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Nancy Klark Posts: 14
4/2/2022
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Cooperative Learning Structures and Peer Support Systems have been very beneficial for 2 of my student artists in an introductory art course. One artist has an emotional / behavioral disability, while another has epilepsy and has lost a lot of in-person learning time over the last 2 years. Both sit at a table with 2 artists without disabilities. Over the course of the school year we've engaged in group projects / Cooperative Learning situations that encourage all artists at the table to contribute. For example, prior to creating a wire sculpture, artists engaged in a hands-on analysis of 7 individual wire bug sculptures to examine successful construction techniques. Students participated in the various tasks (get one of the sculptures, identify techniques and describe how each is used / take notes on the group worksheet / return sculpture and get another) until all sculptures were analyzed. The 2 artists without disabilities also take on the task of reviewing any material missed by my artist who is frequently absent. I post lessons on our learning management system, but the Peer Support is by far more valuable. In addition, my artist with an emotional / behavioral disability has a tendency to veer off task, and the other 3 artists at the table use patience, compassion and humor to steer him back on task.
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Nancy Klark Posts: 14
4/2/2022
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Kristie Ayers wrote:
2. Describe at least one way you have used technology to meet the needs of a student with a disability in your art classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
Last semester I had a student with Downs Syndrome. He loved to use the computer and excelled in creating Power Point presentations. For our end of semester project, I had the class create folder projects analyzing the works of 2 artists of their choice. Part of the project including creating a mini gallery of the works included for analyzing.
For this students, who struggles with handwriting and drawing, I allowed him to create a PP project instead of the folder. He loved using the computer and was less frustrated by the requirements as he was not competing with his orthopedic issues that can come with DS. At the end of the semester it was great to see how he enjoyed something that he may not have otherwise without the adaptation of the lesson.
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Nancy Klark Posts: 14
4/2/2022
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Kristie Ayers wrote:
2. Describe at least one way you have used technology to meet the needs of a student with a disability in your art classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
Last semester I had a student with Downs Syndrome. He loved to use the computer and excelled in creating Power Point presentations. For our end of semester project, I had the class create folder projects analyzing the works of 2 artists of their choice. Part of the project including creating a mini gallery of the works included for analyzing.
For this students, who struggles with handwriting and drawing, I allowed him to create a PP project instead of the folder. He loved using the computer and was less frustrated by the requirements as he was not competing with his orthopedic issues that can come with DS. At the end of the semester it was great to see how he enjoyed something that he may not have otherwise without the adaptation of the lesson.
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Nancy Klark Posts: 14
4/2/2022
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Kristie Ayers wrote:
2. Describe at least one way you have used technology to meet the needs of a student with a disability in your art classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
Last semester I had a student with Downs Syndrome. He loved to use the computer and excelled in creating Power Point presentations. For our end of semester project, I had the class create folder projects analyzing the works of 2 artists of their choice. Part of the project including creating a mini gallery of the works included for analyzing.
For this students, who struggles with handwriting and drawing, I allowed him to create a PP project instead of the folder. He loved using the computer and was less frustrated by the requirements as he was not competing with his orthopedic issues that can come with DS. At the end of the semester it was great to see how he enjoyed something that he may not have otherwise without the adaptation of the lesson.
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Nancy Klark Posts: 14
4/2/2022
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I recently completed a assignment that required individual or peer pairs to create a PP artist presentation. It was much less intimidating for all (artists with disabilities and artists without disabilites) to have the visual support of the PowerPoint. I would like to figure out a quick process to post all their projects so they can be accessed by all other artists in the class.
Kristie Ayers wrote:
2. Describe at least one way you have used technology to meet the needs of a student with a disability in your art classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
Last semester I had a student with Downs Syndrome. He loved to use the computer and excelled in creating Power Point presentations. For our end of semester project, I had the class create folder projects analyzing the works of 2 artists of their choice. Part of the project including creating a mini gallery of the works included for analyzing.
For this students, who struggles with handwriting and drawing, I allowed him to create a PP project instead of the folder. He loved using the computer and was less frustrated by the requirements as he was not competing with his orthopedic issues that can come with DS. At the end of the semester it was great to see how he enjoyed something that he may not have otherwise without the adaptation of the lesson.
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Nancy Klark Posts: 14
4/6/2022
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marie Hosker wrote:
Describe at least one way you have used technology to meet the needs of a student with a disability in your art classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion:
An autistic student in my 2-d class had Asperger's Syndrome. Her total focus was reading about various bird forms. She read entire books on birds, and came into my class wanting to find a book on birds of prey. She huddled in a corner and would only read, said she did not like to d. She had never done a power point, and I got her involved in that technology, searching for hawks and falcons online. She loved it. We came to a decision that if I allowed her to research birds of prey, she could do a powerpoint and she would give a lecture to the class. She also had to keep a sketch pad and sketch the images she found. We had a short list of art elements she had to describe in each image, and what media she used to draw them.
We then moved to researching James Audubon and his paintings of birds. She became very interested in him and wanted to learn how to do watercolor like he did. We would choose one bird a day and put it on the computer screen. She would draw from that image. I found a large used copy of Audubon's birds and another of Falcons. She experimented with paint, markers, color pencils. and even collage for feathers. This worked for her very well. We featured her in our school newsletter with photos of her giving her Ppt lecture to class.
Not sure how this forum is actually functioning, but I did want to comment on your student artist's focus on birds. I also have had students totally focused on specific imagery or concept (more than one focused on birds!). Deep dives into any intellectual content is usually rewarding and validating for an artist, and fascinating for those who are honored access to their research.
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Sara Chambers Posts: 4
4/10/2022
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1. Describe how two of the strategies discussed could potentially be implemented in your art classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability. Share your response in the threaded discussion.
Breaking Task down/Chaining Often when introducing a new task/activity I will have an assignment that exclusively practices that task. For example Griding to help a student draw more precisely. A tool that teaches everyone in some way to draw more precisely. One assignment to learn/practice to use it. Then I use it like in a painting assignment for them to change proportion of the subject for the painting but allows them to pick any photo they want and graph it. (They can use their phones to graph it if they want to pick a subject they would prefer or I have some they can choose from.) This helps them make it big so that they can be more successful painting since some have not painted for some time. They are using their knowledge of graphing by grid they gained earlier loosely and not as precise as the first time they used it to work in their own individual ideas into their work.
Other Tools and Strategies You could use sketchbooks to encourage the use of the strategies we learn in class to be used by the student for independent learning. Practice of filling up the page, using values, mixing colors etc..... Sorry been teaching for 30 years I use most of these strategies in some way.
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Michelle Doriah Posts: 4
4/20/2022
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Two of the strategies that could potentially used in my classroom are Graphic Organizers, using story maps that give students a concrete framework for identifying the elements of a story using a template and a Grouping Practice like reciprocal Teaching to build on comprehemsion by predicting, questioning, clarifying and summarizing.
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Alisha Flag Posts: 2
4/20/2022
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Two strategies to be implemented include:
Differentiated assignments -increase time allowed to complete the assignments, pair student with another depending on level of independence, and decrease steps needed to complete the activity.
Graphic organizers - help students to process information in a text,
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Karen Porter Posts: 4
5/9/2022
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I have used cubing on numerous occasions across multiple subject area. As my student students learn about a new artist or new studio art form, they use question cubes to research discuss or review the artist or studio art form. My students have also used cubing in the rubrics to facilitate art critiques. I have also used collaborative learning and peer partners. Using these strategies helps my students to consolidate and refine their thinking.
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Tracy Sellers Posts: 4
5/22/2022
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Two strategies that I would like to implement into the classroom would be mnemonic instruction and guided notes. I like the idea of using visuals or verbal prompts to help students retain information. If I can make it fun to remember key details, I feel the students will have a higher retention rate and better understanding of what I am teaching. I also like the guided notes to encourage student participation in the learning process and so that they will have a written document to refer back to.
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Scott Tilbury Posts: 4
5/22/2022
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Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
I have used an ipad and wifi printer as an aid for a student with autism to create a unique repetitive pattern, which they were becoming frustrated trying to accomplish, on their ceramics slab. Using the ipad they drew one snippet of a pattern with their finger and then we tiled it in sequence for a duplicated repetitive look. once we had the pattern we printed it out and used it as a stencil for them to trace onto the surface of their clay. So the end result was an exact repetitive pattern for their principles of art which was traced with a pencil leaving a light impression onto the surface of the clay, and then further carved deeper for the subtractive criteria.
edited by scott Tilbury on 5/22/2022
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Anthony Kopp Posts: 3
5/23/2022
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Option 2: I have a student who struggles with attention issues. She is a gifted drawer, but gravitates toward anime as her style of choice. I have taught her different cartooning techniques with traditional mediums that she obviously enjoys, but it wasn't until I introduced her to using Procreate on the iPad and drawing directly on the screen with the apple pencil that she really lit up. She immediately jumped into adding color to her illustrations, different painting techniques, and adjusting pressure sensitivity for different brush effects. Her artwork came alive and she can now literally spend hours focusing on a single piece.
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Amanda Valdes Posts: 3
6/11/2022
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To begin, I am in an unusual position… I teach at a K-8 school, and I have been the elementary art teacher for the last 7 years, and this year they are moving me up to middle school. SO, my thought process is a bit different from where I was.
Personally, I am quite interested in finding out more about the Task Cards and Cubing Lessons to promote not only differentiation, but also students’ interests in the lessons. After also subbing in MS art for a couple of weeks, I found the Self-Evaluation and Reflection piece to be very empowering and very telling of which students took this class seriously and which ones were just there to be there.
The Task Cards and Cubing Lessons could be implemented as the ‘You Do’ part of a lesson. Once the lesson (or artist) is introduced, the students can take the information presented and create a variety of examples of how to interpret or learn about an artist. This could be done through a variety of examples from a game to a personal example reflecting the artist, to a PowerPoint. There are so many options and opportunities for this, I am excited to be able to explore more about how to implement this in my classroom.
The other strategy I found most intriguing when subbing for Middle School Art for 3 weeks, was their reflection and ability to be able to reflect on their work. We say, we are our own worst critic, this was evident when I asked them to tell me about their work. It was refreshing those that took my questions seriously, but it was also equally as frustrating those that had some retort like, “I don’t plan on being an artist, so I will never use this in my future.” Which to me, was very disappointing, so I am going to have to address reflections a bit different this year now that I AM the MS Art teacher.
As far as a student with a disability, each of these options allow for the differentiation and ability to modify the lessons without drawing attention to them as different. One of the biggest lessons I teach in my classroom that sort of lends itself to this is the ‘Fair vs Equal’ argument. I tell my students from day one, I am not going to treat them equally, and I explain why. Then I tell them that it is my intention to treat each of them fairly – and I am grateful when they understand this and appreciate what I am explaining. Having a child with a learning difference, makes me very aware that you do not want to bring attention or treat them any differently – they just need different things in order to be successful. I had to explain to my son that his accommodations are no different than an athlete going onto the field with a brace on their leg. This does not mean they are ‘cheating,’ it means they need a little extra support in that area.
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lisa akers Posts: 3
6/25/2022
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i love to use various strategies in classes as we use various assessments to see where students are currently. Students use art journals as their daily organizers and a unique path to work with their individual preferences of learning styles. We can slowly unfold each step and give definitions, and allow students to use their own explanations in comparing and contrasting a given artist and their own work. Also partnering is a great way of allowing for differentiation, with one teaching and one reflecting.
Technology has been a great tool for students to showcase their own unique way of best documenting their own understanding and process through the use of PowerPoint.
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Laura White Posts: 6
7/27/2022
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I have a student with cerebral palsy and is wheel chair bound. He struggles with taking notes with art history and needs to save his strength for when he is creating art. So, I have modify his note-taking on a google document and he answers the first question or two. He then uploads his assignment and hits submits, then he sits and listens to the rest of the discussion without repercussion. While circulating around later, I can ask for feedback and help with any clarification.
Also, his rubric for completing assessments are modified. He types note from vs. complete sentences.
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Laura White
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Lisa Kraus Posts: 3
7/31/2022
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In my previous job I filmed videos and set them up so that students could watch demonstrations at their own pace. This allowed them to follow along and press pause when they had questions or needed assistance.
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Jan Johnson Posts: 3
8/4/2022
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Option 1: First, although I am currently working in visual arts, in the past my experiences have been with teaching language arts/English. Two instructional strategies I’ve used in the classroom included differentiated instruction (assignment choice) and modelling with organizers. In my career I’ve had a number of students with disabilities as well as students who were well behind in their academic progress. One challenge many of my students faced was the process of writing an essay. My plan included providing graphic organizers to my students and breaking down the assignment into smaller steps. I also found that modeling the process, step-by step, is a valuable way to approach building confidence. We first read together on a projector one of my previous students’ essay. Next, we worked together through the brainstorming, planning and eventually the writing process together (again on an overhead projector screen). Using that strategy provided a springboard for my students to then choose their own topic, use the graphic organizer, and produce an organized essay as a final product. Students also had an option to work with a support partner.
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Rachel Peek Posts: 3
8/21/2022
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I have used technology a lot in teaching. One main way I used it last year was that I had 3 students who all were ELL and spoke little to absolutely no English. I am slightly fluent in Spanish, but there is always slang and some things I forget. As a result, we used translating sites a lot and I allowed them to type out their own sentences so that they felt they had a little more control, because it is very scary being in a place that you do not understand what is going on, so it is important to give them some choices in what they are doing. I also like using digital methods to let my other students have options as well. I have many students with ADD and they enjoy being able to have alternative methods to do the art. My students with Autism also seem to really enjoy having digital options because it is something they can control and understand a little better.
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Adam Zondor Posts: 3
8/22/2022
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2. Describe at least one way you have used technology to meet the needs of a student with a disability in your art classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
I use a number of different pieces of technology to assist learners in my art room. A specific one that I use to assist ASD students with fine motor skill is a wide format printer. When working on art reproductions or paper based sculpting I use the wide format printer to create larger images for students to work with instead of being limited to letter size paper.
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