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Elerene Walters Posts: 3
11/16/2020
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Having a Google Classroom has helped organized information for my students. I am able to upload videos of demonstration and instruction for them. In the videos I am able to break down the step by step process of the exercise or project. I also upload my PowerPoint as reference to the assignment. These variety of ways to present information to students would help those who learn differently and process. Also utilizing google meet with my remote students that are 504, they are able to interact and clarify instructions.
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Jerilyn Brown Posts: 3
11/21/2020
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Two strategies I implement in my 2D Art classes are Task analysis, breaking down the tasks into smaller sequential steps. I also model these steps. 1- the size of paper needed, 2- pencil, ruler, etc., 3- draw an extremely light, soft line in the middle of your paper, 4- draw three shapes above the line, etc... These steps are printed on the assignment sheet and posted so they can go back and view when needed. Another strategy I use is Discovery learning while looking at historical artworks. I project an image and have them as specifically as possible describe what they see. If possible write it down. Then they make a small drawing of what they see as they analyze the shapes, objects, colors, textures, and values in the projected image.
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Karen Klein Posts: 7
12/16/2020
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I utilize an Epson Projector to project videos, artwork, instructions, demos, etc. For students with visual disabilities, this enlarges the delivery of instruction, allowing them to view the lesson more clearly and easily. As well, I use computers to deliver pre-assessments and assessments.
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Karen Klein
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Karen Klein Posts: 7
12/16/2020
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Tiered lessons and graphic organizers are what I use on a regular basis with all students. My classroom is a compilation of students operating at several different levels. WE use graphic organizers when we do art history. I use the projector to project 2 different artworks. I have the students use a Venn Diagram to fill in important information about each of the paintings we are viewing. We break down each of the4 art critique steps ; Desription, Analysis, Interpretation, and Judgement. Instead of having the students do the steps themselves, I break each step down for them as we view the paintings. I ask them questions regarding the elements and principles of design, each separately, so that they fully understand them and the art critique process.
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Karen Klein
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JeanneBaines Posts: 6
12/17/2020
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I break down the assignment into smaller steps and use visual aides on the projector and a print out to be held and looked at by the student.
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JeanneBaines Posts: 6
12/17/2020
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Karen Klein wrote:
Tiered lessons and graphic organizers are what I use on a regular basis with all students. My classroom is a compilation of students operating at several different levels. WE use graphic organizers when we do art history. I use the projector to project 2 different artworks. I have the students use a Venn Diagram to fill in important information about each of the paintings we are viewing. We break down each of the4 art critique steps ; Desription, Analysis, Interpretation, and Judgement. Instead of having the students do the steps themselves, I break each step down for them as we view the paintings. I ask them questions regarding the elements and principles of design, each separately, so that they fully understand them and the art critique process.
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JeanneBaines Posts: 6
12/17/2020
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For my students with ADHD I make sure to seat them in the front, they may squeeze a squishy ball while listening. I will ask them to repeat directions and I have them on the board and on paper. The students can use an I pad to repeat the lesson directions or any part of the lesson they need to revisit.
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Michael Pineda Posts: 3
1/8/2021
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I use peer partners and graphic organizers. The curriculum I teach can be overwhelming as it requires a balance of fine arts, technical understanding, performing arts, and strong writing/storytelling skills. Strategically partnering students with peers is a fantastic way of allowing students to compliment each other's strengths, resulting in the group incorporating all the strengths needed to accomplish the goal. The correct balance of a group is critical and does require significant thought.
The assignments my students work on are large and take pre-planning. In this case, graphic organizers (storyboards), are wonderful. They allow all students to organize their thoughts and the visuals of the project before hand.
Since I teach digital animation, technology is incorporated into every facet of my curriculum. Each day students use computers and tablets in conjunction with software like Adobe Animate, Photoshop, Illustrator, etc. Though while technology is an amazing tool, it can be quite overwhelming. Finding the right technology for a student is very important, particularly in a time where many students are working from home. This is why we have the student's utilize phone apps and other free cloud-based software like pixlr.com, flipaclip, and others to complete their assignments. These software are more user friendly and allow for more convenience of use while still achieving the same results. This way all students can find an avenue of success.
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Amy Joy Posts: 3
1/8/2021
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To meet the needs of students with disabilities and/or various learning styles in my music classroom, I use a Smart Board and Google Slides presentations in my music lessons. I teach many students with ADHD. The addition of text, illustrations and videos I include in my presentations helps engage students by giving them visual cues in addition to the auditory cues (music) and kinesthetic cues (instruments, props).
I have also provided lessons in which students use their chrome books and compose music within the San Francisco Symphony Kids website. The program allows students to make choices- for example, "start with a tune," if they want structure or support to start, or "start composing right away!" if they feel comfortable starting from scratch. There are "hints" that offer support that can be turned off if they are not needed. Students can work at their own pace. Students love the program and are always successful in creating something when working in it.
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Julie Fahey Posts: 4
1/8/2021
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I love that Art can be so naturally tiered. As a visual arts teacher I can immediately see what the students are understanding and able to do and where they are struggling. We start every unit in their sketchbooks where they can practice skills, design thumbnail sketches, test materials, etc. The sketchbook time allows me to see which students need additional guidance before they start their actual project. Once students start their project, I also individually help students who I know will need more help to get from one step to the next.
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Julie Fahey Posts: 4
1/8/2021
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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 art classroom. Be sure to identify or describe the specific technology and the student's disability.
I have a student with vision and orthepedic disabilities. He uses an enlarged keyboard that he attaches to his laptop so that he can see the letters on the keys better. He is able to do any written responses on his laptop. He also uses an app called Paint 3D that helps him express his learning due to fine motor limitations.
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Corine Waters Posts: 2
1/14/2021
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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 have used technology more in the classroom in the past semester as we have been teaching hybrid, with virtual and in person students. While they are in my class they can use Microsoft Teams for meetings where I can discuss what the topic is and ask questions of them and their peers simultaneously. They can use YouTube for reference videos, where they can rewind and rewatch if they need to. Students with visual issues can use personal devices to see images closer as well. Students who are online can submit their work digitally using Schoology or email. They can also produce it digitally using a variety of apps, such as Google Draw. I have several students with Specific Learning Disabilities, and I find that allowing them to rewatch videos or research using their own device is immensely helpful as they are able to teach themselves the topic on their own time. I also use a document camera to model the steps to projects which helps students with reading comprehension issues and those who are unable to follow directions more quickly than one step at a time. Students who are on the autism spectrum find breaking the steps down and modeling helpful.
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Jennifer Myer Posts: 3
1/27/2021
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In response to discussion choice number one. Two strategies discussed in the tools for teaching section of this course that could be implemented in my classroom are: task cards and the learning contracts. I like the task cards specifically for giving students a variety of options for exploring one theme. I like it when students are looking at the same idea from different angles too.
I also really like the idea of learning contracts for middle schoolers. This is a group that is trying to be independent but may need a little support and incentive to get there. Students like to be able to have the freedom to structure their time. I would put an emphasis on quality. I think that having student examples of what is expected can help with setting clear expectations.
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marie J Hosker Posts: 3
1/27/2021
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Using self-evaluation and reflection in Access Art Class
Self – Evaluation / reflection is one strategy that I have been using over the years in my art classes. I ask questions about their art pieces, requiring students to think and answer the ways that they met the expectations the student had as well as those I required.
This year is the first year that I have an entire class of Access students in Visual Arts. I had done the normal written self - evaluation reflections with them but I decided to let them read their assessment and discuss it with our small group by showing their work on the doc camera. The class can view their work on the big screen and this is a big thrill for them.
Even though some were very tentative at first, they now are becoming more comfortable in our small group presentations. We make this fun and I tell students they get to be the teacher and must project their voice loudly and make certain their image is centered and in proper zoom or full view mode. We have a few giggles and everyone is very positive.
Peer- Partnering
For the student who is not at ease with group communication, I also done peer–partnering so they are not working alone. This is very helpful. One will present, and then the other might hold up supporting pieces like preliminary sketches, or use a pointer while the other is reading. Vice versa. This is a good strategy for those who are shy. I always stand there with them so it appears that I am also presenting with them the first time. I do interact with them as they present. I always help nudge them along if they are not sure where to start … even though they have the Q and A sheet in their hand and some will write up bullet points to discuss on note cards. I also put the 4 basic questions on the board so they can see them as they talk as a prompt.
As they are presenting, I give them a chance to initiate the conversation. If there is a lull, I ask “Did you feel that you were successful or not?” Then I ask “If you could start over, what would you change or do differently?” After they have started, students usually follow the posted prompts and proceed along without help. Usually I coax students in the discussion toward the positive aspects of their work. Class mates will raise their hands and make comments, sometimes suggestions, or they will ask questions such as “What is the arrow supposed to mean?” Or “why did you paint your face green?” so oral communication really is alive and well in my classes.
Overall, I find these 2 strategies very beneficial, fun, and both have helped students come out of their shell. Some students are now adamant to be first, as they enjoy that moment of being in charge and acting adult. The positives of building self- confidence and learning to speak well are just as important to me as learning the art concepts.
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Kristen Pineda Posts: 4
1/31/2021
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In response for the question: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.
One effective way to help a student with a learning disability was the incorporation of his cell phone through the use of reminders and text messages. This student often had trouble with organization and completing work on time. A traditional planner where he had to write down assignments wasn't working for him, nor was folders as he often didn't have a backpack with him. However, he did have his phone. So together we set up a free app called Egenda to help him organize. It was successful at first but as the weeks went on, he often would forget to update the work. I then proceeded to set up a daily reminder on his phone to check Egenda. This helped prompt him to stop what he was doing and check. Lastly, for large assignments/ projects I would send him reminder text messages in the evening or weekends once a week to help him stay on track. It was successful and he found himself much more comfortable communicating with me going forward.
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Alan Pearson Posts: 2
2/8/2021
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I often have quite a few students with learning disabilities in my classroom. One of the most prevalent is ADD or ADHD. I have an ELMO type device installed in the ceiling of my room which allow me share both my computer screen (internet) and live drawing demonstrations performed at my desk. Both types of presentation are projected on a very large screen at the front of the room which I have found to be very effective at getting and maintaining the attention of my more easily distracted students.
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Kelly Foreman Posts: 3
2/9/2021
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I've got a few students who are diagnosed with ADHD, and I generally use technology to repeat and slightly vary the way I give instruction. For instance I'll share my screen and directly demonstrate a process, provide a step by step breakdown, and also provide a recorded tutorial(s) that they can review later. I use screencast-omatic to record my tutorials and will break up a project into smaller stages.
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Erin O'Connor Posts: 3
2/9/2021
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Two strategies I could start using in my classroom more are Peer Partners and Chaining. Art classrooms in themselves can be a very social environment with how students are normally seated around a table. It would be nice to get them to all work together and help one another during different lessons. One student might be a master at one thing and be able to explain or assist a student who needs a little extra help. I also really like the idea of chaining. Sometimes students can become overwhelmed when thinking of the end product. But being able to break it down into very specific, small steps will help students overcome their fear and create meaningful work that is understood.
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KHANH TRAN Posts: 3
2/22/2021
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I could use the semantic map for when my senior AP sculpture students explore a concept in their work- this would be a good introductory strategy before they create. They could write the concept in the middle and then in each circle write a possible sculpture idea that would work with that concept. I would also like to use the Task Analysis at the beginning of a project. This would be a timeline of when certain tasks are going to be accomplished to keep students on track and also to put their sculpture into managable parts so students do not get overwhelmed.
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Judy Lyon Posts: 3
2/25/2021
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Two strategies that would work well in my 2-D Art class would be Task Analysis and Peer Partners. I could use the Task Analysis of Chaining to break a complicated Surrealism lesson into clear, easy to follow steps. Rather than saying, "Create an original surrealistic painting using ink, string and watercolor paint," I would describe each step individually. Step one- Take a small cup of ink, a short strand of string, and a small brush to your desk. Next get your paper, then dip the string into the ink and move the ink around the paper. Next, add extra ink lines with the small brush to complete the images and objects in your artwork, and allow ink to dry. Finally paint the picture with Watercolor Paint.
The other Strategy I would use is Peer partners. Each student would see the demo and hear the instructions for the surrealistic lesson. Then they would work in pairs to help each other remember all of the steps, give each other encouragement, remind each other of the objectives and sequence of steps.
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