instructional strategies
The techniques that instructors use to deliver lessons. The aim of these strategies is to make students become more involved in the learning process.
Art teachers at secondary schools provide education to students, commonly children and young adults, in a secondary school setting. They are usually subject teachers, specialised and instructing in their own field of study, art. They prepare lesson plans and materials, monitor the students' progress, assist individually when necessary, and evaluate the students' knowledge and performance on the subject of art through assignments, tests and examinations.
Competences and skills
56 ESCO relationsEssential knowledge 5 competences
Occupation specific
0 competencesNo competences in this bucket.
Sector-specific
2 competencespost-secondary school procedures
The inner workings of a post-secondary school, such as the structure of the relevant education support and management, the policies, and the regulations.
Cross-sector
3 competencescurriculum objectives
The goals identified in curricula and defined learning outcomes.
fine arts
The theory and techniques required to compose, produce and perform works of visual arts as drawing, painting, sculpture and other art forms.
secondary school procedures
The inner workings of a secondary school, such as the structure of the relevant education support and management, the policies, and the regulations.
Essential skills and competences 23 competences
Occupation specific
0 competencesNo competences in this bucket.
Sector-specific
4 competencesassign homework
Provide additional exercises and assignments that the students will prepare at home, explain them in a clear way, and determine the deadline and evaluation method.
define creative components
Identify sources of inspiration and strong points. Identify the subject of the art production. Identify the content. Identify creative factors such as performers and music.
select artistic materials to create artworks
Select artistic materials based on strength, colour, texture, balance, weight, size, and other characteristics that should guarantee the feasibility of the artistic creation regarding the expected shape, color, etc.- even though the result might vary from it. Artistic materials such as paint, ink, water colours, charcoal, oil, or computer software can be used as much as garbage, living products (fruits, etc) and any kind of material depending on the creative project.
supervise craft production
Fabricate or prepare patterns or templates to guide the crafting production process.
Cross-sector
19 competencesadapt teaching to student's capabilities
Identify the learning struggles and successes of students. Select teaching and learning strategies that support students’ individual learning needs and goals.
apply intercultural teaching strategies
Ensure that the content, methods, materials and the general learning experience is inclusive for all students and takes into account the expectations and experiences of learners from diverse cultural backgrounds. Explore individual and social stereotypes and develop cross-cultural teaching strategies.
apply teaching strategies
Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners' level, goals, and priorities.
- Scope note
- This includes the use of teaching devices such as diagrams and other visual aids.
assess students
Evaluate the students' (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the student achieved.
- Scope note
- The skill applies to all educational levels such as primary, secondary, post-secondary and tertiary education.
assist students in their learning
Support and coach students in their work, give learners practical support and encouragement.
compile course material
Write, select or recommend a syllabus of learning material for the students enrolled in the course.
demonstrate when teaching
Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning.
develop course outline
Research and establish an outline of the course to be taught and calculate a time frame for the instructional plan in accordance with school regulations and curriculum objectives.
give constructive feedback
Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.
guarantee students' safety
Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.
liaise with educational staff
Communicate with the school staff such as teachers, teaching assistants, academic advisors, and the principal on issues relating to students' well-being. In the context of a university, liaise with the technical and research staff to discuss research projects and courses-related matters.
liaise with educational support staff
Communicate with education management, such as the school principal and board members, and with the education support team such as the teaching assistant, school counsellor or academic advisor on issues relating the students' well-being.
maintain students' discipline
Make sure students follow the rules and code of behaviour established in the school and take the appropriate measures in case of violation or misbehaviour.
manage student relationships
Manage the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability.
monitor developments in field of expertise
Keep up with new research, regulations, and other significant changes, labour market related or otherwise, occurring within the field of specialisation.
monitor student's behaviour
Supervise the student's social behaviour to discover anything unusual. Help solve any issues if necessary.
perform classroom management
Maintain discipline and engage students during instruction.
prepare lesson content
Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.
teach arts principles
Instruct students in the theory and practice of arts and crafts and the fine arts, whether recreationally, as part of their general education, or with the aim of assisting them in pursuing a future career in this field. Offer instruction in courses such as drawing, painting, sculpting and ceramics.
Optional knowledge 7 competences
Occupation specific
0 competencesNo competences in this bucket.
Sector-specific
1 competenceart history
The history of art and artists, the artistic trends throughout centuries and their contemporary evolutions.
Cross-sector
6 competencesadolescent socialisation behaviour
The social dynamics through which young adults live amongst each other, expressing their likes and dislikes and the rules of communication between generations.
copyright legislation
Legislation describing the protection of the rights of original authors over their work, and how others can use it.
disability types
The nature and types of disabilities affecting the human beings such as physical, cognitive, mental, sensory, emotional or developmental and the specific needs and access requirements of disabled people.
graphic design
The techniques to create a visual representation of ideas and messages.
digital
learning difficulties
The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.
types of paint
Varieties of paint and chemicals used in their composition.
Optional skills and competences 21 competences
Occupation specific
0 competencesNo competences in this bucket.
Sector-specific
7 competencesfacilitate teamwork between students
Encourage students to cooperate with others in their learning by working in teams, for example through group activities.
gather reference materials for artwork
Gather samples of the materials you expect to use in the creation process, especially if the desired piece of art necessitates the intervention of qualified workers or specific production processes.
identify cross-curricular links with other subject areas
Recognise correlations and overlaps between your subject of expertise and other subjects. Decide on a levelled approach to the material with the teacher of the associated subject and adjust lesson plans accordingly.
manage resources for educational purposes
Identify the necessary resources needed for learning purposes, such as materials in class or arranged transportation for a field trip. Apply for the corresponding budget and follow up on the orders.
monitor art scene developments
Monitor artistic events, trends, and other developments. Read recent art publications in order to develop ideas and to keep in touch with relevant art world activities.
use artistic materials for drawing
Use artistic materials such as paint, paintbrushes, ink, watercolours, charcoal, oil, or computer software to create artwork.
use painting techniques
Apply painting techniques such as 'trompe l'oeil', 'faux finishing' and aging techniques.
Cross-sector
14 competencesarrange parent teacher meeting
Set up joined and individual meetings with students' parents to discuss their child's academic progress and general well-being.
assist in the organisation of school events
Provide assistance in the planning and organisation of school events, such as the school's open house day, a sports game or a talent show.
assist students with equipment
Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.
consult student's support system
Communicate with multiple parties, including teachers and the family of the student, to discuss the student's behaviour or academic performance.
escort students on a field trip
Accompany students on an educational trip outside the school environment and ensure their safety and cooperation.
identify learning disorders
Observe and detect symptoms of Specific Learning Difficulties such as attention deficit hyperactivity disorder (ADHD), dyscalculia, and dysgraphia in children or adult learners. Refer the student to the correct specialised educational expert if necessary.
keep records of attendance
Keep track of the pupils who are absent by recording their names on a list of absentees.
monitor educational developments
Monitor the changes in educational policies, methodologies and research by reviewing relevant literature and liaising with education officials and institutions.
oversee extra-curricular activities
Supervise and potentially organise educational or recreational activities for the students outside of mandatory classes.
perform playground surveillance
Observe students' recreational activities to ensure student safety and well-being and intervene when necessary.
prepare youths for adulthood
Work with children and young people to identify the skills and abilities they will need for their transition to become independent and self-sufficient adults.
provide lesson materials
Ensure that the necessary materials for teaching a class, such as visual aids, are prepared, up-to-date, and present in the instruction space.
recognise indicators of gifted student
Observe students during instruction and identify signs of exceptionally high intelligence in a student, such as showing remarkable intellectual curiosity or showing restlessness due to boredom and or feelings of not being challenged.
work with virtual learning environments
Incorporate the use of online learning environments and platforms into the process of instruction.
digital