Art Appreciation as described by the Commission on Higher Education (CHED) helps develop student's ability to appreciate, analyze, and critique works of art.

1. Art Appreciation and Assessment

2. “ Art is one of life’s offerings. For
those who have not the talent to
create, there is appreciation.”
-Nathaniel West

3. THINK
Break their perception:
“I’m not an artist.”
“I’m not really meant for drawing.”
“I really have no talent in this.”

4. Description through
Observation
• Understanding the elements of
art and principles of design.
• Developed good observational
skills
• Observed thoroughly
• Great artists are great
observers

5. Aesthetic Scanning
1. Sensory properties- perceived
through sensory contact with the
work.
2. Formal properties- refer to how
the elements are organized.
3. Technical Properties- describe the
medium that the artist used.
4. Expressive properties- describe
the first impression or mood the

6. Analysis
• Interpret what the artist is trying
to express.
• Visual Literacy is crucial as
learning reading, writing, and
arithmetic

7. Visual Communication and
Visual Literacy
• Visual Thinking Strategies is a
research-based teaching method for
preschool and elem.
Questions:
“ What’s going on in this picture?”
“ What do you see that makes you say
that?”
“what more can we find?”
• Visual Literacy is the ability to

8. Visual Communication and
Visual Literacy
• 8-12 years old, technical approach
Questions:
“ Can you tell me how you used
balance in your composition?
What kind of balance?”
“ What color harmony did you
use? Can you explain what are
analogous colors?”

9. Visual Communication and
Visual Literacy
• Other disciplines. Discuss about
other subjects.
Questions:
“What concepts and principles did you
apply in creating this video animation?”
“Can you explain how your work is able to
depict Philippine myths and legends?”
“Differentiate the textile traditions from the
ff. countries: China, India, Japan, etc.”

10. Interpretation and Reflection
• WHY and HOW I FEEL
Questions:
“Why did you choose that color? How
did you feel while mixing it?”
“What message are you trying to
communicate?”
“What does this remind you?”

11. TALKING PROMPT
• General Questions
Questions:
“Who made an amazing discovery
today?”
“Who had a struggle today? Did you
overcome your problem? If not, can
anyone suggest a strategy for the artist?”
“ Who learned something new from a
classmate?”
What else could you have done that

12. Giving Value and Remarks
• Always start with a positive statement
“Wow! Nice work, Marie!”
“Ryan, that’s good! Oh I like the
colors!
“Good job, Eric! I can see you put a
lot of details.”

13. Giving Value and Remarks
• If you cannot find anything nice to say,
you can describe the work by stating a
fact or an obvious observation
“Good, Carla! I see you used red,
blue, and yellow for the sea. May I know
why you chose these colors?”

14. Giving Value and Remarks
• When giving remarks on report cards or
works
“Mark was able to draw circles and
triangles. He can draw a square but needs
some practice in making the lines the
same length as possible. He can paint
using a paintbrush but needs practice on
how to stroke gently.”

15. Giving Value and Remarks
• Comment on the effort given by the child
“Wow, Serina, you really drew a lot of
lines here! I can see so many patterns!”
“You really took your time doing this. I
can see your hard work!”
“Mark, did you put that together by
together? Good job! Was it difficult? It must
be hard doing this all by yourself.”

16. Giving Value and Remarks
• When in doubt, ask first then listen
• Turn negative comments and critiques
as suggestions that are optional
Bad: “Your coloring is so messy! It’s like a work
of a 2-year-old! I told you, don’t color outside the
lines!”
Better: “Mark, I think your colors are going
outside the lines. Can you try coloring within the
shape? Try holding the crayon near the tip. Can
we do it again? Teacher will show you how.