Visual Arts Curriculum Outlines

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PHILLIPS-OSBORNE

CURRICULUM OUTLINES

 

TEACHER: 

SUBJECT:  VISUAL ARTS

 

Program Philosophy

A visual arts philosophy should reflect at least three major beliefs about the importance of art education for all young people.  These beliefs place a value on:  1) fostering personal development through art; 2) transmitting the artistic heritage; and 3) heightening awareness of art in society.  The district philosophy statement for art education should also reflect two basic modes through which young people may participate in art experiences - expression through art and response to art.

 

Program Goals:

From the three philosophic beliefs about art education stated above, it is possible to derive six general program goals, two goals from each belief.  They are outlines as follows:

 

1.  Personal Development

A.  To learn to express one’s self through creating themselves through creating works of art.

B.  To learn to respond to works of art.

2.  Artistic Heritage

A.  To understand  how artists express themselves through creating works of art.

B.  To understand how art critics and historians respond to works of art.

3.  Art in Society

A.  To become aware of how societies express values and beliefs through visual forms.

B.  To become aware of ways social groups respond to visual forms.

 

(Taken from ”Guidelines for Planning Art Instruction in the Elementary Schools of Oho” 1970)

 

Evaluating Art Instruction

 

In using objectives as the basis for evaluation, the teacher needs to ask three questions:

1.  What products will serve as evidence to convince me that the objects has been attained?

2.  What will serve as my criteria?

3.  What degree of attainment should I expect of these particular children?

 

For teachers of art, there are three kinds of products which can be observed and evaluated as evidence of learning.  They are: a) the art work produced by the children, b) their talk about their own work and that of others, and c) their actions in the process of making works of art.

In addition, appropriate criteria for each objective needs to be described.  These should be stated as children’s behaviors observed in their artwork, their talk, and their actions.

 

Teachers should specify the degree of attainment they expect children to achieve.  Each teacher needs to make these 

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