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Emily Lorson Posts: 1
6/25/2023
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2. I use technology in my classroom for students with disabilities by allowing them to use a digital program (Photo Editor) offered by the district. This program assists students who struggle with fine motor skills.
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melissa taylor-hicks Posts: 2
6/27/2023
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Art captures and communicates the human experience in powerful and expressive ways. It reflects culture, history, diverse perspectives, deep feelings, and core beliefs. Art can become both a window into the perspectives of others as well as a mirror into our own experiences. When we pair the power of art with technology, we not only provide students these benefits, but we also help prepare them for a world that is increasingly infused with technology. In my room i send students on a scavenger hunt of artists they "collect" and critque. Write about, record in sketchbook and create their own thoughts about them and questions. Connecting with art requires that our students can first access art, and this aspect of the arts curriculum has multiple overlaps with the core element of responding to art. Visiting virtual galleries and museums is an ideal way for students to connect with professional artists. They can also connect and share ideas with their peers through multiple digital channels.
The process of connecting requires students to relate artistic work with personal meaning as well as broader societal contexts. These connections give art deeper meaning and allow for an emotional, human response to an artistic creation. This
- Synthesize and relate knowledge and personal experiences to make art.
- Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
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Kellen Mills Posts: 3
7/9/2023
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I use a graphic organizer at the beginning of each unit on the Elements of Art to introduce students to the vocabulary for the concept. Each student is required to have their own sketchbook (and I provide one for students who need a "scholarship" for their individual supplies). They copy the concept map into their sketchbooks and layout the "set up" for the creative assignment they will do before we have our class discussion (organized around a Google Slides presentation). All students benefit from the visual organization of main ideas and they also have an opportunity to get extra credit points by adding creative interpretations of the concepts. The kinesthetic activity of copying the map primes them for the content and also serves as a review for them in their own sketchbook process. Students with dysgraphia trace the map into their sketchbooks on a light table which helps them practice fine motor skills and enhances pride in their product.
I use the mnemonic "ROY G BIV" to introduce the colors of the light spectrum and color theory. This is particularly helpful with understanding the order of colors as it relates to analogous and temperature color relationships and gives them an anchor for understanding the other color relationships. I teach the student managers who help with preparing paint boxes for our projects to put them in ROYGBIV order so that the understanding is reinforced visually as they are painting. This helps all students learn but I think is particularly helpful for students with memory processing disabilities and assists with organizing understanding of color relationships. I made an anchor chart of ROY G BIV (the letters are in the colors they represent) on the wall of my classroom under the color wheel and we reference it often, calling out the color names in order in unison during the introduction of Color.
I make use of anchor charts to reinforce gateway skills, these are posters I've made such as; "Draw light till you know it's right!" and the gateway painting habits of "Control the Flow, Get the Point and Outline and Fill In. We practice these skills together in Art 1 as "I do, you do, we do" activities and the posters help reinforce fundamental skills. I do believe that Universal Design provides a framework for all students to learn and be successful.
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Stefanie Mielke Posts: 3
7/9/2023
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Using Task Card or Cubing would be a great way to differentiate activities to meet students' needs. These strategies can help with students' focus and give students more autonomy in their learning. Graphic organizers are great ways to help students visualize and organize ideas/concepts. This strategy helps students with different learning styles, and helps students process and connect new content.
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Lisa Lloyd Posts: 3
7/11/2023
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- Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address the needs of a student with a disability.
One of the strategies that I need to implement in my high school art history class is note-taking. I’m not sure yet whether the Cornell system or guided notes would work best but as the kids I’ve had the last year or two haven’t been taking notes, almost anything would be an improvement. This would not only address the needs of a student with a disability but the class as a whole both in achieving success for this one semester and setting them up for success in other classes at the high school level and beyond.
The second strategy for both art history and my 2D and 3D classes would be a greater use of technology-- a challenge for me as I am something of a Luddite. I need to incorporate more ‘fun’ aspects to engage the students in art history while continuing to deliver the mandated content. In the studio courses, I have been allowing some students to complete selected assignments digitally (usually with Procreate or Tinkercad.com) once they have demonstrated a grasp of the basics.
I'm also thinking that Learning Contracts could help my AP Art & Design kids (with or without disabilities) stay on track with their portfolios.
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Erin Simpson-Krar Posts: 3
7/14/2023
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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.
In my school, the students have school-issued iPads. I am so fortunate to have this resource for my students with disabilities. I had a student this past year who was recently diagnosed with ASD and placed in the ESE program. He was not socially mature enough to handle the usual class for his grade level, so he was placed in a class with students 1-2 years younger. Unfortunately, that class is only a semester and he had to repeat the same class twice. To keep him from getting bored, I gave him alternative assignments, and he was able to use an iPad to look at instructions and examples. It allowed him to do something different from his peers in a way that was subtle and respectful.
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Joesph Comer Posts: 3
7/22/2023
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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. With the post COVID classroom I have noticed that all my students are suffering from a gap in their education. These groups of kids are less focused and impatient. They are the group that requires immediate response meaning if the answer is not evident they will not look for it.
I had several students that were ADHD and could not sit still long enough for a fast introduction or explanation of the lesson. The strategy that I used the most was Google classroom where I posted short instructional videos of the subject that we were learning. For example one of my assignments was based upon a pop art variation where the student would find a subject on the Internet and take a copy of the picture they wanted to use and then trace that picture onto newspaper where they use the newspaper as negative space in their composition of the artwork. This lesson was videoed so that each step of the process was made available in short concise chapters of the lesson.
Using the Google classroom video assignments help the students who need it extend it or guide it instructions that were chunked so that the students could complete the process without worrying about the process itself. I found that my ADHD students reviewed and used the videos more than any of my other students. The use of the technology increased the ability of those students who had problems with sitting still and listening. The short attention span of those students was a giant deficit. I noticed that before using the technology the ADHD students would give up and not complete the tasks. Another plus was that it was easier to explain to the parents who wish their students to complete the work at home; they found that the work was easier to understand when they saw it being completed in stages.
Overall I found that the use of Google classroom and videos in the Google classroom made my students more attentive and gave the students who used it more confidence and the quality of work was increased immensely.
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Kris Campbell Posts: 8
8/6/2023
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Tiered learning through task cards could help when teaching graphic design by creating task cards with varying levels of abstract and concrete communication objectives, like “Design an invitation that gives the feeling of luxury and exclusivity” vs “Design a logo that uses the Initials of a company”
Cubing can be used to analyze example designs for success in different principles of design.
I have allowed students to choose the tool that works best for them when drawing digitally- we have stylus’s that work directly in the screen, but some students prefer to use a Wacom drawing tablet instead because it feels more like the texture of a pencil when drawing and one of my students with autism has sensory issues and hates the feeling of the stylus on the glass of the laptop screen, so having the option of using the Wacom is extremely helpful.
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Kris Campbell
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Kris Campbell Posts: 8
8/6/2023
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Tiered learning through task cards could help when teaching graphic design by creating task cards with varying levels of abstract and concrete communication objectives, like “Design an invitation that gives the feeling of luxury and exclusivity” vs “Design a logo that uses the Initials of a company”
Cubing can be used to analyze example designs for success in different principles of design.
I have allowed students to choose the tool that works best for them when drawing digitally- we have stylus’s that work directly in the screen, but some students prefer to use a Wacom drawing tablet instead because it feels more like the texture of a pencil when drawing and one of my students with autism has sensory issues and hates the feeling of the stylus on the glass of the laptop screen, so having the option of using the Wacom is extremely helpful.
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Kris Campbell
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rachel meyers Posts: 2
8/7/2023
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Task cards are a strategy I would like to implement in my classroom. Specifically when students are working on a particular project or after instructions have been provided. I think it might be interesting to use them as an additional component to instructions. For example; providing each student in their groups with a specific step in the process that they would do and explaining to the others in the group as they complete it could help those that struggle with directions and provide them with additional support and confidence when beginning an assignment or project. Specifically when students are given a list of items to gather for a ceramics lesson and the importance and use of each item is explained and demonstrated, the task cards could be a way for students to identify specific tools and their importance in the process.
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Brittany Williams Posts: 3
10/13/2023
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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 teach online. Right now, I have a student who is non-verbal due to a developmental disability but we have discussion-based activities that are required for each course. For his discussion-based activities, we meet in Zoom where I can see him type his own answers to the questions being asked. I also allow him to use sign language to communicate with me. A second example is for our students with dyslexia. We allow them to use internet add-ons that read the lessons to them out loud. They are still required to type responses but are allowed to use Grammarly or other editing software to help with written communication.
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C. Harris Posts: 3
10/25/2023
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Fine Arts educators (choose one):
- Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address the needs of a student with a disability.
Students with ADD or students who are experiencing significant learning difficulty, would benefit from well organized learning stations. I would definitely set up learning centers in my art classroom to target students who have difficulty staying focused on teaching instructions or absent students. The learning stations will give them the ability to learn on their own or to extend their knowledge and skills. Learning centers will also give these students the ability to practice and learn at their own pace.
Grouping with peer partners would also be helpful for students with learning differences and intellectual disabilities. From experience, I have learned that students are more accepting of peer criticism than of teacher criticism.
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Carol Harris
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Amanda Fleming Posts: 3
11/9/2023
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I have a class that is half Art 1 inclusion students and the other half are my Art 3 advanced students. I've found that using technology to help with assignments is awesome. I've taught my art three students to use technology to communicate with their Art 1 student. I've also found that my lower functioning students in that class can complete similar tasks using technology and still get a good grasp on the concepts. I'm always using graphic organizers and worksheets. My higher functioning students complete their color wheels using paint or other media. My lower functioning students can complete the same lesson mixing playdough and/or smashing it onto their color wheels.
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Kezia Laberis Posts: 4
11/16/2023
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- Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address the needs of a student with a disability.
I can potentially start using task cards with ese students to have more helpful information in smaller cards to prevent students from being overwhelmed with information all given at once. This would allow for a good, smaller breakdown of tasks.
I also really like the cubing idea to enhance learning for students of all levels by incorporating knowledge, comprehension, application, analysis, synthesis, evaluation. This can help students' individual interests and motivations.
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Shannon Furst Posts: 3
11/22/2023
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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 many students with specific learning disabilities that need directions repeated and tasks broken down into small chunks. I create instructional videos and record demonstrations so that students can watch them during the ceramics assignments. For example, In Ceramics One, all students create a sculpture of an expressive face. This is a complex task, so I make videos of many different techniques such as ways to sculpt the different facial features. Students can choose the techniques that best suit their ideas. The students see the videos when I demonstrate, but they can also access them anytime they need to review. I upload the videos onto Canvas. Students can watch them at their seat on a school laptop while they work. Using this strategy has improved learning for all of my students. The students have unlimited access to quality instruction when they need it most during the process of creating art.
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Alima Newton Posts: 3
11/24/2023
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- In my 2D Middle School Art Classroom, we use Self Evaluation and Reflection on every project. We begin each project by outlining the learning goals and end each project with the students evaluating how they did on those goals. I find this helps my students be more responsible for their own learning and to give more focused effort.
- I also plan to introduce more Venn Diagrams to outline content and process steps. Many of my students of all levels seem to really need the visual breakdown of tasks and learning in order to remember lesson steps and goals.
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Kim Ellis Posts: 2
1/29/2024
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1. I believe that I am inspired to add more Cooperative Learning in my Middle School Art classroom. I can see benefit in students working together in small groups to make larger projects than can be completed alone. And at this age, students find group work very enjoyable & engaging. I am also encouraged to add more Peer Partners for support. Sometimes there seems to be a communication issue between students and understanding directions from the teacher. Students can often relate to one another much better. I want to take advantage of this strategy.
I plan to purchase some IPADS for my classroom and to use them to incorporate some of the many visual learning apps. Sometimes we use art tutorials on YouTube and see that a student could benefit by being able to use an IPAD to work at their own pace.
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Justin McAllister Posts: 3
2/21/2024
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Two strategies for the visual art classroom that I currently use are tiered lessons and differentiated instruction. Projects are often structured using tiered lessons, starting all students out at the ground level, and focusing on the materials with basic shapes and forms all students are familiar with. By leveling the playing field, students gain confidence before moving on to more complex tasks, while learning the fundamentals needed to be successful later. It also allows students with disabilities more time to digest information before moving on to the next step. By scaffolding the lessons, differentiated instruction can be applied at each step to ensure students are meeting benchmarks prior to advancing to more complex tasks. Not all students will need individualized instruction, allowing more time to focus on those who need additional support. This has been vital for working with students with disabilities, creating more one-on-one time and appropriate pacing. Both strategies are applied together to create a “user-friendly” environment that gradually releases students to more complex tasks.
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Justin B McAllister
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Brandi Snodgrass Posts: 6
2/24/2024
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- Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address the needs of a student with a disability. I really love a good Venn Diagram. This can be done indiviudally, with a peer, or small group. So it works great with the grouping strategies as well. Many students with disabilities may be more visually responsive and venn diagrams can also be used with pre selected pictures for sorting into groups. This takes the emphasis off of recalling information and allows the student to focus solely on sorting the information that is presented to them. The second strategy I would use and am just now learning about is cubing. This seems like a great way to get students comfortable with the content and then building on it.
- 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 a lighted magnifier that clips to the table that is available for use for a student with VI. She sometimes uses it. It helps her see the fine details of what she is making.
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Brandi Snodgrass Posts: 6
2/24/2024
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Shannon Furst 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.
I have many students with specific learning disabilities that need directions repeated and tasks broken down into small chunks. I create instructional videos and record demonstrations so that students can watch them during the ceramics assignments. For example, In Ceramics One, all students create a sculpture of an expressive face. This is a complex task, so I make videos of many different techniques such as ways to sculpt the different facial features. Students can choose the techniques that best suit their ideas. The students see the videos when I demonstrate, but they can also access them anytime they need to review. I upload the videos onto Canvas. Students can watch them at their seat on a school laptop while they work. Using this strategy has improved learning for all of my students. The students have unlimited access to quality instruction when they need it most during the process of creating art.
Great idea! This is something I have thought about too and would love to do! I need to find the time to create these, it sounds like an excellent resource!
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