Art education

Title

Art education

Language

English

Year

1947

Rights

In Copyright - Educational Use Permitted

Fulltext

ART EDUCATION ,. "By SANCHO ENRIQUEZ ' • Supervisor of Art · · · The grade teacher has to inculcate art knowledge to the pupils not by talking ' but by doing-that is, by making the pupils experience a v·ariety of art activities. It is imperative, therefore, that students f\fter taking a course in art appl'eciation, must- know how to draw, how to design, how to do some sort of handicrafts,- and, above all, must have developed a sense of appreciation· of graceful lines, pleasing shapes, beautiful co-lors: · They must also know some rules about balance, proportion, rhythm, emphasis, and subordination. In other words, they must be taught to see and know art so that the "art spark" in them rna>'· be b-rig lit enough to . be seen, felt, and enjoyed by their pupils. · APPRECIATION (6 periods) Nature A.ppreciation , Th~ activities in appreciation (please see page 4 letter C of tentative outline) should inc!ude the observation of the beautiful thi-ngs in 'nature, _ like (1) the brilliant colors , of flowei·s, leaves, birds, insects; (2) colors of the rainbow; (3) flaming sunset; (4) fruit trees laden with blossoms; ( 5 the pattern or design on a butterfly's wing; (6) sparkling white of sails against a dark blue sky; (7) the changing colors of distant mountains; (8) . fireflies darting about in the dark evening; (9) stars at night; (10) moonlight on the water; (11) shapes of trees; (12) curves of leaves of grass; (13) long ·shadows cast by late afternoon sun; (14) raindrops tumbling down; (15) breakers striking the seashore in rhythmic sequence; ( 16) clouds that sometimes look like gigantic puff balls and at other times like feathers floating in the clear, blue sky. To •thls list1'the· .1. art instructor an'd art students ca11 add ".:: many other local scenes which have ~ mo:ved• them somehow with what we · may call aesthetic experience. I I. Pi~ture Appreciation, The art instructor should let st u·: dents collect pictures from old isSues "'" of magazines that show how artists · r .. ,. have tried to express in colors the-se . ,:.. beauty spots in nature: (The .tentatlve outline suggests several ways of pre- '. 'r senting these pictures to .the class. . ', -~ ~ Please read pages 6, 7, .and 8 in the ~ tentative outline.) Aside from .color reproductions of paintings, let students. ,. ·collect (1) etching~, (2) woodcuts, ud :; 1 {3) lithographs. Then let them try a , hand on these methods of printing eve~ if the aim is only to give them an idea how these different processes work. .Students should also ·know how to read cartoons appearing in magazines and dailies. A cartoon is sometimes defined as an editorial in pictorial form. These ricturB cli71pings b1·ought in IJy students dhould be filed in scf1ool in alphabetical orde• r. Appreciation of H andicmfts ' There are many articles we us~ at home, like furniture, cooking utensilo>, textiles, etc. thftt are made to !<erve cnnveniently the purpose for which they were intended. Art students should be made, to S!!e and appreciate the gracefulness of the structural desi.gns qf these articles as well as the si.mplicttg of their decorations. . . FOR MODERN OPTICAL ~EEDS-SEE KEEPSAKE OPTICAL--80 Escolta 21 PHILIPPINE EDUCATOR Let students study the native dt!signs ~ found on: Hll useful articles, such as en;broidery; w~od carvings on utens-ils, weapops, boats; and designs on wxt1ll'S woven in the locality'. Let them analyze and find out what idea the design conveys. Appreciation of Architecture As regards appreciation of architecture, let students study pictures found in magazines, history books, and encyclopedias · of Oriental, Egyptian, Greek, Roman, Byzantine, Romanesque, Gothic, Renaissance, Baroque, American, 'and modern architecture. Then let them explain the striking characteristics of each type of architecture. They may be asked also to read and find what· materials were used in the construction of e'j~ch building. Exhibits At least five of the students' best products chosen after e~ery art activity should be kept in a large envelope' in the' office of the Principal. ' At the end of the semester, they should ibe exhibited in a conspicuous place in the' building in four groups-(1) DRAWING .and PAINTING, (2) DESIGNING, (3) HANDICRAFTS, and (4.) APPRECIATION. . . The exhibition itself should be arranged according to the principles- of ' art: Good margins should be observed, the mounts should be hung in an orderly and attractive manner, and the handicyafts should be displayed well in cases or o'n tables. The art instructor should always remember that order ~s the basis of beauty. All the worK ex- ~ hibited should be kept afterward in three large envelopes in the office of the Principal with the exception of handicrafts which should be returned to the students. CORRECTION FROM "MARIA TEVES" To the Editor: I wish to make the following corrections in Miss Edroza's article in the April-May issue of the Philippin~ Educator: 1. That GSP means Guerilla Specials of the President. 2. That the statement "she was released at 9:00 P.M. Oct. 21st, 1944" is not true. Instead, she revived at 9:00 P.M. of the same day after being thrown out as dead with a gr~up of about 20 people who were electrocuted at about 6:00 P.M. She found her way by crawling to Ermita. 3. That the combat at Marikina Hilis under ·the late Major Adjutant Marcelino Erfe-Mejia happened to August 7-9, 1943 not April 7, 1944. 4. That the Bolo Battalion under the late Major Antolin Asis, taken over by Lt. Segundino Yabes, fought in November, 1944 in Narvacan and other Ilocos towns in conjunction with the ·121st, 14th and 15th Infantry under Col. Volckman. That Major Asis was unjustly executed by orders of a certain American Captain O'Day on December 16, 1944. CONSUELO E. ALVEAR

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