6/8/2016
Topic:
Assessment of Learning
janet tucker
|
I had a student in my 3-D Studio Art class diagnosed with Autism. My mid term and final exam were project based, assessing how students could design a 2-D composition then transform it into a 3-D format. Teaching this student "in chunks" was very successful to his grasping of the assessment requirements. I worked with him individually to plan his design in the theme of the exam. I posted examples on the bulletin board for him to reference and seated him with students that had grasped the concept so he could observe their progress. We conferenced orally about his design and his plan for creating the work in a 3-D format. I then demonstrated to the class as a whole but repeated the demonstration individually at his table to reinforce the procedures. Upon completion of the project, students were required to write a self reflection, critiquing their work. Since this student was unable to do that, I made accommodations for him to meet with me individual to orally express his idea and opinion of his work. This student responded very well to this process of assessment of his work. |
6/8/2016
Topic:
Tools and Strategies
janet tucker
|
I have a student in my class that has an Orthopedic disability. Strategies that I employ to assist him is seating in close proximity to materials, the sink and the front of the room where I can assist him. There are several students in the class that have demonstrated helpful behaviors and I have seated with them. The peers help the student with accessing materials, bringing visual samples to the student's table for him to view and assist with clean up and storage of his projects. He is able to use most materials in the art room, but providing him with larger scissors and wider diameter drawing utensils has helped him to achieve success in his work. |
6/8/2016
Topic:
Students With Disabilities
janet tucker
|
I had a student with autism in my 3-D studio class that did repetitive drawing of his idea in his sketchbook over and over again. I praised this student for his work and encouraged him to change his drawing each time so his work developed in complexity over time. When transitioning his idea into a sculpture or ceramic form, I showed him examples of how he could add to his 3-D work so his result would come out different every time. He kept a log of his drawings and the changes he made to them in his sketchbook. He was seated with students that encouraged him to try a new approach to his work. We ended the school year by creating a ceramic mural on the patio of our school. This student made his "transformed" idea out of clay that was incorporated into the mural and became a permanent part of our campus design. |