pace. Be sure that the curriculum also includes
lessons with sound skill development. If every lesson is to "free the
and feel good about yourself" and "getting rid of inhibitions," skills
of observation, rendering, construction, and even thinking never
beyond the schematic stage. Even those adults who feel they cannot
wish they could. More informed practice at a young enough age would
produce a nice
end product, but the learning objectives are unclear or the process
to respect the child's creative potential.
a pattern or example
of the end product, but put lots of effort into being clear about
kind of thinking practice they will need to come up with an end
to take pride in. Use preliminary practice to build confidence and
clarify what it expected. Students should make lists and/or
Group discussions can be used.
Chapman, Laura. Approaches to Art in
York: Harcourt Brace Jovanovich, Inc.
Lowenfeld, Viktor. Creative and Mental Growth. 4th ed. New
The MacMillan Co. 1964.
All rights reserved.
page © Marvin Bartel, instructor, 2000
Goshen College Art
class members may print this for their own use. Others must e-mail Marvin Bartel
for permission to reproduce or publish.
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