PURPOSE OF
ARTS IN
ELEMENTARY
HOW DOES
• Education in art helps students become selective
ARTS and discriminating in their judgements and improve their
understanding of their visual environment.
INFLUENCE
THE KIDS?
• Students who participate in successful art programs gain a knowledge of art and its role in
human interaction, and develop an understanding and appreciation of the arts of other
cultures, both historical and contemporary.
CONTEXTS FOR LEARNING AND TEACHING
Six Key Features of this Elementary Art Curriculum
1. THIS ART CURRICULUM IS DEFINED IN
TERMS OF OUTCOMES.
2. THIS ART CURRICULUM EMPHASIZES THE
IMPORTANCE OF STUDENTS’ ACTIVE
PARTICIPATION IN ALL ASPECTS OF THEIR
LEARNING.
3. THIS ART CURRICULUM PROVIDES A BASIS
FOR ASSESSING LEARNING IN AND THROUGH
THE ARTS.
4. THIS ART CURRICULUM IS DESIGNED TO
NURTURE THE DEVELOPMENT OF ALL
STUDENTS.
5. THIS ART CURRICULUM EMPHASIZES THE
PERSONAL, SOCIAL, AND CULTURAL CONTEXTS OF
LEARNING AND THE POWER THAT ART MAKING
HAS WITHIN THESE CONTEXTS.
6. THIS ART CURRICULUM PROVIDES A
FRAMEWORK FOR MAKING CONNECTIONS
WITH OTHER SUBJECT AREAS.
ARTISTIC DEVELOPMENT
STAGES
PRESCHEMATIC (AGES 4-7)
• In the preschematic stage, schema (the visual idea) is developed. Often a child will draw the
same object (e.g., a tree in the same way over and over). Images are represented from
cognitive understanding rather than through observation. Images, mainly circular shapes and
straight lines, are used to create representations.
SCHEMATIC (AGES 7-9)
• In the schematic stage, shapes and objects are identifiable, contain some detail, and are
related in space by using a baseline. Exaggeration, where one part of the image is larger
compared to other aspects, is often used to express strong feelings about a subject.
POST-SCHEMATIC (AGES 9-12)
• In the post-schematic stage, students begin to realize that they are members of a society.
Their own peer group becomes particularly important. Students begin to compare their
artwork with others and become very critical of it. While they are more independent in their
work habits, they become more anxious to please.
TEACHERS’ GOAL
VALUE INDIVIDUAL
DIFFERENCES
• In any group of students, a wide variety of abilities, strengths, and needs is evident in art
making. Students vary in visual perception, in their ability to organize visual elements, to
handle art materials, and to comprehend and articulate art concepts. It is important to
remember that every student is capable of visual expression and that every visual expression
is worthy of merit.
EXPANDING SUBJECT MATTER
• Subject matter for elementary students is limitless. Students make images about everyday
events, about things they have seen, things they know, dream about, or imagine. Primary
students often focus on the physical self but as they grow older, their interest in humans
expands to include other people such as family members, friends, and people in the
community. Elementary students are interested in other aspects of themselves, such as their
emotional and social dimensions, as well as natural and built environments.
PROCESS AND PRODUCT
EQUALITY
• Art making is as much about process as it is about product.
• This curriculum focuses on three equally important aspects of art: creation,
contextualization, and reflection.
ART ACROSS THE CURRICULUM
• Art sparks conversation and inquiry. It offers all teachers in the school environment
opportunities to collaborate in devising opportunities for rich, connected learning.
Conceptual development through art is highly motivating, enriches learning, and connects
learning with students’ lives. Creating, understanding the context of, and reflecting on art
can enhance learning experiences in all other areas of curriculum.
