Art Materials for Elementary Grades

Basic Art Materials for Elementary Grades

• When setting up an arts and crafts room, it is important to note the age of the group.
• Different age groups have varying abilities, and require different equipment.
• There are some basic materials that are suitable for all ages.
• The teacher must consider the motor control and coordination abilities in the group when selecting from the following list of materials for an arts and crafts program

Crayon Materials

• Paper is spread on a table, floor, wall, or easel
• Jumbo crayons are suitable for lower grades because they help small fingers develop muscle control
• Unwrap crayons to use both sides

Chalk Materials

• A blackboard with erasers is required, along with wet or dry paper
• A container of colored and white chalk.

Brush Painting Materials

• An easel should be at the correct height to prevent children from stretching while painting
• Paper can be spread on a table, floor, wall, or easel
• Have available three to four jars of poster paint
• Paint palettes should have flat bottoms to prevent tipping, or quart size milk cartons can be cut down
• Paint brushes with quarter inch handles and three quarter inch bristle lengths are recommended for young children
• A smock to protect clothing made from an old shirt with shortened sleeves, also oil cloth or plastic aprons

Pasting Materials

• Small jars of school paste, or squares of waxed paper with a spoonful of paste prevent waste
• Plain, colored, or construction paper of different sizes is required

Collage Materials

• Materials include paper shapes of different colors, cloth scraps, feathers, yarn, tinfoil, string beans, and sawdust
• Blunt scissors are required for both left and right-handed children

Puppet Materials

• Paper bags of any size are used
• Blunt scissors are required for both left and right-handed children
• Cardboard rolls and socks or mittens can be used for puppets
• Styrofoam balls are used as heads for puppets
• Miscellaneous items such as button pins, old jewelry, and yarn are also useful puppet materials

Scrap Art Materials

• Paste, glue, tape, staplers, colored tissue paper, colored stick tape, gummed circles, starts and/or designs
• Tempera paints, chalk, crayons, and felt-tipped pens
• Scrap materials like egg cartons, styrofoam, plastic container lids, pine cones, feathers, and buttons

Specific Techniques: Painting

• Painting activities should occur near running water
• To protect floors and tables, cover them to keep them paint-free
• All children should wear smocks to prevent staining their clothes
• Adults can teach children to keep colors clear by allocating each brush to its own jar
• They can demonstrate color mixing by brushing one color over another on paper

Finger Painting

• To prepare for finger painting, cover tables with formica or plastic, and ensure children wear aprons
• Provide paper towels and clean rags
• Use smooth paper dipped in water and spread flat
• For each child, a tablespoon of each color is placed on the paper
• Children can experiment with the paint using their fingers, palms and hands

Pasting

• Keep paste in small plastic containers or jars.
• Number-code the jar lids to help children match lids to jars and recognize colors and numbers.
• Teach children how to rinse out paste brushes and return materials.
• Ensure all children use blunt scissors and teach them safety rules for scissors early.

Puppets and Scrap Art

• Materials for puppet and scrap art activities must be well-organized
• Both activities require a large supply of materials
• All supplies should be within the children’s reach and eye level and stored in specific places, such as cloth scraps in a labeled box, buttons in a muffin tin, feathers in a plastic bag, and old jewelry for puppets in a plastic shoe box

Clay and Paper Mache

• Cover tables with Formica or oil cloth for easier cleaning
• Considering children's interest spans for paper mache projects, as the process takes time
• Account for time to prepare materials, create objects, dry them, and paint them to avoid frustration

Teaching Methods in Arts (Lesson 5)

• Methods are important for elementary arts education as they engage students, foster a love for exploration, and develop creativity, critical thinking, communication, and collaboration skills
• Integrated Arts Approach combines art with other subjects like math, science, and language arts, enhancing comprehension and expression
• Project-Based Learning (PBL) in arts education engages students in creative projects that solve real-world problems and develop critical thinking, teamwork, and problem-solving skills
• Differentiated instruction tailors lessons to meet diverse student needs, valuing each student's success.
• The Use of Technology in Arts Education enhances creativity through digital tools like drawing apps and video editing software, but teachers should guide its effective use

Arts-Based Inquiry

• Arts-based inquiry enhance understanding through creative activities like drawing, painting, or music
• Creating visual timelines or composing songs deepens comprehension and develops critical thinking skills.

Experiential Learning in the Arts

• Experiential learning strengthens learning connections and inspires creativity
• Experiential Learning involves hands-on activities like museums, workshops with artists, or field trips,

Classroom Management

• Effective classroom management fosters creativity, engagement, and collaboration
• Clear expectations and routines minimize disruptions
• Meaningful Learning experiences empower students to express themselves artistically

Establishing a Positive Learning Environment

• Positive classroom culture nurtures creativity and engagement
• Encouraging collaboration and building relationships helps teachers understand students’ interests and motivations

Clear Expectations and Procedures

• Setting clear expectations, like a structured cleanup routine, promotes responsibility and organization

Time Management

• Effective time management maximizes instructional time and creativity, which can be achieved by allocating specific time slots for activities

Assessment and Feedback

• Assessment and feedback support artistic growth
• Teachers can use rubrics, portfolios, and peer evaluations to track progress
• Students can improve through constructive feedback and self-assessment

Matatag Curriculum Music & Arts (Lesson 6)

• The updated curriculum merges Music, Theater, Dance, and Art to decongest learning while addressing current challenges
• Performing Arts includes Music, Theater, and Dance
• Visual Arts cover drawing, painting, sculpting, ceramics, weaving, and media arts
• Music is recognized as an essential discipline, aligns with societal changes, and ensures inclusivity for diverse learners

Reasons for Integrating Music and Arts:

• Integrate Music and Arts to understand and appreciate diverse cultures
• Integration supports skill development, critical thinking, and emotional expression
• Arts education enhances learners' ability to communicate across disciplines through hands-on experiences
• Arts integration improves long-term content retention
• Arts education improves problem-solving, collaboration, and reduces negative behaviors
• Music education must be open to various forms, recognizing cultural and experiential differences

Curriculum Goals

• Aims to develop musically and artistically literate 21st-century learners
• Fosters multicultural literacy, critical perception, artistic expression, and a strong Filipino identity
• Curriculum promotes the preservation of local traditions and enhances problem-solving, collaboration, and communication skills

Curriculum Objectives

• Develop a musical and artistic 21st century lifelong learner, who can communicate ideas and emotions through artistic expressions and production
• Hone imagination, creativity, and other essential life skills through constant practice and learning opportunities
• Manifest connection between music and arts with other disciplines through creative and artistic expressions and promote culture, heritage, ideas, and artistic values
• Apply different multidisciplinary and multicultural perspectives in creation and production of creative works

Key stages in the Music and Arts Curriculum

• Key Stage 1 (Grades 1-3) focuses on foundational knowledge and skills in Music, Arts, PE, and Health (MAPEH) integrated in Makabansa
• During this stage, learners develop personal and cultural awareness, basic health and movement skills, and are introduced to fundamental concepts
• Key Stage 2 (Grades 4-6) focuses on regional and national identities, encouraging creative expression reflecting Filipino heritage
• Artistic literacy develops, expanding movement skills, and cultural appreciation

Key Stage 3 (Grades 7-10)

• Stage focuses on innovating creative works with a global perspective, integrating emerging concepts and digital tools, and encouraging critical perception and artistic innovation

Pedagogical Approach

• Integrated Approach connects different disciplines, fostering problem-solving and real-life applications
• Culture-Based Education ensures learning is grounded in Filipino values, heritage, and experiences

Localized and Contextualized Teaching

• Highlights Filipino identity and appreciation

21st-Century Skills Development

• Enhances critical thinking, creativity, communication, and collaboration, which can be achieved through performances, group activities, and art production
• Differentiated Instruction promotes inclusivity and Intervention Strategies ensures accessibility

Theoretical Bases for the Music & Arts Curriculum (Lesson 7)

• Education is grounded in theories that guide learners from self-discovery to cultural literacy, enabling them to express themselves artistically and creatively
• These theories support the development of individuals who contribute to nation-building through artistic expression

Culture as Meaning-Making

• Culture is made up of shared symbols used to understand life
• Students express thoughts and experiences, making sense of the world through art and music

Musicking

• Music is actively experienced, not a product
• Singing, playing, and listening are forms of "Musicking"
• Students explore and understand their identities through music

Creative Schools

• Creativity improves critical thinking and problem-solving
• Artistic exploration helps students become innovative thinkers

Discipline-Based Art Education (DBAE)

• Covers creating art, learning art history, analyzing artworks, and understanding aesthetics
• Portfolios are used to assess student progress, encouraging well-rounded artisitc development

Visual Culture Art Education

• Encourages students to explore popular culture and media through art
• Develops critical thinking by helping them interpret visual messages in the world

Visual Thinking

• Visual thinking helps students interpret and understand images
• Enhancing creativity and problem-solving across artistic disciplines

Aesthetic Development

• People understand and interpret art through identified stages
• Students are able to build critical thinking and appreciation for artistic expression as they progress through these stages

UNESCO

• It is important to teach cultural heritage in schools
• Through traditions, music, and art, students will gain diversity and a deeper understanding of their own heritage

Critical Pedagogy in Music Education

• Encourages students to think critically about music and its role in society
• CPME promotes active participation in music creation and discussion, empowering students to address social issues

Standards and Competencies

• Content should follow the revised Key Stage Standards and explicitly show the content
• Developmentally appropriate and reflect relevant and applicable practices in the field
• Performance should exemplify and aligned with the content standards, developmentally appropriate, and state output
• Learning competencies should be aligned with content and performance standards