Art Teaching

Art Teaching.


ART’S EYES Educational Kid’s DVD

Art, English and Spanish fun, inspiring learning tool for primary school children.


Author: Sylvia L. Johnson


 Education authorities  around the world assign to the teaching of art in primary and secondary schools the development of the imagination, creative power; the ability to observe; self expression and self control; general intellectual training; training of artistic taste; acquisition of techniques.


The most important regarding methods used for teaching art is to promote free expression, to encourage analysis and criticism of the works of art and history of art. Children assimilate history as well as tales and intuitively associate stories to their on lives helping them absorb new knowledge as they relate to historical events and then portray it on their own artwork.


The use group or team work for the making of “collective drawings”, for the decoration of the classroom, the making of scenery for a play, or creating theme such as seasonal themes serves as an interactive cooperative way in which children develop the skill of creating to a greater scale and relating to other children, their world and the way the fit in it as a unique part of existence expressed by their unique pieces of art.


The materials children use in the teaching of art have a direct co-relation with their everyday like, their environment, their preferences, their likes and they way they view life. The ability of child to use anything and everything that surrounds him is indeed a valuable manner for self expression and self identification, as well as the exploration of the environment and the development of aesthetic taste. Children exercise their artistic skills with exercise books, large sheets of paper, gouache, water colours, oil paints, coloured pencils, pastels, modelling clays or pastes, linoleum, pens, brushes of different sizes, digital tools yet their favourite materials are those things lying around which we have disposed of, such as empty bottle or cereal box, with these children imagine and create.

The explicitly or implicitly compulsory character of the teaching of art in schools, derives from the very nature of school activities during the first period of schooling, when scribbling, drawing, modelling, free creation of form are a language, a means of expression as effective as words. Indeed art is the first language by which children learn to communicate, express and identify themselves. 

The aims assigned to art teaching can be group into six categories: a) educational, b) general culture, c) didactic, d) practical, e) help and guidance f) emotional intelligence.

This classification helps on get a clearer view of the question; Why is art compulsory?; but needless to say it cannot be too closely adhered to, as the aims are not always clearly defined. 

Educational Aims: “Educational, in a broad sense as it applies, to the many different phases of spiritual and intellectual development of a child. Primary schools stress the importance of developing such faculties as imagination, sense of observation, creative power, they also emphasise the fact that drawing and similar activities represent for the child a means of expression as effective and even more so than words.

Among educational aims, aesthetic education is given a foremost place; for instance, aesthetic education covers a very large field in secondary schools, in some countries in Europe pupils must endeavour to depict and understand the modern aesthetic tendencies in industrial work and crafts, analysis of the works of art is considered a means of enabling the pupils to understand the evolution of human thought.

Didactic aims, should art be taught as a separate subject or coordinated with others? Many agree that the teaching of drawing and similar activities represent an effective means for the teaching of all subjects for instance drawing is considered a starting point in learning how to write.

Practical aims, though more importance is attached to educational aims, the practical aims of art teaching are not overlooked, art is seen as a means of facilitating self-expression and as helpful preparation for vocational activities.

Help and guidance, (knowledge of the child) there are references made to art teaching as an opportunity for the teacher of improving his psychological knowledge of the child, through this imperious need for the child to express himself by drawing. Children reveal certain aspects of their temperament and so facilitate the teacher’s task of choosing the most suitable ways of educating them. Concerning secondary education; art teaching helps teachers to discover individual aptitudes and encourage pupil’s interest in a vocation and even career choices.

Emotional Intelligence, the opportunity to fulfil of each child’s artistic outlet encourages and sense of inclusion and equality with others. Art teaching results in great social impact, promoting self confidence, motivation, empathy and engagement with education

Art teaching:

Art teachers, with the teaching art, endeavour to help develop children’s mental, creative and inventive powers; to stimulate their interest in art and awareness of beauty and nature, to develop children manual skill, aesthetic awareness and intelligence, to establish work habits and techniques, to bring children into direct contact with reality, to help the children assimilate what they learn in other lessons, to enable the children to express themselves graphically, to acquaint the children with various forms of art, to cultivate their taste, to help them develop their aptitudes, to show them the relationship between art and manual activities, to develop children’s power of giving expression to their feelings, experiences and observations.

The short Film Art’s Eyes, was created by two children, brothers Davide and Gabriel Dallago,  through its elaboration the children employed various methods and activities, they were able to express their mood, dreams, and ambitions, they created worlds they imagined characters and told many amazing stories related to each of there are pieces. At first it was about the gathering of their works of art and exposing them as they briefly commented upon the work yet gradually the project became the elaboration of complex story telling via animation, and plastic art.

The children began the History of Art for Children series (!history-of-ar—timeline/c14q6)  while they were creating their artistic film and they were able to quickly relate different art periods within the timeline to their own interpretation and expression of art. The knowledge of the History of Art helped them understand many aspects of their own life, such as the need of beauty and aesthetic comprehension.

The History of Art for Children serious is a free online feature which follows an compressive timeline, describing different Art disciplines and periods as well as incorporating an  A – Z guide to famous artist, with additional names every week.

The San Diego International Kid’s Film Festival promotes the idea of entertainment with education.  Supported by many across the world, the festival supports the entertainment and education industries by showcasing international films, and gives young, aspiring filmmakers a channel to communicate to an international community. The resulting collaboration produces a unique multi-cultural experience, engaging young viewers with positive media, as a diverse education.

Art’s Eyes winner of the Best Produced – Kids Film at the San Diego International Kids Film Festival is a short film about Art combined with fantastic stories. The DVD also includes an artistic English lesson full of fun Art, English grammar and music.
Made by children for Children.
Young filmmakers and artists Davide 9 and Gabriel 7 present an artistically inspirational English learning tool for children of age 3 – 9 years old.
It encourages children to express themselves through their own art master pieces and creativity. This tool is designed to help children learn English and became more interested in art while they play, dance and have fun.

‘To enable our children to address the ever more complex problems and internal challenges they will face, we need to develop their creativity and empathy. We can employ the power of the arts to nurture a child’s innate creativity and foster the child’s intrinsic empathy – preconditions for prosperity, peace, and preservation. You can help prepare the next generation of creators and entrepreneurs, inventors and artists, peacemakers and innovators.’

International Child Art Foundation




Leave a Reply

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out /  Change )

Google+ photo

You are commenting using your Google+ account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )


Connecting to %s