|
Michelle Kroog Posts: 3
12/22/2021
|
In my art classroom, I have used the smart board technology for students with disabilities several times- this allows them clear visuals and hands on learning experiences. We have used Venn Diagram when comparing 2 works of art. The students can slide their choices to the appropriate circles as needed. We also used the smart board to complete 5 W charts and story mapping as well. These all worked especially well for students who had visual impairments- bright colors, shapes etc can be used for them
|
|
|
0
link
|
|
Hanne M Posts: 3
12/23/2021
|
1. Two strategies that I could use in my elementary art class are:
Cubing as part of a tiered lesson. I would create cubes relating to a specific topic for instance "Learn about Cubism". Each side of the cube would have a task geared to a different level/specific area of interest for the student to explore. This could both be used individually, in pairs or small groups, which then can be shared with the group or the class as a whole (visual responses can be displayed). Tasks can range from : What do you see? How does the painting look real and how does it look abstract? Hands on tasks could be: Cut up a magazine photo to make it look Cubist or draw your own Cubist portrait or draw a portrait using only straight lines. The prompts would give students choices.
The other strategy which is useful and I continually practice is Chaining in order to break down tasks: This is a good way to introduce a new subject, theme or skill. It would include me demonstrating as well as talking through the activity. Also using visual graphics on the Smart Board to remind students of steps. I use this when introducing a clay skill, such as making a pinch pot with younger students. For students with disabilities, I may individually talk them through the beginning stage as they start and also use peer support for the student in the form of helpful students who can help with reminders and next steps. For students who struggle with fine motor skills, I can use backwards chaining by helping them push the first hole into the clay ball, then they are able to proceed with the remaining steps to create the pinch pot. I circulate and monitor progress and any confusions and verbally remind students of the next and last steps.
|
|
|
0
link
|
|
Beatriz Ramos Posts: 3
12/29/2021
|
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 currently have a student with a Specific Learning Disability as well as ADHD. This student really benefits learning from lessons I record during instruction using the Ladibug device. This student replays the recorded lesson to complete his art work. I have found that the other students benefit from the Ladibug recordings as well.
|
|
|
0
link
|
|
Abigail Blumenfeld Posts: 3
1/1/2022
|
One of my students in the past has an intellectual disability and behavioral disability struggled with proportions when combining multiple elements - in her case it was creating a propaganda poster and sizing out the letters to fit on the page. I allowed her to use a computer to plan out her drawing by typing in MS Word and getting photos she wanted with it on google images, we then printed it out so that she could trace her design. This allowed her to focus on creating her artwork the way she saw it in her head, rather than struggle with trying to visualize the piece without a reference,
|
|
|
0
link
|
|
Samantha Leonard Posts: 4
1/6/2022
|
I use technology for every lesson. I project examples, texts, demonstrations, and videos. I project example art for students who are visually impaired. It’s so nice to be able to move around the photo/example and zoom in on parts we want to look at more closely rather than holding a photo or book up closer to our faces. I also use the ELMO document camera for all my demonstrations. This helps me show different angles in real time and repeat needed steps on a large screen. I can zoom in for visually impaired students. This is helpful for students who have ADD/ADHD who get distracted. It's easy to show steps one at a time for a constant back and forth check in. I do one part of the demo, an “I do, then you do” type.
|
|
|
0
link
|
|
Jacqueline King Posts: 3
1/6/2022
|
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.
One use of technology that I just love is Fine Art Puzzles.net. This is an app I found that works on iPad. It is commercial free and features paintings and photographs of famous artists, like Renoir, VanGogh, and Caillebotte. These works of art are made into puzzle pieces that you can assemble. The puzzles range from 12-280 pieces so anyone can build them. When you select a puzzle to build, a brief description of the artist is revealed.
I find that this works well for students with EBD, ASD or anxiety issues, as it is very tranquil, calming and soothing to build and very satisfying to see the end results. Classical music is playing in the background (or can be turned off if the student doesn't like it), student pops on a headset, chooses the puzzle they want to make and the difficulty level, and goes to work. Each puzzle is also timed so students can see their own personal growth from one puzzle to the next.
|
|
|
0
link
|
|
Pamela Haas Posts: 3
1/12/2022
|
- 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 had a student that was autistic but was very well adapted to using technology, in particular iPads. When the student needed a break I would allow him to use my school iPad to draw, or even complete the assignment digitally on the iPad. This helped the student to regulate his emotions and response while still creating his art.
|
|
|
0
link
|
|
Alyssa Brandon Posts: 3
1/13/2022
|
One way I have used technology to meet the needs of students with disabilities in my classroom are I create lessons using a powerpoint. This allows me to show visual examples and text to accompany what I am teaching on a larger and more in-depth scale. This specifically helps students in my art room who are hard-of-hearing or who have a visual impairment. I also use a document camera to model art techniques for students.
|
|
|
0
link
|
|
Lyn Clark Posts: 4
1/14/2022
|
2. 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 identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
I had a nonverbal student, selective mute, who would easily and happily give me her responses through her ipad in an app called Seesaw. She was very intelligent and liked my class, so this was an excellent solution for us.
|
|
|
0
link
|
|
A. Agler Posts: 3
1/19/2022
|
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 identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
I have a student who has a language impairment disability. He often wants to participate in my class but is unable to use his own voice. He now uses a program on his IPad that allows him to answer questions, discuss art assignments and participate along with his peers.
|
|
|
0
link
|
|
Heather Kate Turner Posts: 4
1/24/2022
|
In the past, I have used computer apps like ABCYeah! Drawing to assess the understanding of a student's color theory. We were working on the order of the color wheel and several of my students with ADHD responded well to a novel way of showing their skills.
|
|
|
0
link
|
|
Heather Kate Turner Posts: 4
1/24/2022
|
Two strategies that I implement in my classroom are chaining and graphic organizers. For my ADHD students in a first grade class, we used movement to learn the physical concepts of over and under. The way we used chaining here was to break down the steps of weaving to make them easier to apply to a project where they weave with paper, using the concepts of over and under repeatedly to create a whole work. We also used
big paper circles on the floor to create a venn diagram to show the relationship between fine art and crafts. The life size representation was good for my ADHD students because they could stand in different spots when I asked them qualifying facts about each- example: "Is a painting an example of fine art or craft?" and they would stand in the corresponding place on the diagram. We know have a poster of this in our classroom.
|
|
|
0
link
|
|
Kristal Beach Posts: 2
1/25/2022
|
In my classroom we currently use ven diagrams to compare and contrast two works of art. The students love it because it is a way for them to organize their ideas. Next year I will be implementing story maps into my curriculum due to the fact that I have to start implementing literacy in art. We will be reading stories, organizing our thoughts by using story maps and create artworks.
|
|
|
0
link
|
|
Anne S Kim Posts: 1
1/31/2022
|
Two strategies I identified as helpful to my students in Guidance are the Mnemonic Instruction and the Graphic Organizers. For the first I like to emphasize important ideas by turning them into acronyms such as R.I.SE. That stands for our PBIS motto of, Respect and responsibility Invite a Safe Environment. It was developed years ago to quickly express goals for behavior at our school. To add another dimension to the mnemonic, I added ASL phrases to this motto. I looked up the words for each and practice them with students while we repeat the saying. There are a couple that have also been useful teaching students about Growth Mindset (F.A.I.L. is first attempts in learning) and I use ASL to accompany the Japanese word Kaizen ( " Little by Little, Bit by Bit, Every Day I am Growing" from Greg Brigman's Student Success Strategies 2001). I have had former students in high school visit me in elementary and can repeat the Kaizen mnemonic! Much laughter ensues.
Graphic Organizers: I can imagine using these to help students review the Guidance curriculum and make sense of the 25 minute lessons that are 7 and 8 school days apart. Perhaps have them arrange the learning into 4 webs centered on Safety, Jobs and Careers, Character and School Prep. e.g. The web for Safety would have pods extended out for bullying, substance abuse, staying safe, school expectations. The web for Jobs and Careers might have supporting pods with Why people work? I.d. your Holland areas, How you get training or education for job, social skills important to working with others. A Cloze activity could help some students review or solidify their learning by having word banks they can access and sentences to cue memory. I'm excited about adding to my mnemonic instruction and also trying the webs or maps to help students see the patterns in learning.
|
|
|
0
link
|
|
Erin Boyd Posts: 3
2/5/2022
|
Two strategies that I could implement in my classroom would be differentiated assignments and the mnemoniomic, keyword strategy.
DIFFERENTIATED ASSIGNMENTS:
An assignment of teaching students about prehistoric times and cave art comes to mind . Students learn that people have not always had the letters and words to communicate as they do now. In ancient times these things had to be communicated orally and over time, people began drawing symbols/pictures to communicate, eventually using letters and words.
After reading, watching and discussing this history and seeing examples of cave art, one of the objectives is to understand and recognize that these pictures conveyed meaning. To differentiate students could be given the different opportunities I have listed.
1. Students could take cards of various cave art and match it to another card with a ‘meaning’
2. Students could choose/draw a word or phrase and then draw a cave art symbol to represent it.
3. Students can create their own cave art to depict a short story of their own.
This would allow students of varying abilities to be successful. The above lessons give scaffolding for students who might have difficulty completing the drawing process. Some students have a larger vocabulary and easily apply it to new situations, where they might be able to create their own singular symbol/word, while others would flourish with creating more of a story.
KEYWORD STRATEGY
Students often have a better idea of a word's meaning than they realize. With some guidance and support they can use their knowledge to determine the meaning of a topic or other word.
An art term such as LINE. Students get in lines everyday to transition from one place to another. If they go to a store, people have to get in line to pay for goods. When driving in cars, traffic must follow lines. Students can then relate lines to being straight, curving, zig zag, etc. Lines create shapes in math, letters and symbols in writing. Students could create a collage of these related words and pictures to show that they are part of the art definition of LINE.
edited by Erin Boyd on 2/5/2022
|
|
|
0
link
|
|
Mary George Posts: 3
2/7/2022
|
I use the graphic organizing strategy when the class compares 2 artworks. The Venn Diagram is a favorite for whole class discussions. Students call out similarities and differences and I write them on the board, or students draw and write their own diagrams on paper. Another example I use is semantic maps for the elements/principles of design, with the students adding art photo examples to the appropriate category groups on the board.
I also mostly use tiered lessons to deliver the content of a unit study, due to short class times, but lots of content. A large lesson is broken down into smaller tasks so that 1-3 tasks are accomplished per visit with the class. Differentiated assignments are a must with my student population as well. The assignment is modified to appropriately match the student's readiness, skill, and comprehension levels. I routinely offer multiple ways of satisfying the assignment objectives so that all students learn and accomplish the assignment successfully.
|
|
|
0
link
|
|
Linda Ayad Posts: 3
2/13/2022
|
Two strategies that are effective with students are chaining and graphic organizers. Breaking down an assignment into parts helps with step by step instructions. Repetition and clear pictures or steps in the visual arts help students with disabilities such as ADD and SLD. Using graphic organizers are an effective tool as well.
|
|
|
0
link
|
|
Melissa Boyd Posts: 3
2/16/2022
|
One strategy that I could use in my art classroom would be chaining. Chaining breaks the assignment down into smaller steps. This is the perfect strategy for directed drawing and many other assignments. Another strategy that can be used is Peer Partners. When students have a peer that is working closely by them they can turn to them for additional support as needed.
|
|
|
0
link
|
|
ShavaunWojciak Posts: 2
2/19/2022
|
Graphic organizers such as VENN diagrams and Mind Maps are easy for students of all ages to organize thoughts, symbols and ideas. Pairing up with a buddy offers a chance to practice social skills as well as solve problems together for students who need extra support.
|
|
|
0
link
|
|
Marcy McGahan Posts: 3
2/21/2022
|
I allow students to bring chromebooks to Art. They are able to research the image that they want to draw. They can select an image or video to follow along with at their own pace and skill level. The technology is Computers and Use of the Internet. This makes researching subjects more interesting and more efficient.
|
|
|
0
link
|