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Elerene Walters Posts: 3
11/16/2020
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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. Be sure to identify the student's disability. Share your response in the threaded discussion.
Having Access Points Art class integrated into a regular art could be challenging at times. I had students that are Intellectual Disability, Emotional/Behavioral Disability, and Other Health Impaired. I would refer to CPALMS, see their accommodations, and collaborate to the ESE teacher to have a good understanding of the student to appropriately grade their work. I would do ongoing assessments throughout the project to check their understanding and see if physically they could do it and make revisions to the assignment if need be.
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Jerilyn Brown Posts: 3
11/21/2020
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Adapting and alternating assessments with my ASD and SLD students can be challenging, especially when there are 17 in a class of 32 students. When giving a formal assessment which in art is mostly a final artwork, I differentiate the possible outcomes for each student for that particular assignment. Through the ongoing assessment while they are working I can provide feedback and make modifications to the specific skills & objectives when needed.
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Michelle Clinton Posts: 3
11/22/2020
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Option 1: At the beginning of the year, I have my studio art students take a pre-test. When I first started giving the pretest, I gave it as a written test. I then modified it to a written test and also they needed to include images of their 5 favorite things, or 5 things that they knew that could draw skillfully. I changed the pre test to include the drawing aspect to identify prior art knowledge, but also to identify the skill level of my students with motor disabilities. I changed the pre test for that reason, but found that it helped my students with many of the other disabilities also. My ELL learners were better able to show their prior knowledge through visual representation than written or verbal testing.
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Michelle Clinton
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Sherry L Diaz Posts: 3
11/29/2020
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When a student has a visual disability, I seat that student close to the white board. I print very large and in different colors on the board. When creating visual ideas for an art lesson, again I make them large and colorful and simple as well. I create art lessons that allow a student to understand the Standard but work at their own pace and expertise at the same time.
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Barry Wilson Posts: 3
12/11/2020
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Breaking down tasks, analysis, is a strategy I could use in my class. I have students look at masterworks and analyze what the artist is doing, how they put the work of art together, why it works, and what could be borrowed from that artist for their own work. Students are then asked to make a sketchbook page that includes their written and visual analysis and reflections. I currently give them a worksheet with ten rubric items for each sketchbook page.
For some students I believe breaking down the assignment into smaller sequential steps would be very helpful and productive.
Another strategy that I will soon be using is the grouping of students in smaller groups of three to discuss and share ideas and critique each others results in a cooperative learning situation. I believe that will increase participation, sharing of ideas, and refine social skills of the students. In this grouping there will be individual accountability but also the improved climate of a more personal sharing and listening dynamic. While I think it may be beneficial all the the students, it will certainly help those students with disabilities to be more comfortable and learn from peers.
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Barry Wilson Posts: 3
12/14/2020
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Providing multiple ways to demonstrate understanding of the concepts in my visual art class has been effective in allowing students of varying abilities to show me that they have received and process the skills and understandings covered in the course. I include in my class the following ways for students to be assessed: drawing ideas, writing their ideas, oral presentation of their ideas, a final visual art project, and reflections about the project both written and oral. These multiple modes of allowing the student to communicate their ideas to me gives me the capability to assess them by selecting a response that plays to their strengths. For example, perhaps the student’s project did not turn out as successfully as they would have liked, but I can read what they have written or listen to their oral critique of the process and assess whether they understand the important concepts regardless of a particular result of their product.
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Karen Klein Posts: 7
12/14/2020
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I have had several students with all disability types. One particular boy had a physical disability. I sat him close to me so that I could easily see him working on his drawings and paintings. I would tape his work to the table as well as make sure his wheelchair fit underneath that particular table. I would wrap a small cloth around his paintbrushes and drawing tools then secure it with tape. This allowed him to better grasp the art tools he was working with. He was also given much extended time to complete his assignments. As well, I would set him within a group of students who were very helpful to him when needed. I as always monitoring and reassessing him as he moved forward with his work. As well, I adapted the room and his placement within the room, to ensure he could more easily get to the sink, paint area, and work cabinets, without and roadblocks. This helped ensure that he could be as independent as possible.
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Karen Klein
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Karen Klein Posts: 7
12/16/2020
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Pre-assessments I've used are drawings of simpler objects. That is a way for me to know where students are in their level of drawing. I consistently monitor their progress with ongoing assessments. These assessments help me to instruct students where they are at. I will then teach them aspects of drawing such as seeing the negative space as well as the positive space. Helping them to sight angles and measure parts of the drawing off other parts, by finding a unit of measure. I have used projects to project their work, which most of them love. Except if a student does not want me to.
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Karen Klein
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Michael Pineda Posts: 3
1/8/2021
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I allow my curriculum to be self-paced and directed by self-interest. All students can choose the scope and concept/topic for their short animated films. I have minimum craftsmanship requirements on my rubrics as the student body I work with is highly motivated and I found that assessing their "craftsmanship" was unnecessary and instead chose to focus on more strictly objective measurements to further expand their skillsets. For my ESE students, I leave off all craftsmanship components entirely. This way they do not feel overwhelmed by the aesthetic quality of the project (something they often get frustrated with).
I reinforce this by showing them several levels of quality films ranging from very beginner to expert. I then have them grade each using their rubric for the assignment. In their astonishment, they give each a 100% A as it hits the objective goals for the project. This alleviates an enormous amount of pressure the students feel as they know they can achieve success no matter their skill level and ability. You would think that removing the "quality" component from the grade that the overall project would suffer but I have found the exact opposite to be true. The students, particularly students with disabilities, get out from under the "pressure of the rubric" and begin interacting with the curriculum in a more meaningful and personal way.
This method of assessing came from adapting the assessments for students with disabilities but have since implemented it across the board in all of my classes as I believe all students benefit from it.
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Jennifer Myer Posts: 3
1/28/2021
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- One adapted assessment that I have successfully used in the fine arts classroom for students with disabilities is a visual rubric for self scoring and reflecting after an assignment is complete. Students can see visual examples in each category. An example of one way that I used this recently was an assignment that required variety of line. On the visual rubric a score of 5 had next to it an image of a variety of lines. A score of 3 had a couple of types of lines. and a score of one had only one type of line. This allowed students to review the goals and then they could add on to their work or submit it. Sometimes, several students needed to see a demonstration again so they could add to their work. This is a very effective tool for all students to measure if they met the goal or needed more instruction or time on a piece.
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Kristen Pineda Posts: 4
1/31/2021
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In response to the question: 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 had a student with a speech impairment which made speaking difficult and often times shut down when he needed to communicate verbally to the class like when participating in class critiques or discussing his work in a portfolio review. During this time, I would assess a student's progress, understanding, and critical thinking when they share their thoughts about their work and/or their peer's work. Since this student never wanted to respond, I would have him, ahead of time, write down his thoughts to specific artworks and then I would assess his written response or I would have him record a video of himself talking about the works of art on his own time at home where he felt more comfortable. He would then turn in the recorded video for the participation and for me to evaluate/assess his knowledge. This allowed him to 'start over' and edit what he wanted to say instead of trying to say it in real time in front of his peers. When he felt comfortable, I would then sometimes share his video with the class.
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marie J Hosker Posts: 3
2/4/2021
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Beginning of the course Practical drawing / painting assessments:
Pre-Assessment is important for my classes of beginning art students in Draw / Paint I. The first thing I do is give my students a series of simple practical drawing assignments which are used for assessment. From these drawings I can tell if a student has an understanding of drawing the human figure, background, depth and distance, and has an eye for detail. I can tell if a student is hesitant and not familiar or comfortable with art materials, or if the student feels very good about expressing himself. These drawings include figure drawing of themselves doing their favorite activity. Then a face portrait of themselves. Last are geometric forms then drawing of the hand. These pre assessment drawings are important for a base line and knowing what level that student was achieving at the start of the year. This gives a clear idea of that student’s growth throughout the year.
The written assessment: includes basic simple questions about drawing or painting, materials, major artists, and vocabulary.
Both assessments provide a good baseline to see where students are early in the course, then how much students have improved. As well they provide information to help me concentrate on any one student’s or the classes’ weak areas.
Example of a fine arts student with a disability
I had a student with a severe vision condition and she could only see within 8” of her face with the special glasses she had. She was also color blind and only saw dark and light, no color. We decided she would do a sculpture because it was more tactile. She created an amazing social statement on gambling and the homeless condition, including handmade painted cards and coins, interesting distorted drawings of homeless person and a help needed sign. The entire work was in black and white other than red numbers on a card. She used her fingers to feel her edges, some of which were filed and others intended to be rough. Her art piece made it past the Senior High Jurying committee and won an award district wide.
A number of ongoing assessments were given such as oral presentation to discuss project process and what direction work was going. We did peer assessments in which I grouped students together and they assessed each other’s work. We always do written /oral reflections. After any demo or note taking, I always give exit cards to every student.
Setting accommodation: I had this student sit close to the large film screen so that she could see the doc cam presentations more easily. Otherwise I sat her very near the art supply cabinet and had a stash of her own supplies available. She required stronger lighting, so we had a desk clamp on lamp that she could adjust as needed
Presentation: I usually sat next to her and we did one on one presentations and conversations. We extended her time on all of her projects as needed
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Erin O'Connor Posts: 3
2/11/2021
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For my classes exit tickets and sketchbooks have been wonderful. It allows me to gage where each student is within the unit and how to move forward. The sketchbooks are a great tool also, I have them complete reflections on many different prompts and assign practice pages for their assignments. I am able to collect the sketchbooks once a quarter for grading to check for understanding and progress with the assignments.
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Lynn Strong Posts: 2
2/11/2021
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For a previous student that I taught who had autism, I used exit tickets and ongoing sketchbooks as formative assessment to check for understanding. After a project was completed, the students completed a written self evaluation including rating themselves using a rubric. In addition to the written evaluation, I would also ask this particular student to verbally share his understanding and evaluation of his project.
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Kelly Foreman Posts: 3
2/12/2021
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Re describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
For students who are diagnosed as ADHD it has been common that turning in assignments has been an issue. I've found it helpful to apply varied methods for summative assessments. Typically I incorporate a self-evaluation in which students are asked to reflect and respond to prompts related to project objectives. Additionally, I may alternatively do the same type of thing in an informal critique allowing for students to articulate the same concepts verbally. And in some cases allowing for extended time I may take a few minutes to do a short one on one interview to assess progress vs an entirely completed product.
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KHANH TRAN Posts: 3
2/22/2021
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I had a student that was legally blind. At the introduction of new art vocabulary, I gave that student a large print copy of the vocabulary terms that she copied into her sketchbook in her own handwriting. When It came to test taking time, I gave her a large print format of her vocabulary test.
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Judy Lyon Posts: 3
2/25/2021
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I had a student with a Specific Learning Disability making writing in general difficult. Rather than having him write out the answers to Journal questions or answering essay questions on exams, he would sit with me and answer the questions verbally. He would expand on the answers much more in conversation than he could in writing. This allowed me to also get to know him better, and it was a successful solution.
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Tom Alvarez Posts: 3
3/16/2021
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I currently have many students with disabilities. One of the most common learning strategies on their IEPs is extra time. This can work for just about any student in the fine arts. There are those visual arts students that are naturally quick with their ability to create a finished piece of artwork and then there are those that are naturally slow. The quality of work doesn't change. It is all very well done. It's just that some students are slower than others. However, having said that, there are reasons that a student would need more time to complete a work of art. I have one student who is blind in one eye and has difficulty seeing in the other eye. She is extremely talented when it comes to creating artwork. I did not know this fact at first and would give her the same amount of time as the other students. She never seemed to finish her work and her grades suffered for it. It only came to my attention one day at an IEP meeting that she had this visual handicap. When I gave her extra time, her work was completed and it was stunning to look at. I was so upset that I wasn't told earlier by the student or the school that she had a handicap. Now that I know, I can assess her work on a more equal scale than I did before.
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Sarah J. Renfrow Posts: 3
3/22/2021
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One of my ceramics projects is to cut out ceramic tools from a printed worksheet and then glue them into the correct categories/uses of tools on another sheet. I had a student who had a disability with their hand dexterity. Due to this he struggled with scissors, I accommodated him by allowing him to find the actual tools on 1st worksheet and place them on the other worksheet for me to grade.
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Carrie McGugin Posts: 3
3/22/2021
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In the past I had a student with a disorder that affected her vision and processing. Bright, reflective things could cause headaches and nausea. One of her accommodations was to use colored paper, so I could copy any handouts/instructions on to blue paper. We could also use a specialized setting to adjust light source/levels (like no fluorescents in her area of the room).
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