Académique Documents
Professionnel Documents
Culture Documents
2. Each group will be given a task differentiated by way of the content/materials, which will be provided by the
facilitator/trainer. The materials are cut-out of letters from the four jargons that will be crucial and significant in the
discussion. Here are the following words: a) Philippine/s; b) Contemporary; c) Art; and, d) Pedagogy. Each group will be
asked to think of words that it can closely associate with the word that was assigned to them, but all the words should
start only with the letters that compose the assigned word. Each group can think of as many words as they can, for as
long as the words begin only with the letter of the word assigned to them.
3. After they have exhausted all the possible words related to the assigned word each group, they will now formulate a
definition of the word assigned to them using all the words that came up from all the members of the group. They have
to arrive at a one certain definition that will be agreed upon by all the members of the group. They will then write the
agreed definition on a given bond paper/manila paper, which they will post after in an assigned area of the session
hall/room.
8. Since we’re talking about Contemporary Arts, I would like you to watch any of these TEDTalks Video. Please take
down notes while you are watching. It will be important for your task in this activity.
(Here are the video links:
a) Creativity takes courage – art in the classroom
https://www.youtube.com/watch?v=omE7qaLzA70&spfreload=10
e) Teaching Methods for Inspiring the Students of the Future (highly recommended)
https://www.youtube.com/watch?v=UCFg9bcW7Bk
• What did you learn from the activity? What new insights in
this activity will you choose to remember for a long time?
What made you choose what you chose?
• What pedagogical approach/es did we use in this activity?
Do you think it was/they were (an) effective approach/es for
the activity? What made you say so?
• Correct! Inquiry-based approach, collaborative approach,
and reflective approaches.
• 1. The learners will be given a copy of the Daily Lesson Log and
an Learner’s Assessment Activity (LAA) and will be asked to do
a DLL out of the given topic, which is found at
https://www.scribd.com/document/333518670/3Different-
Contemporary-Art-Techniques-Performance-Practices.
• 2. After the participants are done doing their DLL and Learner’s
Assessment Activity from the given topic, two selected learners
will do a practice/mock demo to be critiqued by the class and
the facilitator.
DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT
REFERENCES
• Basic education teachers’ concept of effective teaching: Inputs to teacher education curriculum in the Philippines. Abulon, Edna Luz R.,
2014
• Different Contemporary Art Techniques & Performance Practices. https://www.scribd.com/document/333518670/3Different-
Contemporary-Art-Techniques-Performance-Practices
• Duffy, et al. 2014. A Reflective Approach to Teaching & Learning. http://fid.medicine.arizona.edu/ed-framework/metacognition
• Gabler, Ina and Michael Schoeder. (2003). Constructivist Methods for the Secondary Classroom: Engaged Minds. Boston: Pearson
Education, Inc.
• Gray, Jayson. (2013). Applying Constructivism to Art Classroom. https://hoursofidleness.wordpress.com/2013/03/29/applying-
constructivism-to-the-art-classroom/
• How Children Learn by Stella Vosniadou, International Academy of Education. Retrieved on May 3, 2016 from
http://www.curtin.edu.au/curtin/dept/smec/iae
• Goldonowicz, J. (2005). Art and other subjects. Art Education, 38(6), 17.
• Hetland, L., Winner, E., Veenema, S., & Sheridan, K. M. (2007). Studio thinking: The real benefits of visual arts education.
New York, NY: Teachers College Press.
• Instructional design Framework, Bureau of Learning Resources
• Jacobs, H. H. (2010). Curriculum 21: Essential education for a changing world. Alexandria, VA: Association for Supervision and Curriculum
Development.
• Jensen, Erik. (2016). What is Brain-Based Education? https://feaweb.org/brain-based-learning-strategies
• National Art Education Association. (n. d.). Art Teachers nurture 6 senses in developing visual literacy... Retrieved from
www.arteducators.org/advocacy
• Pink, D. H. (2005). A whole new mind: Moving from the information age to the conceptual age. New York, NY: Riverhead Books
• R.A. 10533
• Sandell, R. (2006). Form+Theme+Context: Balancing considerations for meaningful art learning. Art Education, 59(1), 33-37.
• Sandell, R. (2009). Using Form+Theme+Context (FTC) for rebalancing 21st century art education. Studies in Art Education, 50(3), 287-
299.
• www.geocities.ws/ernie_balbuena/philart.ppt
– “If our students do not learn the way we teach, maybe we should
teach them the way they learn.” – Dr. Rita Dunn
– “It is not HOW SMART our learners are that is most important, but
HOW THEY ARE SMART.” – Dr. Howard Gardner
DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT
MARAMING SALAMAT PO
SA INYONG LAHAT!