Module 4:

TEACHING
STRATEGIES
IN TEACHING
ART
 DELIVERING INSTRUCTION

Refers to the interaction

among the student and the
teacher. It is a way for the
teachers on how to deliver
their lesson to their students.
 Teaching Styles
is a very comprehensive and complex
concept and it covers a wide range which
can not explained with a limited framework.
Lesson planning largely focuses on the
content of your session, but before entering
the classroom, you should also consider
how you will deliver the lesson.
 1.Expert
The expert approach is teacher-centered
and assumes that instructors hold the
knowledge and expertise on a topic;
their role is to help learners gain
competence or mastery of the topic by
imparting this knowledge to the
students.
 2. Formal Authority
Similar to experts, the instructors in the role
of formal authority hold status due to their
education, background, and position. Formal
authorities tend to focus on enculturating
students into a field or discipline by teaching
them the ―right way‖ to do things, using
feedback to guide learners.
 3. Personal Model
• Instructors who use the personal model
tend to lead by example and model
behavior.
 4. Facilitator
• The facilitator acts more as a coach or guide
than an expert instructor. Facilitators are
focused on developing learners‘
independence and assist learners in that
quest by ―asking questions, exploring
options, suggesting alternatives, and
encouraging them to develop criteria to make
informed choices.
 5. Delegator
• The delegator is perhaps the most
student-centered approach. The
delegator‘s ultimate goal is to empower
students to be independent, often taking
a discovery or problem-based approach
to learning.
ISSUES WHEN
SPEAKING:
 Diction
• Be sure to clearly enunciate each word.
This is especially important when our
learners include non-native English
speakers and those with hearing
disabilities, and when we are using
unfamiliar vocabulary.
 Pace
• Slowing down our pace is often key to
better diction and can make it easier for
our learners to hear and understand us.
 Tone and Pitch
• Learners will pick up on your
enthusiasm for the session and the
material—or lack thereof. Varying the tone
and pitch of your voice to avoid a
monotone can convey energy and help
hold the audience‘s interest.
 Verbal Tics and Fillers
• Try to avoid fillers or meaningless
interjections like ―um,‖ ―like,‖ and
―you know.‖ While these fillers are
distracting for the listener, the speaker is
often unaware of using them.
 Body Language
• A substantial amount of information is
communicated through body language.
Good instructors must be aware of their
physical presence as well as their voice.
 Posture
• The way you stand conveys a message
to the audience.
 Gestures
• Gestures should flow naturally and be
an organic part of your speech.
 Smile
• Smiling is another signal of interest and
engagement.
 Use of Space
• Moving around the room as you speak
can convey energy and help hold
listeners‘ attention.
 Humor
• Humor can be a great way to engage
our listeners, and a well-chosen joke
can illustrate a point or make a
connection that learners might
otherwise miss.
 Learn to tell a joke.
• Learning to tell a joke is a skill that can
serve you well even if you never use
humor in the classroom.

• Choose humor carefully.

• Make it relevant.
• Be aware of copyright.
 Common
Concerns
 Overcoming Anxiety
• If the thought of standing in front of a classroom to
lead an instruction session fills you with dread, you
are not alone.
• Amount of Content
• One common concern is how to plan an appropriate
amount of content; instructors worry about having
too much material and running out of time or having
too little material and ending up with extra time to
fill.
 Classroom Management
• Occasionally we will have learners who
are disruptive or uncooperative. Our
exact response will depend on the
nature of the disruption, but several
general classroom management
strategies can be useful across a variety
of situations.
 Handling Questions
• Having to answer questions on the fly is
something that causes many speakers and
instructors anxiety. Keep in mind that
learners‘ questions are a sign they are
engaged in the session‘s content and trust
you to be able to assist in their learning.
Looked at this way, questions are a sign of
successful instruction!
 Tone and Pitch
• Be confident.
• Ask the learner to repeat the question, if
necessary.
• Anticipate questions.
• Follow up with the student.
• Admit when you are unsure.
 Handling Mistakes
• Everyone makes mistakes. While this
knowledge is reassuring, when you
have just made a mistake in front of a
room full of people who expect to learn
from you, it can feel devastating.
 Conclusion
• Our time in the classroom interacting with our
students can be the most rewarding part of
teaching, but for many of us it is also the
most anxiety-inducing. Our presentation of
the lesson we have so carefully crafted is
part of the art of teaching, and many
strategies exist to ensure an engaging
delivery and overcome any anxiety we feel.
B. COLLABORATIVE
AND INDEPENDENT
LEARNING
• Cooperation
• Collaboration
 QUESTION?
So how do we foster true
collaboration in the art
room?
 4 Ways To Foster Authentic
Collaboration In Art Room
1. Give students opportunities to work in
diverse teams.
2. Give students open-ended, complex tasks.
3. Help students develop ownership of group
projects.
4. Encourage collaboration among students
outside of group work.
B . INDEPENDENT
LEARNING
 B . INDEPENDENT
LEARNING
• Independent learning is a self-guided
process wherein the learning works to expand
their knowledge and skills.
• Asynchronous Learning is also called
Location Independent Learning, and is
opposite to synchronous learning where
students learn at the same time by activities
such as attending a lecture or laboratory.
 Why is independent learning important?
• It can develop inquisitiveness, by providing
opportunities for long-term research and other work.

7 CHARACTERISTICS OF INDEPENDENT LEARNING

• Curiosity – Independent learners want to find out more about the world.
They seek out ways to explore.

• Self-motivation – Forget bribery. Intrinsic motivation far surpasses any

prize or reward system.

• Self-examination Independent learners are motivated by setting

internal goals to achieve.
• Accountability – Responsibility means knowing what
you have to do and doing it without anyone telling you
to.
• Critical thinking – Independent learners think critically
of a situation.
• Comprehensions with little or no instruction –
Independent learners have an uncanny ability to read,
visualize, or kinesthetically instruct themselves.
• Persistence – Independent learners don't give up. They
strive to understand a concept as much as possible on
their own before asking for help
How to promote
Independent
Learning?
 Allow Choice
• Even if the choices the children make
are ones you have carefully selected for
them, if the children percieve that they
have an element of control over their
learning they are more likely to engage.
 Encourage Peer Support
• Training children to ask their peers
before asking an adult for help is a
useful strategy.
 Let the children take ownership of their
learning

• One strategy for student to pose a

question for themselves they would like
to have found the answer by the end of
the lesson.
 Let the children help plan independent
activities

• Research has shown that the majority of

teachers are visual learners and there is
a predisposition for us to plan activities.
 Encourage Reflection
• A big part of learning is reflecting on
what you have learned, created or
shared with others.
 Develop Time Management
• Encouraging your class to be aware of
time constraints for task will help them
be more productive in the time allocated
to complete a task.
 Explicitly teach the skills needed for
creating creative, critical thinkers

• Build time into your curriculum for taks

that develop team building, discussion
and evalutaion in order to succeed.
 Reward the skills you want to see rather
than the end product

• The more you notice and reward their

skills, the more incentivised your class
will be to display them.
 Learn to speak.
• Thinking of yourself as a facilitator. You
should not be the hardest working
person in the room as if it was a stage
desperately trying to maintain their
attention and focus.
 Teach the skills of lifelong learning

• In summary you are teaching the

children to think about how they learn
best and apply that to the task they are
given.
 Have clear expectations about prior
learning.

• Introducing new ideas or tasks there

will usually be an element of previous
learning required in order to move the
learning forward.
 Share with the children what will make
them successful in their task

• Particularly for younger children they

can often fall into the trap of thinking
that producing a great quantity of work
will be celebrated when really as the
teacher you are looking for much less
quantity in favor of higher quality.
 Let the children take responsibility for
checking their work

• Sometimes providing the answers so

children can check their own work can
help develop independent learning
skills.
 Make it clear that you are not to be
disturbed

• If you are doing a focus task, either

working with groups or individuals, then
let children know you are not to be
disturbed unless it's an emergency.
 Cultivating
Independent Learner
 Inspire student motivation for learning.

Motivation to learn is key to success in

school, and for life.
 Coach students to set goals and develop a
plan for learning

Support students in developing their own

learning goals that are realistic yet
challenging.
 Teach Students to self- assess

Ask students to write a letter to a student

who will be in the class the next year.
Upon completion of a project, unit, or
chapter, ask students to summarize what
they have learned and tell the future
student how they have overcome any
learning challenges.
 C. TECHNOLOGY AS
TEACHING TOOL
Digital manipulation is a way to
transform artwork digitally.
 Helpful benefits to students and teachers:

1. Technology gives students a new way

to create art.
• Technology in the art studio is a great
way to get your students using a
different type of medium
 2. Technology offers many apps that allow for the
transformation of traditional art.

• Students have the opportunity to

transform art they have created with a
variety of apps.
 3. Technology allows for flipped learning.

• Flipped learning can be a great way to

share information with your students
without continuously repeating yourself.
 4. Technology can transform your teaching strategies.

• Resources like projectors, document

cameras, iPads, Chromebooks, and
SMART boards can take teaching to the
next level.
 5. Technology increases opportunities
for research.

• Students love technology! They often

spend countless hours on their
smartphones, tablets, and laptops.
 6. Technology provides ways to easily
track student progress.

• Digital portfolios have become popular

in many art rooms.
 7. Technology makes learning fun.

• Finding ways to make learning more fun

is essential.
 8. Technology offers a variety of opportunities
to integrate formative assessments.

• Assessment in the art room can be

overwhelming depending on the number
of students you have in your class.
 9. Technology promotes collaboration.

• Collaboration allows students the

opportunity to practice working well with
others.
 10. Technology promotes engagement.

• A key concern in classrooms is student

engagement.
 D. PHYSICAL
ENVIRONMENT AND PLAY
• Physical layout arrangement of desk and
working space.
• Attractiveness and Appeal of bulletin
boards, poster, and charts.
 ARRANGING SPACE
• Physical Layouts reflects YOU!
• Colorful classrooms with poster,
bulletin boards and other materials can
enhance environment.
• This can motivate children, enhance
learning and reduce behavior problems.
 DESK ARRANGMENT
• Largest amount of space is for the
student desk arrangement.
• Different Arrangement: For
groupings.
 U-SHAPECIRCLE
• Seating arrangement Alphabetical
According to Height “Move the students
desk on a regular basis so all children
learn to cooperate with all children”
 ENVIRONMENTAL PREFERENCES

1. Temperature
2. Light
3. Noise Level
 PLAY
1. Play-based learning helps engage
elementary students in their education and
has cognitive, physical, social and
emotional benefits.
2. It support skills:-Collaboration-
Communication -Creativity -
 We learn when we are relaxed.
We learn when we are having fun.
“Every Child is an Artist”
E. CONFERENCE
 E. CONFERENCE
• it is a formal meeting that typically takes
place over a number of days and
involves people with a shared interest,
especially one held regularly by an
association or organization.
• During a student–teacher conference,
students can report on their progress,
consider problems and solutions, and
note strengths and areas for
improvement.
• Teachers can discuss students‘ work
with pairs or small groups of students in
order to facilitate learning.
• Conferences therefore require an
inviting and supportive atmosphere to
encourage open discussion, as well as
a high level of trust between
participants.
• Conferences provide teachers with an
opportunity to guide and support
learners and a forum for students to
demonstrate their learning.
 F. GRAPHIC OR
VISUAL ORGANIZERS
 Graphic Organizer
• often refer to as key visuals which
allows the students to understand and
represent relationship visually.
Different Kinds of
Graphic or Visual
Organizers
 Wheel Graphic Organizer
• used to organize information as a
sequence
 Spider Map Graphic Organizer-
• used to define a main topic with specific
descriptive connections.
 Web Graphic Organizer-
• a comparison organizer that defines
differences and similarities between
topics.
 Concept Map Graphic Organizer-

• brainstorming and organizing ideas.

 Venn Diagram Graphic Organizer-

• helps students to find similrities and

differences.
T-Chart Graphic Organizer-
• used to
compare pros
and cons of a
decision that
needs to be
made.
KWL Charct Graphic Organizer-

• help
students
organize
information
before,
during, and
after a unit or
a lesson.
Timeline Chart Graphic Organizer-

• used to
organize
events in
chronologic
al order.
Storyboard Graphic Organizer-

• used to
visualize
a story
with
images.
 Benefits/Advantages of Visual or Graphic
Organizers

• Students:
●Helps the students in decision
making.
●Helps to compare and contrast.
●Helps to identify the similarities and
differences.
●Helps to construct meaning.
●Expand vocabulary.
●Content easies to understand and learn.
●Students become more strategic learners.

●Recognize sequences, hierarchies, and

patterns.
 Teachers:
●A quick reference.
●Helps observe their thinking
process.
●Helps in assessing your students.
●Used to structure lesson notes.
 When can Graphic Organizers be used?

1. Before Instruction
2.During Instruction
3.After Instruction
 4 Stages for Enabling Students to
Construct Graphic Organizers

1. Teachers Does It
2.Class Does It
3.Groups Do It
4.Individuals Do It
G. GUIDED ACTIVITY
 G. GUIDED ACTIVITY
• In this section, students show what they
know and demonstrate the skills and
concepts they are learning with teacher
support.
• During guided practice, the teacher
empowers students to practice skills on
their own for the first time, giving
concrete, actionable feedback to
everyone and additional focused
attention to specific learners that need
it.
 Guided Practice Activities
• Teachers can implement guided practice
in a variety of ways, shaking up
participation structures and activities to
keep students engaged.
 Diagramming.
• Student pairs work together on a
diagram that illustrates and explains
how paper is manufactured.
 Completing graphic organizers.

• Students fill out KWL charts or other

graphic organizers about the topic of an
informational book.
 Experimenting.
• Students construct tinfoil boats and test
whether they float when items are
placed in them. Before this, the teacher
models what to consider when building
the boat and talks with the class about
what types of items they think will float.
 Analyzing.
• The class learns the key features of a
strong essay.
• Importance of guided (practice) activity
• The purpose of Guided Practice is to
serve as a bridge to being successful
when students apply the strategy(ies)
independently.
H.Jigsaw
 H.Jigsaw
• is a cooperative group activity in which
a different segment of a learning task is
assigned to each member of a small
group (the “home” group).
• Jigsaw activities push all students to
take equal responsibility for the group’s
learning goals.
• In the arts, jigsaw activities can be
done in creating/performing, listening,
and reading formats.
 I. LATERAL THINKING
• Lateral thinking is a term coined by
Edward De Bono in 1967 in his book the
use of lateral thinking
• He believes a more creative answer can
be obtained by taking a step sideways
to examine a situation or problem from
an entirely different viewpoint Lateral
Thinking
• This is a thinking process first described
by Edward de Bono, who recognized
that the mind can perceive issues from
many angles and is thus able to
generate many creative solutions.
• Lateral thinking involves reviewing a
problem or challenge from multiple
perspectives, often breaking up the
elements and recombining them in
different ways, even randomly.
• Use of lateral thinking methods
develops skills in bringing positive and
negative aspects of a problem to the
fore and evaluating the whole picture.
 LATERAL THINKING IS:
• Vision
• Insight thinking
• Creativity
• Innovation
• imagination
 BASIC METHOD OF LATERAL THINKING

• Brainstorming
• Cross Stipulation
• Debate
• Discussion
• Conversation
• Sharing the ideas
• Practice
• Evaluation
Quiz
 Quiz

1-3 Enumerate the three

environmental preferences.
 Quiz

4. It helps engage elementary

students in their education and has
cognitive, physical, social and
emotional benefits.
5. Give 1 example on how you
enhance the classroom environment.
 Quiz
6. It is the changes occurring within an
individual is difficult to visualize and
understand.
7. It is also called location of independent
learning
8-9. Give at least 2 characteristic of
independent learning.
 Quiz
10. It is also called location of independent
learning.

11-12. Give at least 2 characteristic of

independent learning.
 Quiz
13. It is often refer to as key visuals which
allows the student to understand and
represent relationship visually.
14. It is often refer to as key visuals which
allows the student to understand and
represent relationship visually.
 Quiz
15. It is used to organize events in a
chronological order.

16. Is a cooperative group activity in

which a different segment of a learning
task is assigned to each member of a
small group (the ____ group).
 Quiz
17.______ activities push all students to
take equal responsibility for the group’s
learning goals.
18. It Refers to the interaction among the
student and the teacher. It is a way for the
teachers on how to deliver their lesson to
their students.
 Quiz
19. It is perhaps the most student-
centered approach.
20. is teacher-centered and assumes that
instructors hold the knowledge and
expertise on a topic