12/18/2018
Topic:
Students With Disabilities
Sarah Ingram
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I have previously had a student who was on the lower end of the autism spectrum. The student struggled with group work and activities and often had difficulties in the beginning stages of projects because she felt uncomfortable with things she was not familiar with. When talking with her she struggled with expressing the challenges she was facing. The very first thing I did was contact her parents. We discussed some of the difficulties the student was having and how to address them. Together we decided that I would email the parents with a description of each new project and any time there was an assignment that was digitally or technology based. I also let her work on group assignments on her own, but had made arrangements with her table group to assist her when necessary. As the year went on I noticed the student was more willing to work with her group. I also noticed early on that the student had an interest in digital art, fan art, anime, etc. When the class would begin new projects I would encourage her to incorporate her own interests and style into the work. While the techniques and processes may have been unfamiliar to her, the subject matter was not, so she had that familiarity to hold on to. |
12/18/2018
Topic:
Tools and Strategies
Sarah Ingram
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I have used an app called "I Love Hue" to help various students understand some of the concepts of color theory. My classroom was originally designed for a math class and so does not always function well when it comes to projecting images. It is often very difficult to see details, color variations, etc. Because of this I have had difficulty in explaining some concepts of color theory, primarily those that deal with how colors react with each other. To emphasize this I have had students use an app called "I Love Hue." This game is a perfect example of how colors can seemingly change based off of the colors around it. Students also learn about tones, values, intensity, and color schemes. The more students play the game, the more familiar they become with color and its properties. |
12/19/2018
Topic:
Assessment of Learning
Sarah Ingram
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I have used various informal critique methods and have found that it is very successful. One way I do this is meet with the student individually to discuss the project at hand. We discuss various adjustments and improvements that could be made to improve the artwork. Now the student has a concrete task list. I have also had students critique their own work based off of a rubric. The student will analyze and reflect on a personal work of art or design and formulate a new creative problem based on the existing artwork. I also encourage students to discuss projects in a small group setting so that they can share ideas and assist each other. I have found that having various checkpoints throughout a project where students can reflect on positives and improvements is very encouraging for all students. |