|
Tami Wolf Posts: 4
10/28/2022
|
Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities
I have allowed students to tell about an artist or art style rather than write about them. I have also allowed students to create a power point if they are not able to give a report in front of the class - especially when students were home because of Covid.
|
|
|
0
link
|
|
Anique Stubbs Posts: 3
10/28/2022
|
I have a student currently who is gifted and also suffers from extreme anxiety. To help my student, I've created a project planning guide which I can use as a formative assessment. The first block in the page asks the students to restate what the project/unit is about (Japanese Kimonos, Portraits, etc.) and the learning goals. This is important in making sure she understands what we are accomplishing through the art project, as she often likes to take things in her own direction, and if I am assessing their understanding of Japanese motifs, and facial proportions along with watercolor resist processes, she will know that she needs to do more than just fashion drawings with no color or faces.)
The next section outlines the steps. Often I prefer process over product, so I would like my students to draw with pencil outline with sharpie, erase the pencil marks, begin coloring with crayon or colored pencil, and complete their project with watercolor. I also want them to draw their kimono first, then draw their portrait, then add the designs to the kimono (this seems the best for scaffolding) so having them outline the steps they want to take is important in assessing their process. This student gets extended time on assessments, and I categorize these final art projects as summative assessments.
After this, I have a section to reflect on how to get help if the student feels stuck (ask a neighbor, refer to slides which I attach to their google classroom after I present them during our lessons, ask the teacher, etc.) Because sometimes with her anxiety she will sit there writing on a post-it-note with her head down and will not approach me. This makes it difficult because I have a handful of other students with higher needs in that class, and I won't always circle back to her immediately unless I feel I am needed. So giving her a prompt to approach me could help. I also added a section for daily goals, because while she has extra time, she doesn't adhere to deadlines, and I want her to have a long-term plan as well, for completing the project, since she will do drawings that are not what she should turn in for her final project.
|
|
|
0
link
|
|
Lori Patton Posts: 4
11/7/2022
|
2. Think of an art student with a disability you have now (or have had in the past). Identify their disability. Review the Alternative Assessment Checklist and select two or more options that could potentially benefit this student in assessing his or her visual arts learning.
I have a one to one ipad school. This allows me to incorporate technology into lessons. I use this assessment for students that have difficulty with fine motor skills. They are able to complete different types of artwork through a sketchbook app. Sometimes this is a tool I would use for my students who struggle with fine motor skills or pencil and paper. I can also allow them to see how they can trace a basic shape or add a basic shape. This give them a tremendous boost and willingness to try new a more difficult art skill.
|
|
|
0
link
|
|
Alan Mathison Posts: 3
12/5/2022
|
I had a student who had a speech disability. One of parts of requirements was using a narration feature in a program, which the student had trouble with. Instead I had a student use a text to speech online utility, then integrate its file instead of recording himself.
|
|
|
0
link
|
|
Andrew Sangas Posts: 4
12/6/2022
|
I currently have a student with a visual impairment. Since I teach Digital Video Technology, he has a hard time with the visual elements of my class such as observing a scene or an excerpt of a clip that I share with my class, or framing shots or certain types of camera angles. He also struggles with seeing the interface of our cameras because the items on the viewfinder (screen on side of camcorder) are very small and there really isn't a way to enlarge those things. Though I haven't figured out a way to solve the issues he is having with out cameras, I have encouraged him to enlarge texts from class readings and to also watch videos in full screen or sit up closer to the front of the room so that he may see these things better.
|
|
|
0
link
|
|
LAURIE HOPPOCK Posts: 3
12/21/2022
|
Prompt: 1. Provide/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.
When I was working in EBD classrooms, I used two main alternate assessments in my art classroom. My students had some other diagnoses, but the majority of my students' exceptionalities revolved around their emotion or behavioral disturbances. Many had experienced such little academic success that even the idea of a "test" could set them off of cause them to disengage in the work. As such I created rubrics that focused equally on behavior and participation as it did on mastery of an art process or concept. Students could earn points for following directions, creativity within their work, completing a project, as well as providing or accepting feedback from peers or adults for their work, for adhering to safety procedures, or for assisting a peer in need.
In this setting I also employed portfolio reviews at the end of a given term rather than a "final" assessment. In this way, we could review their work over time and look at changes in their work, incorporation of new skills, and celebrate all they had learned and accomplished over the course of the term.
|
|
|
0
link
|
|
Jennifer Griffin Posts: 3
12/29/2022
|
I've adapted assignments or allowed for alternative assignments for students that were on the Autistic Spectrum. I had one student who really enjoyed folding paper but did not like using other materials such as paints, chalk, etc.. I allowed that student to create their works out of folded paper (which included still life models, landscapes, etc..) The student embraced color by using different colors of paper and would cut the paper to represent texture.
|
|
|
0
link
|
|
Bobbi Luna Posts: 2
1/5/2023
|
Visual Arts offers a wide range of opportunities for students to demonstrate their understanding and mastery of concepts being taught. I have allowed students to work independently, small group, and large group to create a final project. I have provided rubrics for students to use as a guideline to help them remember the parts of the lesson that should be evident for self-evaluation of their project and to assist me when assessing student artworks. Extra time and alternate choice of materials are allowed based on student needs. I have used "exit passes" for students to use for self-reflection on their artwork and their own progress during the day.
|
|
|
0
link
|
|
Bobbi Luna Posts: 2
1/5/2023
|
In my Visual Arts classroom I recently taught a student who is Emotionally and Behaviorally Disturbed. He needed help with learning to use appropriate behavior in the classroom along with staying on task. I learned that he performed to his best ability when grouped with a mixture of students to collaboratively complete assignments and group projects. He enjoyed using technology and was able to assist the group in developing mini digital presentations on various art styles and techniques. He communicated better with his peers and was better behaved while contributing his technology skills in a meaningful context.
|
|
|
0
link
|
|
Andrew Sangas Posts: 4
1/12/2023
|
1. Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I have a student in my Advanced TV class who is on access points. When we were going through ENG (or Electronic News Gathering) as a class, I gave him an alternative assignment/assessment that was more tailored to a student with his abilities. While my other students were working on writing open-ended interview questions to be used in a formal interview segment/package with voice-over, b-roll footage, etc., I gave him a similar outline of questions (really a template for a script) for him to do instead. He still had to write a lead-in (introduces the segment/interview/interviewee), three open-ended interview questions, and a wrap (concludes the interview), but he did not have to put together as involved of a segment as the other students. I gave him a few of these to do over a span of a few weeks, just so he could get some practice thinking of questions to ask and to see how the process goes before sitting down and conducting an actual interview.
Ultimately, I wanted him to learn how to structure an interview, and then, ultimately, conduct the interview with a teacher/adult on campus of his choosing. He just wrapped up the interview portion of this assignment the other day, and he did an excellent job! He told me that he wants to be a talk show host after he graduates, so I felt that this was a good exercise for him to think of different people he would want to interview and the different types of questions that he would ask each person based on who they are and what they do. All in all, I think he was able to do this successfully because it was aligned with his skills/ability level, but still effective in getting him to master the standard(s) that we were covering as a class.
|
|
|
0
link
|
|
Ashley Monks Posts: 3
1/12/2023
|
Think of a fine arts student with a disability you have now or in the past. Review the Assessment Accommodations Checklist and select two options that could potentially benefit this student in assessing his or her fine arts learning. Discuss how they would benefit the student.
I have used picture cards when learning about a certain culture. We were learning about Egypt. Students were telling me which continent Egypt was in on a quiz. I used cards in front of the student with the country highlighted and he told me the continent that Egypt was in.
Another example is when students are leaving. I asked students what country are we exploring and general ed students responded on a sticky note and my students who could not write were given two cards that had pictures and they chose the correct picture/answer.
|
|
|
0
link
|
|
Bryan Johnson Posts: 2
1/17/2023
|
I have had several students with visual impairments. Beyond getting larger monitors and showing the students how to use the monitors and accessibility features in windows. I have had to give extra time on assignments, modify the assignment or truncate the assignmnet based on the student's abilities. For instance, if a student is color blind, I would need to modify the assignment to take color out of it.
|
|
|
0
link
|
|
Kathryn Swartz Posts: 3
1/22/2023
|
Provide/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.
With every Final Artwork (summative assessment at the end of a unit), students are evaluated on the Design and Composition (how well they accomplished the goals of using specific elements and principles of art), the Craftsmanship and Application of Techniques (to show their degree of skill with specific art media), and a Written Artist's Reflection Statement (to show their understanding of the essential information and concepts learned). For students with disabilities that affect processing information and organizing their thoughts and ideas through writing, I created a graphic organizer to differentiate the presentation of materials and accommodate students that struggle with writing. The adapted outline can be used by students and modeled by the teacher to accommodate students that need this resource. It gives students the opportunity to "plug-in" the essential elements, principles, and concepts that they need to focus on in their writing, use the resources and notes previously provided throughout the lesson (e.g., notes, vocabulary, definitions, practice sketches) and begin to elaborate to show understanding through their writing.
|
|
|
0
link
|
|
Annika Dean Posts: 3
1/25/2023
|
My students do a group artist report using google slides every term. I often have students that share with me that they will not be able to present in front of the entire classroom due to anxiety about presenting in front of the entire room. They stand with their group, but when their slide appears, I read the text instead of forcing the student to. It helps them feel more comfortable while standing with their group, knowing that I will be doing the reading. The content is in the slides. I also collect their artwork in two types of portfolios: a virtual portfolio organized by the student using google slides and a file folder in a crate. I can look and see if their work is improving over time. Every year I have students do origami books of the elements of art. This shows me if they understand the vocabulary and are able to depict it. I recently had a student with a broken arm who was still able to work on the artist report during the time of his injury. He could still use a computer. He developed ideas for art lesson plans that he was interested in doing. I give multiple examples of how something can be done. I encourage students to challenge themselves, but I always present an option that is the simplest way of doing things for students who feel overwhelmed by art being too difficult for them.
|
|
|
0
link
|
|
Andrew Bowen Posts: 3
2/5/2023
|
1. Provide/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 found that with my students with autism or ADHD giving them more time for assessments (whether a test, classwork or homework assignment) helps them succeed more. They often have the ability/knowledge, but sometimes they need a little more time to organize their thoughts or finish the assessment. They are still demonstrating their mastery of the concept in the end.
|
|
|
0
link
|
|
Carina Conaway Posts: 3
2/7/2023
|
I used exit slips often for students to quickly respond to a prompt that usually reflects a task or a response. Using this method I am easily able to see what information/idea they comprehended and/or allows me to readjusts for the next day’s steps/process in their unit.
|
|
|
0
link
|
|
Thelmisha Simmons Posts: 2
2/22/2023
|
Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I had a group of students whose disabilities affected their hands. Their hands were weak when it came activities like squeezing clay, but most were able to draw, write, and clasp without any hand over hand guidance from me. So one of the ongoing formative assessments I was able to use was just having an in-class journal of their artwork to see how well they were progressing.
Also, for these students, I had them color and draw emoji response cards with popsicle stick handles glued on the end. This would be for critiques when we were looking at an artwork. After a short discussion, they students would hold up the response card to respond to an artwork and share their feeling about the art.
|
|
|
0
link
|
|
emily kyle Posts: 20
2/28/2023
|
I have been teaching many years and have had students who have behavior issues and I have also had students with physical disabilities. The assessments that I have used to ensure these students had fair and successful assessments began with quiet, comfortable spaces that the student felt safe in. Time needed for the assessments varied widely. Keeping an even, soft, reassuring voice helped a lot. Getting a degree of certainty that the student understood the assignment would also come in various ways. Some by simply answering "yes" or "no" questions, some using their tablets to type out their answers while others would point to the correct answers. Many of the students needed their questions read to them so that they could then answer with the various means written, above. I found that with these students, the shorter the test was, the better results I would receive back. Giving these students multiple ways to answer the questions and me being adaptive, myself was key to better performance for these students therefore, their overall class scores were better.
|
|
|
0
link
|
|
Stacey Strell Posts: 4
3/4/2023
|
An assessment I have used is to have students create a planning/goal setting worksheet. This helps them to organize their creative thoughts, materials, and pacing for time management. They can track their progress which makes them feel a bit more in control of the outcome. They can also assess their own progress and final assignment/project. This leads to teacher/student discussions about best practices and different ways to do an assignment for even greater success or ease. I also use exit tickets to check for understanding. I can use these to further explain or demonstrate for the students who may need modeling, different materials, or a modification to the assignment.
|
|
|
0
link
|
|
Lauren Rosa Posts: 4
3/13/2023
|
Provide/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.
Over the years, I have had many students with Specific Learning Disabilities and Autism Spectrum Disorders whereby alternative assessments had to be implemented such as verbal reflections to check for understanding, shorten written assessments, extra time, alternate setting, and drawn imagery to demonstrate vocabulary instead of multiple choice or short answer response.
|
|
|
0
link
|