An example of a learning objective in art is for students to identify the elements of art in a particular painting.
Learning objectives clearly state what students should know or be able to do by the end of a lesson or course. They serve as a roadmap for instruction and assessment.
Understanding Art Learning Objectives
Learning objectives in art education focus on a range of skills and knowledge, including:
- Identification: Recognizing and naming specific elements, principles, or techniques.
- Creation: Producing original artwork using specific materials or methods.
- Analysis: Interpreting and discussing the meaning or structure of artworks.
- Evaluation: Critiquing art based on established criteria.
- Connection: Relating art to history, culture, or personal experience.
Example from Reference
The provided reference offers a clear example of an identification type of learning objective:
Learning Objective:
Students identify the elements of art in a particular painting.
This objective specifies the skill (identify), the content (elements of art), and the context (in a particular painting).
The reference also includes a corresponding assessment method:
Assessment:
Students can verbally point out and name one example of each of the elements of art in a single work of art. A rubric will help you to measure student success.
This pairing of objective and assessment demonstrates how educators measure whether students have met the stated goal.
Breaking Down the Objective
Let's look closer at the components of this example objective:
- Action Verb: "Identify" - This is a measurable verb indicating what the student will do.
- Content: "the elements of art" - This specifies the knowledge or skill being targeted (e.g., line, shape, color, texture, form, space, value).
- Context/Condition: "in a particular painting" - This sets the specific situation or material the student will work with.
This structure helps ensure the objective is specific and measurable.
Why Use Learning Objectives?
Well-written learning objectives are crucial because they:
- Guide lesson planning.
- Help students understand expectations.
- Inform assessment design.
- Allow educators to track student progress.
In the context of art, they make the often subjective nature of creativity and appreciation more structured and assessable.
For instance, if the objective is to "create a landscape using Impressionist techniques," both the teacher and student understand the specific focus of the art-making activity beyond just "draw a picture."
