Contexts for Learning and Teaching

Six Key Features of

this Art Curriculum

1.This art curriculum is defined in terms of outcomes.

The identification of outcomes clarifies for students,
the specific expectations of what students should know
and value as a result of their learning in art.

2. This art curriculum emphasizes the importance of students’ active

participation in all aspects of their learning.
This curriculum engages students in a range of purposeful and inventive
experiences and interactions through which they can develop the processes
associated with creating, contextualizing, reflecting on, and responding to
their own and others’ artwork

3. This art curriculum provides a basis for assessing learning in and through
the arts.
This curriculum engages students in analytical, critical, and reflective
thinking about their learning in and through art. The use of a variety
of assessment strategies will help teachers address students’ diverse
backgrounds, learning styles and needs, and will provide students with
multiple opportunities to demonstrate their progress toward achievement
of the designated learning outcomes. This document includes suggestions
for a collaborative assessment process that involves all participants and
allows learners opportunities to celebrate their successes and to learn from
their multiple attempts. A comprehensive assessment process is a powerful
tool to enhance student learning.

4. This art curriculum is designed to nurture the development of all

students.
This curriculum recognizes that learners develop and learn at different
rates and in different ways. In recognizing and valuing the diversity of
students, the learning environment should allow for a range of learning
preferences, teaching styles, instructional strategies, and learning
resources. Life is shaped by issues of social class, race, gender, and culture.
Learning contexts and environments must affirm the dignity and worth of
all learners.

5. This art curriculum emphasizes the personal, social, and cultural contexts
of learning and the power that art making has within these contexts.
This curriculum promotes self-esteem and self-understanding, as well
as appreciation of the world’s social and cultural contexts. Students are
encouraged to recognize the power of creativity in constructing, defining,
and shaping knowledge; in developing attitudes and skills; and in
extending these new learnings in social and cultural contexts.

6. This art curriculum provides a framework for making connections with

other subject areas.
This curriculum recognizes the importance of students working in and
through art. As students learn in the arts, they develop specific skills,
understandings, and confidence necessary for self-expression. As they
learn to make connections with other subject areas by learning through
the arts, they are engaged in a kaleidoscope of learning experiences that
enables the development of personal, social, and perceptual skills.

The definitions of:

CURRICULUM- is a description of what, why, how, and how well student should learn
in a systematic and intentional way.

Expected learning outcomes- defines the totally information, knowledge, understanding,

attitudes, value, skills, competencies, or behaviors a learner should master upon the
successful completion of the curriculum.

To improve education quality special efforts are needed to align:

INTENDED CURRICULM (official guidelines)

IMPLEMENTED CURRICULUM (what teachers and learners actually do)
ATTAINED CURRICULUM (what student actually learn)

DOMAINS OF LEARNING:

1. Cognitive Domain: deals with the thinking process of the learning

2. Psychomotor Domain: deals with the skill of doing things
3. Affective Domains: deals with interests, attitudes, etc…

KEY ASPECTS OF LEARNING:

1. Enquiry
 2. Problem Solving
3. Reasoning Skills
4. Creative Thinking Skills
5. Information Processing Skills
6. Evaluation Skills
7. Self Awareness Skills
8. Managing Feelings
9. Empathy
10. Motivation Skills
11. Communication Skills
12. Social Skills

Guided Questions:

What is a learning assessment?

Why do we need to conduct assessment in the class?
What is the difference between assessment and evaluation?

All Around Development of the learners:

1. Cognitive Development
2. Communication Development
3. Social Skill Development
4. Physical Development
5. Creativity Development

The Stages of Artistic

Development by Matt Fussell

Understanding the stages of artistic development can help you become

better at creating art. It can also help you become a more effective art
teacher. We develop artistically. Just like we develop other skills like
talking and walking in stages, we develop artistic skills in the same way.
In 1947, Dr. Viktor Lowenfeld published “Creative and Mental Growth”,
which quickly became THE textbook for art educators. Lowenfeld argues
that are six clearly defined stages of artistic development and that these
stages can be witnessed in the artworks of children. According to
Lowenfeld, the six stages of artistic development are:
Stage 1 – Scribble Stage (1 – 3 years old)
Children at this age are engaged in the physical activity of drawing. There
is no connection made between the marks and representation during most
of the scribble stage. However, towards the end of this stage children may
begin to give marks names. This stage is mostly about the enjoyment of
purely making marks.

Stage 2 – Preschematic Stage (3 – 4 years old)

Children at this stage of artistic development are beginning to see
connections between the shapes that they draw and the physical world
around them. Circles and lines may be described as people or objects that
are physically present in the child’s life. It is in this stage that a child first
makes the connection to communicating through their drawings.

Stage 3 – The Schematic Stage (5 – 6 years old)

Children at this stage have clearly assigned shapes to objects that they are
attempting to communicate. They often have developed a schema for
creating drawings. There is a defined order in the development of the
drawing.

Drawings at this stage have a clear separation between the sky and the
ground. Often the sky is a strip of blue at the top of the paper, while the
ground is a strip of green at the bottom.

Objects are often placed on the ground instead of floating in space.

Objects of importance are often drawn larger than objects of lesser
importance.
Stage 4 – The Dawning Realism (7 – 9 years old)
At this stage in artistic development, children are beginning to become
more critical of their own work. It has become evident that a structured
order to drawing objects is no longer sufficient. While a schema is still
used to create drawings, it is more complex than the schema used in earlier
stages. Overlapping can be seen and a sense of spatial relationships is
more evident.
Stage 5 – The Pseudo-Naturalistic Stage (10 – 13
years old)
The use of value and light is now apparent in drawings. Children at
this stage of artistic development are very critical of their own success.
Success is determined by the level of realism achieved in the drawing.
Frustration is a common occurrence. It is exceptionally important to
encourage students at this stage.

Stage 6 – The Decision Stage (13 – 16 years old)

Children at this stage will decide to continue drawing or view it as an
activity without merit. Because of the level of self-criticism inherent at
this stage, many children, (now young adults) view drawing as a skill that
do, they do not possess.
Others, however, decide to continue working on their drawing skills and
continue to develop. I think that it is important to encourage students to
continue drawing despite their level of skill. Any skill level can be
attained with practice. This stage of artistic development is perhaps the
most critical to the development of an artist.

Viktor Lowenfeld
Professor
Description
Austrian Viktor Lowenfeld was a professor of art education at the Pennsylvania State University.
His ideas influenced many art educators in post-war United States. Wikipedia
Born: 1903, Linz, Austria
Died: 1960, Pennsylvania, United States
Education: University of Applied Arts Vienna, Academy of Fine Arts Vienna, University of
Vienna

LOWENFELD'S
STAGES OF ARTISTIC
DEVELOPMENT

1. SCRIBBLE
(2 to 4 years)

The Scribble stage is made up of four sub-stages. (a) Disordered -

uncontrolled markings that could be bold or light depending upon the
personality of the child. At this age the child has little or no control over
motor activity. (b)Longitudinal - controlled repetitions of motions.
Demonstrates visually an awareness and enjoyment of kinesthetic
movements. Circular - further exploring of controlled motions
demonstrating the ability to do more complex forms. Naming - the child
tells stories about the scribble. There is a change from a kinesthetic
thinking in terms of motion to imaginative thinking in terms of pictures.
This is one of the great occasions in the life of a human. It is the
development of the ability to visualize in pictures.
2. PRESCHEMATIC
(4 to 6 years)

The preschematic stage is announced by the appearance of

circular images with lines which seem to suggest a human or
animal figure. During this stage the schema (the visual idea) is developed.
The drawings show what the child perceives as most important about the
subject. There is little understanding of space - objects are placed in a
haphazard way throughout the picture. The use of color is more emotional
than logical.

3. SCHEMATIC
(7 to 9 years)

This stage is easily recognized by the demonstrated awareness of the

concept of space. Objects in the drawing have a relationship to what is up
and what is down. A definite base and sky line is apparent. Items in the
drawing are all spatially related. Colors are reflected as they appear in
nature. Shapes and objects are easily definable. Exaggeration between
figures (humans taller than a house, flowers bigger than humans, family
members large and small) is often used to express strong feelings about a
subject. Another technique sometimes used is called "folding over" this is
demonstrated when objects are drawn perpendicular to the base line.
Sometimes the objects appear to be drawn upside down. Another
Phenomenon is called "X-ray". In an x-ray picture the subject is depicted
as being seen form the inside as well as the outside.
 4. DAWNING REALISM
(9 to 11 years)

Dawining realism is also known as the gang age. Group

friendships of the same sex are most common. This is a period
of self awareness to the point of being extremely self critical. The attempts
at realism need to be looked at from the child's point of view. Realism is
not meant to be real in the photographic sense rather than an experience
with a particular object. In this regard this stage is the first time that the
child becomes aware of a lack of ability to show objects the way they
appear in the surrounding environment. The human is shown as girl, boy,
woman, man clearly defined with a feeling for details often resulting in a
"stiffness" of representation. Perspective is another characteristic of this
stage. There is an awareness of the space between the base line and sky
line. Overlapping of objects, types of point perspective and use of small
to large objects are evident in this stage. Objects no longer stand on a base
line. Three dimensional effects are achieved along with shading and use
of subtle color combinations. Because of an awareness of lack of ability
drawings often appear less spontaneous than in previous stages.

THE PSEUDOREALISTIC STAGE

(ll to 13 years)

In the previous stages the process in making the visual art was
of great importance. In this stage the product becomes most important to
the child. This stage is marked by two psychological differences. In the
first, called Visual, the individual's art work has the appearance of looking
at a stage presentation. The work is inspired by visual stimuli. The second
is based on subjective experiences. This type of Nonvisual individual's art
work is based on subjective interpretations emphasizing emotional
relationships to the external world as it relates to them. Visual types feel
as spectators looking at their work from the outside. Nonvisually minded
individuals feel involved in their work as it relates to them in a personal
way. The visually minded child has a visual concept of how color changes
under different external conditions. The nonvisually minded child sees
color as a tool to be used to reflect emotional reaction to the subject at
hand.

Matt Fussell – Artist and Teacher

Matt Fussell is a world-renowned visual arts instructor that specializes in
teaching beginner and intermediate artists. Over 50,000 students from
around the world have taken his classes on various platforms. Matt
produces courses, ebooks, and visual arts curricula for students and
teachers at all levels.
"Creative development" is the process of developing
creative abilities through exploration, decision making and
expression. Children go through various stages of creative
development separate from...

What Is the Creative Process?

The creative process is the evolution of an idea into its final form
through a progression of thoughts and actions. The creative process
involves critical thinking and problem-solving skills. From
songwriters to television producers, creative individuals generally
go through five steps to bring their ideas to fruition—preparation,
incubation, illumination, evaluation, and verification. These stages
were first articulated by Graham Wallas, a social psychologist and
co-founder of the London School of Economics who outlined the
primary stages of the creative process in his 1926 book on creativity
called The Art of Thought.

The 5 Stages of the Creative Process

While all creative people apply unique methods and thought
processes to their work, there are five stages that most creators
subconsciously follow while pursuing their creative endeavors. The
five stages of the creative process each flow logically into the next
phase of the process. As you embark on your own creative process,
unleash your mind and let your ideas grow through the five stages
of creativity.
1. Preparation stage: As you begin the creative journey, the first
stage involves prep work and idea generation. This is when you
gather materials and conduct research that could spark an
interesting idea. Brainstorm and let your mind wander, or write
in a journal to foster divergent thinking; this will help you
consider all possible approaches to building out your idea. In
this first part of the process, your brain is using its memory
bank to draw on knowledge and past experiences to generate
original ideas.

2. Incubation stage: When you have finished actively thinking

about your idea, the second stage is where you let it go. Part of
creative thinking is taking a step away from your idea before
you sit down to flesh it out. You might work on another project
or take a break from the creative process altogether—
regardless, you are not consciously trying to work on your idea.
Walking away from your idea might seem counterproductive,
but it’s an important stage of the process. During this time,
your story or song or problem is incubating in the back of your
mind.
3. Illumination stage: Sometimes called the insight stage,
illumination is when the “aha” moment happens. The light bulb
clicks on as spontaneous new connections are formed and all
of that material you’ve gathered comes together to present the
solution to your problem. In this third stage, the answer to your
creative quest strikes you. For example, you overcome writer’s
block by figuring out the ending to your story. It can take you
by surprise but after the incubation stage, an idea has emerged.

4. Evaluation stage: During this stage, you consider the validity

of your idea and weigh it against alternatives. This is also a
time of reflection when you look back at your initial concept
or problem to see if your solution aligns with your initial
vision. Business professionals might do market research to test
the viability of the idea. During this phase, you might go back
to the drawing board or you might forge on, confident in what
you’ve come up with.

5. Verification stage: This is the final stage of the creative

process. It’s when the hard work happens. Your creative
product might be a physical object, an advertising campaign, a
song, a novel, an architectural design—any item or object that
you set out to create, propelled by that initial idea that popped
into your head. Now, you finalize your design, bring your idea
to life, and share it with the world.