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Administrator Administrator Posts: 18
4/11/2016
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(Choose one)
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.
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.
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Jayce Ganchou Posts: 5
5/17/2016
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I often have students with ADHD/Learning or Behavioral Disabilities in my art classes...for the most part their conditions are a problem in other general core classroom settings. In my room, studio based 3D courses, the student has hands on learning, demonstrations, Lots of Visuals. I locate these student and try to move them close to me and also include them in groups with students they are comfortable with and work well with. I always provide lots of visuals and examples of what we are doing as well as up close hands on demonstrations. I have sketchbooks for all students and I have them write procedures, art terms and other instructions in daily. I also have two boards with daily goals and expectations and another with procedures and examples.
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jg
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Jennifer Abney Posts: 3
6/13/2016
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One strategy I use frequently in my high-school art classroom is the Mnemonic Instruction tool of "Letter Strategy." While studying Feldman's Method of Art Criticism, students come up with a (funny) phrase to help them remember the 4 steps in order. For example, "Dance Always in Jammies" or "Dogs are Igloo Jumpers" helps students remember DAIJ (Description, Analysis, Interpretation, Judgement). We take the "Letter Strategy" one step farther and draw a picture that corresponds to their phrase (they will draw a colored picture of a dog jumping over an igloo, writing their phrase and the 4 criticism steps next to their picture). Drawing and re-writing the information helps the students retain it!
Additionally, I feel that the "Cubing" strategy can be used with the "Self-evaluation and Reflection" strategy when we have finished creating a work of art and it is time for the students' self-critique. Cubing could help them reflect on the basic vocabulary and strategies (knowledge, comprehension) illustrated in creating their work, while also allowing them to reflect on a deeper level concerning synthesis, analysis, and evaluation. This activity could be done independently or as a "small group" discussion.
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marie Hosker Posts: 3
11/11/2016
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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. 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.
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Wilhemina DeNunzio Posts: 3
11/21/2016
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Last year I had a student with orthopedic Impairment in Culinary Arts.I used computer-assisted instruction to allow her to research some of the problems and how to overcome them through computer simulation and animation and demonstrations as she did the various projects.
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Anielka Silva Posts: 3
12/27/2016
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Two strategies that could be implemented in my classroom to address a student with disability needs are: graphic organizers and letter strategy. With graphic organizers it scaffolds instruction and helps with independent practice. In specific I could use venn diagrams to assess the student and provide feedback to the students on a one-to-one basis, and provide time needed for each individual student. Since I see my students so infrequently the letter strategy is another strategy I can implement. The letter strategy provides the students to remember important information with important words in acrostics. These strategies are very adequate and helpful in the elementary setting and can be specific for the needs of all students in the music classroom.
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Greg Elrite Posts: 3
5/5/2017
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Two stategies that I use in the Engineering Design class are Cooperative Learning and Reciprocal Teaching. The students are giving a task and divided into groups to provide a solution. It is during this phase that most of the students realize the overall concept and really begin to understand the material and help each other come to the same level of understanding. We use the Reciprocal Teaching in the initial design phase of any project. The students attempt to predict the best solution to a particular problem, we hold group discussions to question the solution,clarify the problem and provide more sound designs. After building the solution, or a prototype, we summarize the process and attempt to determine if we have the best solution. This process keeps all students involved and the more advanced students pull up the others during the entire evolution.
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Jennifer Bennett Posts: 2
5/6/2017
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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 graphic and traditional art and have found that Adobe products such as Illustrator, Photoshop, and InDesign have fostered some true success stories with my students. I have many students with Asperger's who found that the traditional drawing methods and tools utilized to create symmetrical or calculated shapes, lines or designs were not precise enough, took to long to perfect, or were utterly miserable. Once I introduced these students to programs such as Illustrator specifically, students felt empowered by their ability to literally control every aspect of an illustration. Using alignment tools, grids, perspective grids, and presets, students turned basic shapes, color swatches, textures, and paths into representational portraits and landscapes, as well as optical illusions, one and two point perspective drawings, personal logos, advertisements and package design. Many of these students were confident enough to attempt to take the Adobe Certified Associates exam and passed with flying colors. I highly encourage art educators to push for Adobe Creative Cloud software in their classrooms. Universal and personal success stories are written in my classroom everyday!
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Kelly Corbett Posts: 3
5/16/2017
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The two strategies I could use in my classroom to help students that I currently teach with disabilities are Task Cards and Cooperative Learning. Task cards are helpful in breaking down a complex multi-stepped procedure. Approaching the assignment one task at a time eliminates stress and increases overall success in the completion of the assignment. I have two students with physical disabilities and use Cooperative learning with carefully selected small groups and found that the social skills and level of participation for all students in the group has improved.
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Jan Miller Posts: 7
6/1/2017
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The following proposal on tiered lessons is based on the presumption that talent in art, like IQ, is more a function of time than it is of “smartness” or “inborn talent”.
In the past I’ve sometimes had difficulty teaching experienced, advanced, gifted, or AP students in the same class with general ed students. Ironically I haven’t had difficulty teaching the same subject on K-12 levels in private schools. All I have to do is provide a framework for achievement on several levels and help each student select the appropriate level for themselves. I also have to bear in mind that these levels won’t necessarily be static. For example, I recently taught a unit on drawing cars in 3-D by the “packing box” method. Students who did very well on face or figure drawing but weren’t especially interested in cars or who were convinced they couldn’t do as well (perhaps by gender stereotyping) didn’t do as well. They would be better served by doing a 2-D car design project or creating a music video on the silhouettes of cars throughout the ages. High functioning students with Asperger’s who have a special interest in cars or experience with visual arts media could join the gifted artists and visually-impaired students who may in turn springboard onto creating and smoke-trailing a clay model of a car to check for aerodynamics or developing designs for electric cars. Students interested in ethnic arts could create models of or a Power Point presentation on the functional toy cars the Ndebele and Zulu tribes of South Africa create from recycled cans. I think it’s interesting that in the above example not all students in a given task are necessarily operating on the same tier (I, II, III or IV) but the more important consideration is that we are tailoring the curriculum to the needs of each student with authentic, appropriately challenging assignments.
A second strategy I would like to try would be cubing combined with task cards and scaffolding but, instead of combining this with Bloom’s Taxonomy, I’d like to use it with Edward de Bono’s Six Thinking Hats theory. I would do this in an ongoing art appreciation unit. After introducing Six Thinking Hats (including mnemonics to remember which hat is which) I would use a large colored cube to model a critique of a famous work of art projected onto the Promethean Board. (White hat for information, green hat for creativity, yellow hat for positive aspects, red hat for emotional reaction, blue hat for summary, black hat for final judgement.)
As a class we would do a series of critiques, working from team to individual performance, scaffolding as appropriate by providing teacher prompts and peer assistance, awarding points for every successful use of art-specific vocabulary or principle of critiquing. As students “try on” a hat they receive a keeper card or notebook sheet reminding them how that hat works. As they prove mastery of a hat they get a colored square which they can glue onto their personal cube which is displayed on their desk, showing their “rank” in Hat Theory. As a bonus, I would extend this lesson by having students identify other curricular areas where they could apply Six Thinking Hats. For example, upper grades could identify that the speeches of Adolf Hitler were overwhelmingly red hat. I can see this idea working especially well with any student who needs confidence to perform (especially DD, IND, SLD, LI, SI) or who needs to engage multiple pathways to understand and remember (especially IND and SLD).
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Jan Miller Posts: 7
6/1/2017
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You may be able to use Friendly Plastic, polymer clay or Rigid Wrap to customize the grips of your drawing and painting tools. I have successfully used a wire jig available from NICHCY which holds a pencil and allows the writer’s hand to glide across the page in calligraphy class, especially with students who have a non-traditional grip.
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Richard Jansen Posts: 6
1/23/2018
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I teach motion picture production so technology is used almost daily in my classroom! Despite all of the tools at our disposal I think the tripod becomes one of the most useful at times! I have had several students that could be described as "unsteady on their feet" and a tripod has truly helped them record the desired shot. I have also found that the tripod typically helps keep the camera (and the student) focused on the desired subject. Sometimes students with hearing challenges will find that noise cancelling headphones are extremely helpful in monitoring the sound as well...
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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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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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Marie B Hill Posts: 3
5/22/2023
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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 two students with ASD in my elementary chorus. I have used technology to help meet their learning needs. Choral music videos are uploaded to YouTube. The song tempos can be adjusted during home and in class rehearsals. Videos with and without lyrics were created for easy practice. Movement videos were uploaded that can be modified for faster or slower presentations. I also used graphic organizers to assist in memorizing the lyrics and movements. They both enjoyed a successful spring musical.
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Marie Amatulli Posts: 3
6/9/2023
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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.
• My students were asked to create poster advertisements to sell the school’s yearbook. Students were given a rubric of what to include in their visuals. Many students created posters using traditional medium, such as markers, crayons, and poster paper. Some of my students chose to create a digital advertisement using Adobe Express, which is found on our school’s learning platform. The use of this technology allowed my students with disabilities to excel in a creative expression of the final product. The technology took away the fear of creating a work of art by hand and allowed the student’s creativity to dictate the success of the project. I found it so successful, that I now incorporate this technology into more of my lesson planning.
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Alyce Walcavich Posts: 3
6/22/2016
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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 a student with a disabilities needs
For a student that I have who has problems following linear steps, I can use the strategy of tiered learning using task cards. I can use these cards to divide the project into small tasks the student can complete. I can match the specific project to the needs and readiness and the interest of the student. For example if the assignment involves a photographic assignment with a picture taking component using certain elements of art or technical usage, dividing up this lesson into more simple steps on cards would work for this individual. I could include simple visual examples on each card. Also I like the idea of a Task Analysis for this student. Instead of re-teaching technical steps each time, I could use task analysis for certain function. For example, making a contact sheet requires a series of technical "how to" steps. These steps could be laminated on cards and used each time this procedure needs to be accomplished. I can post these cards on the wall beside the enlarge so he could follow along.
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Sharon Skiles Posts: 3
9/23/2016
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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 a student with a disabilities needs.
- I would love to use cubing and cooperative learning to address several different disabilities. Cubing allows students to explore 6 avenues of knowledge for a concept. Cooperative learning, a grouping of small heterogeneous groups would allow me to set up groups to allow for peer tutoring. For example set up groups and assign different perspectives. For example when teaching cubism, One group would describe it and find examples, that would be best for a student that may have orthopedic impairment, for students that have emotional/behavioral disability it would be good for them to work on the Analysis or synthesis part of the cube project. Each group would share the results of their project with the class. This would allow students to all have success and work to their maximum potential.
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C. Robb Posts: 3
6/6/2016
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Three strategies that I implement in my art classroom are; Peer Partners, Guided notes, and Self Evaluation and Reflection. Peer partners or peer buddies help my disabled students by reinforcing directions, repeating directions, keeping them on task and encouraging them to speak up if they need help. We have a program in our school with peer buddies so usually one of them is in class with my disabled students. Guided notes are given to all my students with IEP's to help them with weekly notes and to help them focus on the material I am covering. I have guided notes typed for each chapter and posted on my website in case they lose them. At times some of my general education students will use them too if they don't understand the material. Last, everyone including exceptional education students as well as general education students have to fill out a rubric for each project. On the rubric they have to self evaluate themselves on how they think they did on the project. At the bottom they have to answer several questions like; What did you like, dislike about the project? What would you change? Why did you choose the subject matter? How can you apply what you have learned to the real world. Every student has to self evaluate and reflect.
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janet tucker Posts: 3
6/8/2016
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I have a student in my class that has an Orthopedic disability. Strategies that I employ to assist him is seating in close proximity to materials, the sink and the front of the room where I can assist him. There are several students in the class that have demonstrated helpful behaviors and I have seated with them. The peers help the student with accessing materials, bringing visual samples to the student's table for him to view and assist with clean up and storage of his projects. He is able to use most materials in the art room, but providing him with larger scissors and wider diameter drawing utensils has helped him to achieve success in his work.
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