The document outlines the importance of instructional planning in teaching visual arts at the elementary level, emphasizing the need for clear learning objectives, structured lessons, and effective time management. It discusses challenges faced by art teachers, such as managing large classes and working with messy materials, while also highlighting the rewards of witnessing student creativity and expression. The text advocates for a balance between structured lesson plans and the flexibility needed to foster creativity within the constraints of school programs and guidelines.

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

2. INSTRUCTIONAL
PLANNING IN THE VISUAL
ARTS

3. LEARNING OUTCOMES:
1. Explain the importance of
instructional planning
2. Discuss the considerations in
preparing an instructional plan
3. 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
1. 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.
2. 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
1. 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.
2. 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.