PARTS:

Red- Toring
Blue- Empasis
Green- Caayon
Violet- Eballe
Brown- Tan
Gray- Salon
Pink- Villacorta

Instructional Planning in the Visual Arts

Teachers provide learner-centered artmaking opportunities for all learners at each grade and proficiency level. Visual
arts education must demonstrate, reflect, and promote a diverse, inclusive breadth of cultures and be equitably
accessible to all students while providing multiple opportunities to create, present, respond, and connect to the world.
This demonstration takes place when schools offer quantity and quality visual arts instruction to ensure that every
student is receiving an equitable, sequential, comprehensive, standards-based visual arts education.

In teaching Visual Arts, we support classroom experiences that encourage students in all grades to:

- create art and reflect upon what they have made.

- seek and construct meaning through encounters with art.
- create narratives about artworks.
- understand the historical and cultural contexts of works of art.
- discover the significance and value of art in their lives.

A. Instructional Planning
Instructional planning includes not only planning what students will learn, but how they will learn it. Planning should
include both short-term goals and long-term goals.

What to DO and CONSIDER in Instructional Planning?

Using Students' Knowledge

What do your students know, what can they do, and what are they learning to do?

Building Content Understanding

What do you want your students to learn?
What are the important understandings and core concepts you want students to develop within the learning segment?
How will you use your knowledge of your students’ assets to inform your plans?

Supporting Learning Needs

What instructional strategies, learning tasks, and assessments will you design to support student learning and language
use?
How will your learning segment support students to develop and use language that deepens content understanding?

Assessments to Monitor Student Learning

How will your planned instructions and assessments provide evidence of students' abilities throughout the learning
segment?
How is the teaching you propose supported by research and theory about how students learn?
B. Setting the Objectives

Objectives also known as goals. Whenever possible, we need to write clearly-defined and specific objectives (goals) that
are easy to measure. That way, at the conclusion of our lesson, it will be relatively easy to determine if we met or missed
our objectives, and by how much.

In Setting objectives in our lesson plan in order to define our lesson's objectives, consider asking ourselves like:

*What will students accomplish during this lesson?

*To what specific level will students need to be able to perform a given task in order for them to be considered
proficient and their progress satisfactory?
*how will the students show that they understood and learned the goals of our lesson (worksheet, oral, group work,
presentation, illustration, etc)?

Important notes in making objectives in a Visual Arts lesson:

The more specific each objective is, the better.

Each objective should describe a specific skill, map to a specific activity in the lesson, be measurable, and support one or
more state or national standards.
Set only two or three objectives for each lesson to keep students focused and reinforce skills.

EXAMPLE:
Lesson Plan in Visual Arts – Grade 7
(1st Quarter, Module 4 – Philippine Paintings, Lesson 1 – Paintings during the
Spanish colonization)

Learning Objectives
The learners are expected to be able to:
• Cognitive
- identify the themes used in the paintings of Filipino artists during Spanish colonial era.
• Psychomotor
- create artworks showing the themes and styles used in Philippine paintings during Spanish colonial era.
• Affective
- recognize the crucial role played by Philippine paintings during Spanish era in the life and history of the Filipinos

C. Choosing Art Activites

In planning visual art activities, teachers need to

be alert to individual needs, and the ways in which
students
- use and show understanding of the visual elements
- handle and use materials
- explore and control tools
- communicate their feelings and responses to
materials, different media, and different activities
- evaluate and modify their work
- demonstrate an understanding of the work of
others.

Identify an activity or two that will teach the skills and concepts required to meet your objectives.
Examples:
1) Learning Objective: Students identify the elements of art in a painting.

Activity: Students work in pairs to chart different types of lines (thin, thick, smooth, broken, etc.), colors (warm, cool,
primary, secondary, bright, subdued, etc.), and other elements of art they see in a specific work of art. You can teach
this in the same way you might teach the parts of speech, for example by having students chart nouns or adjectives in a
sentence.

2) Learning Objective: Students research the life and work of an artist and speculate about his or her artistic intention in
a given work.

Activity: Students read information about the artist's history and look at other works of art by the same artist. They use
the information they learn from this research to speculate about why the artist used certain elements and imagery. For
example, student research about Monet's painting Wheatstacks, Snow Effect, Morning will reveal that the work is part
of a series depicting the same subject at different times of year and day. This information helps students speculate
about the artist's choice of color and line and use of light in this painting.

Common Activities in Visual Arts

1. Artist Workshops/Seminars for Visual Arts
2. Film showing (Art Topics, Eras, Foundation of Art)
3. Critiquing of Artworks
4. Artists Team Work (School Art fair etc.)
5. Gallery/Museum Visit
6. Application of Art concepts (drawing, painting, sculpting, printmaking, filmmaking, or designing)

D. Instructional Frameworks

Guiding students to become independent learners is a goal of teachers everywhere. A proven method for teaching for
eventual student autonomy is the Gradual Release of Responsibility Model. This instructional strategy is frequently used
in language arts classrooms, but it’s also applicable to the art room. Instruction is scaffolded by gradually giving students
more responsibility for learning. This can happen over one lesson or over a few weeks of instruction.

The goal of the Gradual Release of Responsibility Framework is to provide appropriate instruction, moving students
towards independence.

Importantly, the GRR Framework does not have to be linear. Based on instructional objectives, educators may
appropriately choose to begin in any part of the framework. Students move back and forth between each of the
components as they master skills, strategies, and standards.

Components of the Gradual Release of Responsibility Model

The visual representation shows the four interactive (or interrelated) components of the gradual release of
responsibility model.
*Explaining the model and give example of a scenario that applies the instructional framework

E. Developing an Activity Plan

Developing an Activity Plan enables teachers to experiment and know what to improve in the teaching-learning process.
The following methods can be used in developing a teacher's activity plan:

1. Asking other teachers

2. Classic games
3. Hands-on experiences/exposure
4. Computer/Technology-based experiences

The learners’ feedbacks on how your activities impact them also matter for they determine the activity’s success. Take
time to take note and listen to your students’ comments and suggestion, in this way, you can develop your activity plans
by adding what’s lacking and eliminating what’s unnecessary.

Determining methods and materials for developing learning activities for Visual Arts can be as varied as your imagination
and available resources will allow. You may want to think about using:

charts diagrams role play

instruments props exercises
art materials videos question/answer
flipcharts black boards case studies

These help the teacher in making visual art activities varied that can cater different types of learning styles. Learning
visual arts can be learned not just only through sight, but also through touch, actions, hearing, smell, and taste.
In developing your Activity Plan, it should target the 8 Studio Habits of Mind that a visual arts teacher should teach in
their classes. The researchers at Harvard’s Project Zero developed these 8 Studio Habits of Mind as a result of studying
artists and art educators. They found that these habits help artists improve their craft, tackle hard problems, and give
teachers concrete language to those internal processes that happen during art making. Those habits include:

Conclusion

The purpose of instructional planning is to ensure that teachers are adequately prepared to meet the educational goals
of all students, including utilizing various tools to design comprehensive lesson plans that meet the curriculum objectives
of institutions and their communities.