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Interconnection and Learning Art

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Visual Art

Project Based Learning


Madhubani Painting



  • Visual Art is a special core content alongside math, science, language arts, and social studies. 
  • It has its own educational standards. 
  • Plays significant role in educating children language of art and to apply art elements to create art
  • It helps children to relate to works of artists to a particular time period to understand that culture and historical events influence art.

The children are guided to recognize the art objects, motifs, styles and define cultural identity.

They are encouraged to use art concepts and vocabulary to generate personal criteria for self-evaluation or to evaluate other works of art.


21st Century Skills

Digital-Age Literacy Inventive Thinking

Basic, Scientific, Economic, and Technological, Literacy Adaptability, Managing Complexity,

Visual and Information Literacy and Self- Direction

Multicultural Literacy and Global Awareness Curiosity, Creativity, and Risk-takings

Higher-order Thinking and Sound Reasoning

Academic Achievement

Effective Communication High Productivity

Teaming, Collaboration, and Interpersonal Skills Prioritize, Plan, and Manage for Results

Personal, Social, and Civic Responsibility Effective Use of Real-world Tools

Interactive Communication Relevant, High-quality Products


What is the main focus on in Visual Art class in the Elementary?

On one of the components of 21st

Century Learning Skill:

Inventive Thinking:





How ?

Through Project Based Learning

The projects created in the Visual Art class are to communicate and enhance understanding of concepts in other subjects


Application of the 3 Words in Visual Art Class

  • Curiosity to stimulate and spark, interest, attention and desire to know.
  • Creativity to bring something into existence that is genuinely new and original
  • Risk Taking by willingness to be unconventional and bold, such that one's personal growth as a young artist is enhanced.

Why through Visual Art?

It empowers young children to communicate ideas that words   and numbers cannot always adequately help them to express.

(Grade 2: Self- Portrait about my-self: Lines, shapes, color contrast, negative and positive space)


Where do we begin?

The Creative Artist:

  • Language level
  • Learning Stage
  • Focus and interest
  • Instructions, plans and flexibility
  • Learning and developing technical skills
  • Sufficient guidance and positive feedback
  • Creating original work

For Example: ‘The Lama Dance Project’

Step 1:

  • Masks in different cultures/and their use (PP)
  • Planning –Lines and shapes/facial expressions/color/
  • Creating masks: clay / recycled paper/ texture / layering / color

Step 2: Practice

Watercolor Techniques/ Vocabulary


Step 3: Sketchbooks

  • Plan work showing lines/ shapes and colors
  • Techniques –Media colored pencils
  • Believe in your abilities



In the Process:

  • Work to reach goals
  • Flexibility is welcomed
  • Interest in their work
  • Teach themselves
  • Help others
  • Seek help when needed

Final project:

Work on large scale paper

Media : Watercolor/integration/LA


Upon Completion:

  • Self evaluate their work
  • Understand that hard work is the success
  • Have positive self-images of themselves

as learners

  • Use what they have learned to adapt to

new situations


Why is integrated PBL necessary?

To create ‘out of the box thinkers’ to increase cognitive capacities of children to make connections to other subjects and relate to real life experiences.

Grade 3: Integration Language Art/ Social Studies

cover for the ‘Wild Island’ travel brochure .

Art skills: Texture/ recycled paper collage/ overlapping/ contrast/ negative and positive space/ cut and paste/ Ref. Henri Matisse’s COLLAGE work - PowerPoint presentation


Why is this component applied to Visual Art ?

  • Letting their innate nature to bloom to be self directed learners
  • To EXPLORE the complex world around them without putting pressure on their capabilities
  • Retaining lifelong learning about the world around them.
  • Aiming to develop confident, skilled, creative, risk takers to discover and invent to change their lives and of the world in the future.


  • We retain and learn by making interconnections.
  • It strengthens skills that the students encounter in one content area by practicing in another, learning different skills and techniques enhance the subject matter.
  • The students will know how to transfer their acquired knowledge to other contexts
  • Individual abilities and interests are discovered
where does tech come in
Where does tech come in?

Digital grayscale printouts to study value!


Technology makes the tasks easier.


What do the children say?

Do you like art ?


Why do like art?

A: Because it is fun.

Why do you think it is fun?

A:You get to create what you want to.

How do you create what you want to?


A: From my mind.


Why do you like art?

B: Because I like drawing.

Why do you like drawing?

B: I can draw more than I can write.

Why do you think drawing is easier than writing?

B: It is easy to draw pictures.

How about drawing what you want to write about?

B: Yes, I can do that.

Would you like to add some colors to express your feelings?

B: Like using different words to express myself in writing?

Now, that’s an excellent idea!


Creativity in process: Cross-section Integration

  • Art History and Culture ‘Day of the Dead’
  • Mexican Mural
  • Integration: High School Spanish Class
invention from the scraps a community
Invention from the scraps‘A Community’


Curious + Creative + Risk Takers= Inventive Thinkers



Exhibit Innovation and Risk-Taking

  • Produce original, unique, cogent ideas, and products
  • Exhibit expertise in at least one domain
  • Take risks and excel despite mistakes

Are Intrinsically Motivated

  • Exhibit curiosity, inquisitiveness, wonder, and excitement
  • Are flexible and adaptable
  • Become immersed in challenging learning for intrinsic reasons
  • Tolerate ambiguity well and respond with spontaneity and ingenuity

Ref. 2003 NCREL/Metiri Group

just a beginning
Just a beginning!

Presentation by Ms. B. Chettri

Elementary Visual Art Class, Lincoln School, Kathmandu, Nepal



  • enGauge 21st Century Skills Cheryl Lemke, CEO, Metiri Group

Ed Coughlin, Senior Vice President, MetiriGroup

Dr. VandanaThadani, Associate, Metiri Group

Crystal Martin, Research Associate, Metiri Group

Metiri Group

1801 Avenue of the Stars, Suite 426

Los Angles, CA 90067

Video “Do schools kill creativity?”


Creativity Linksby C. Osborne

  • This page links to great resources on creative thinking.
  • Creativity Pool
  • This is a database of creative and original ideas. Submit your own or check to see if someone else has thought of the same thing.
  • Creative Problem Solvingfrom Burris Laboratory School, Muncie, IN
  • This page highlights six steps in creative problem solving.
  • Creativity Webfrom C. Cave
  • This page contains ideas on linking creative thinking to critical thinking and multiple intelligences.

Techniques for Creative Thinking

  • Edward de Bono's Methods & Concepts of Lateral Thinking
  • This page provides an overview of deBono's ideas about creativity. Here you can also learn about the Six Thinking Hatsby S. Labelle .
  • Introduction to Creative Thinking by R. Harris from VirtualSalt
  • This page compares critical and creative thinking and discusses the myths of creative thinking.

Read on:

  • Encourage Student Thinking with Questions
  • Writing Objectives for Lessons in Drama Class
  • Using the Cognitive Domain to Include Rigor
  • Teachers Can Improve Student Participation
  • Low-Prep Differentiated Activities
  • Guide for New Teachers