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Jennifer Evans Posts: 3
2/18/2022
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
In my project-based classroom, we frequently have skill development exercises and exploration days that lead up to fully working on our projects. I have found that these skill/exploration days are priceless in providing not only the scaffolding needed but help students to have more confidence about the material we are studying. This extra time spent at the beginning of each unit also provides other means of assessment aside from final projects (the formative assessment) while making the material to be learned more accessible. I have also modified projects themselves altering the size or the medium used. Each student is graded on personal progress. That being said, each student’s demonstration of concept attainment will not look the same. It is more important that they understand the material than use a specific medium at a specific size.
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Lena Warner Posts: 3
2/19/2022
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1. Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the art classroom for students with disabilities: I had two students with an intellectual disability from a self-contained classroom that would come to beginning art on a daily basis. They would make the same type of artwork as all other students for their ongoing assessments but would have fewer tasks to complete for the end product. After a unit on Elements and Principles of Art all students were expected to find an insect for their inspiration, break down the symmetrical segments of the bug, draw it, fill it with pattern, color it with contrast, and add shadow. For my self-contained students we talked about what type of bug they would like to use and I would print out an outline of the bug for them to start and samples of different types of pattern. My self-contained students would outline the bug, draw larger patterns inside, and would use adapted coloring tools. Instead of using black sharpie they would use large black crayons. They made great artwork that looked just like other students and still used the Elements and Principles of Art.
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Zuleyma Davila-Perez Posts: 3
2/19/2022
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I have one student with Autism in my 2D Studio Art class. In the beginning it was hard to monitor his progress or understanding. After I tried different strategies, I realized he respond well to written instruction and drawings. Now I use exit card where I ask him to draw what he learned or draw and example of the concept studied and he is able to show me his understanding in his own way. In addiction, at the end of the lesson I use rubrics to grade my students work and performance. I adapt the rubric for him, for example, if the others students have to show the use of 5 type of lines in their drawing, he should show at least of 3.
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Joanna James Posts: 5
2/22/2022
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I had an enclosed art classroom of all students with learning disabilities. Now when I think back, I realize that my lesson planning would have benefited tremendously from pre-assessment of my students who ranged in ages from 6 to 16. As it was, my evaluations were weighted in favor of the older students, who had longer focus times and more skill sets. All students participated and their portfolios were studiously collected. Differientiated rubrics would have aided those that struggled to see that they were progressing along as well as the older students who had more elaborate projects. While the ceramics was the most enjoyed portion of the curricullum, it was also fragile product-wise. Beautifully constructed ceramics would crumble after firing and this was dispiriting for the student. Their grades were not affected by kiln incidences, however. Overall, the children really loved the art-class because they had struggled academically in their previous schools and were adjusting with varying degrees of success to a new remedial school.
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dustinschott Posts: 3
2/22/2022
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Alternative assessments that I have used with past students who had disabilities included exit slips to see if the student understood the lesson or had further questions; teacher observations of a student working successfully using a pair of scissors and /or demonstrating a successful technique; and verbal explanation of an art concept for students who could not physically demonstrate the example themselves. Tjhese students pointed to the elements of art in famous artworks to demonstrate their knowldge.
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Barbara Stuchell Posts: 3
3/12/2022
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I had a student who was permitted more time on taking state assessments. At the end of Digital Design, this student was to sit for a certification exam. I submitted the required documentation to the certification testing site and followed up on all contacts, parent, ESE case manager, and the testing site to make sure additional time was given. The student had failed the exam the first time without the accommodation, however passed after the accommodation was granted. He was very proud to achieve this.
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M. Black Posts: 3
3/15/2022
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
My students are assessed in a variety of ways. We keep sketchbooks (type of journal) with work samples and notes, create projects, do mid-project critiques, and have opportunity for peer feedback.
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Christopher Walsh Posts: 3
3/20/2022
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Describe one or more examples of adapted or alternative assessments you have successfully used in the art classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
I have a student that has SLD and cannot write well doe to hand eye coordination issues. On the midterm exam I told him to focus on the drawing portion of the test and asked him verbally to explain topics covered in the written portion of the exam
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Colby DeGraaf Posts: 3
3/27/2022
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Option #1.
I have student with ADHD that has difficult accomplishing tasks because it is a challenge to stay focused so depending on the project goals, I adapt certain steps based on time constraints while monitoring progress. For example, whereas most students may be tasked to create 5 small sketches, this student will only be required to complete 3 out of the 5 sketches.
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Pedro Jarquin Posts: 6
3/30/2022
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I have a student with ADHD who has a hard time sitting still and staying quiet. What I did was make my summative assessment a partner activity, because as long as he gets to be social, he is very capable and works well with other kids. They all did well on the assessment and demonstrated mastery of the lesson taught.
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Pedro Jarquin Posts: 6
3/30/2022
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Jayce Ganchou wrote:
Adaptive: Again with one of my bigger challenges was one with a Student with MS and i had to adapt all o the drawing instruments for his hands and adapt his board for his wheel chair. Orthopedic disabilities make you problem solve to adapt your lesson and the materials to each individuals needs.
It sounds like you were able to successfully step up to the plate and provide the necessary accommodations to help the be successful.
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Nancy Klark Posts: 14
4/2/2022
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Currently I work with a young artist who is autistic. This is the 2nd year we've worked together, and early on I learned that he doesn't have any confidence in his drawing abilities. He's shared that taking a visual art class is less stressful than being in a performing arts class, and he needed another elective! In addition to frequent consultations to provide step-by-step guidance and to encourage his progress, I've also adapted his assessment to reflect a greater % of points on effort. He can be very harsh when assessing his own artwork, but the awareness that he can achieve a successful grade based upon effort has helped him be more engaged in art assignments. There have been 2 projects this school year when he was absolutely set to accept a 0% because he did not want to engage with that particular assignment, and stubbornly rejected an alternate version of the assignment. He is very high functioning, and understands that he can receive a few failing grades and still pass the course. When this occurred, I assigned him an alternate task to help manage and maintain the art materials the rest of the class was using. I developed this adapted assessment in consultation with his parent, and the fact that he was engaged in helping his peers took attention away from the negative aspects of his decision.
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Nancy Klark Posts: 14
4/2/2022
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Ah, assessments, the cursed method for assessing knowledge gained! Given the struggle my artists with disabilities have with reading and comprehension skills, I hesitate to test them on topics they have to commit to memory. I've struggled for most of my career as a visual arts instructor to design assignments that seem valid for the visual arts. If every artist can achieve success with a different solution, is it valid to test only quantitative information? Currently I utilize a teacher-developed format that requires artists to develop an idea based on a prompt, sketch that idea being certain to include formal qualities, analyze the concept and composition and then reflect on the final design. Creativity and composition are definitely components of the assessment, but my artists with disabilities have been successful with this approach.
Jennifer Abney wrote:
Throughout my years of teaching, I have had multiple students with behavior/emotional disabilities and several students with down-syndrome who had learning difficulities. Adapted assessments that I have used to ensure that these exceptional students were successful are as follows: testing in a "safe" comfortable space (either near the teacher's desk or near a friend) ,allotting extended time when needed, and assessing student comprehension through demonstration of techniques. Additionally, some students (as per their accommodations) were orally read their tests by a para- tests were condensed or switched from open-ended questions/ higher-order questions to multiple choice or matching to assess basic comprehension of vocabulary and art techniques. These adapted assessments allowed students of varying abilities the opportunity to demonstrate their knowledge in multiple ways.
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Nancy Klark Posts: 14
4/6/2022
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I'm currently working with an access student for the first time. Student artists are working through a 1 point perspective room interior practice drawing, then using those skills to create a larger and more developed room interior drawing. Due to their medical condition, my access artist is frequently absent and has fallen behind. Rather than start a larger final, we've decided to focus on the practice drawing, developing that version more fully with assistance from me and her peer supports.
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Nancy Klark Posts: 14
4/6/2022
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I'm curious on what specific types of questions you may ask in the learning survey utilized when introducing a unit, Ms. Bennett. Adding student interests to lessons definitely seems like a strategy to engage and connect.
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Sara Chambers Posts: 4
4/10/2022
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I had a student who had an intellectual disability in high school. He could not speak or write. I found out he could make lines on his paper but not with any kind of control and he enjoyed doing it. After seeing him make lines everyday on his paper--I ended up with making stiff paper templates of simple shapes, pictures for holidays and letters for some simple words, such as his name or something/idea/task we were working on in class that day. ex line, form, color.... He could make marks on his paper so I would give him different materials he could use paint, markers, chalk and depending on what the rest were using that day with the templates to keep the marks contained. He had a full time helper who could help with focus so it went well. I believe he enjoyed the activites and helped with doing something along with the rest of the class that was related to our projects. The other kids in class loved seeing what he would do and I could clarify with simple words from his work what they were doing in theirs.
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Sara Chambers Posts: 4
4/16/2022
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I have had many students with IND(Intellectual Disability) and E(emotional). More emotional than intellectual. With the emotional I have found creating a portfolio of work throughout the year gives me the be indication on how they are progressing. They can not like certain materials or subjects so an overall look at what they are doing is good factor. I can also see where I need to reteach an element or principle and easily slip it into a new lesson for review or relearning. Having more than one example of the item I am evaluating can help in my process to see if the student grasps the concept in my summative evaluation.
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Michelle Doriah Posts: 4
4/20/2022
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I had a student with disability use Adobe Photoshop as an alternative assessment and he was very successful in showing what he had learned. I also broke down into small steps and provided feedback along the way.
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Lorraine Vazquez Posts: 4
4/24/2022
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I currently have a student with ADHD. She struggles to understand directions & stay on task. I use project plans, practice assignments, and progress checks as ongoing assessments to ensure that she understands the objectives for visual arts projects. This helps in the process of planning as well as executing her projects. With progress checks throughout the process of completing a project, she has had success in building knowledge and skills.
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Tracy Sellers Posts: 4
5/22/2022
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I have previously had a student with ADHD who struggled with taking tests. The anxiety that came along with the expectations of sitting still for a certain period of time, remaining quiet and calm, and focusing his attention to the task at hand to give his best performance was overwhelming for him. Testing accommodations that benefited him were using an alternative location to take the assessment to minimize distractions for him and others around him, the use of frequent breaks to allow brief movement and refocusing activities, and having test questions read to him to eliminate any additional stress of misreading the information.
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