4/3/2019
Topic:
Students with Disabilities
Andrea Kelly
|
There is a student in first grade who due to an accident, may have a mild to moderate traumatic brain injury that also caused some visual impairment (this hasn't "officially" been communicated to me). I think this may be the reason that his work is not up to par with the rest of his classmates as far as accuracy, clarity or craftsmanship. This, in my opinion is offset by his enthusiasm in expressing his art ideas or when he is creating his work, whether it's drawing, painting, 3D art and learning about art. He doesn't hesitate to ask for help when he needs clarification of instruction. When we have projects that require cutting, he asks for the large scissors because he is able to hold them better. Giving more time to work on projects, providing visuals and hands on demonstrations are ways that I respond to the needs of students. |
4/4/2019
Topic:
Tools And Strategies
Andrea Kelly
|
A strategy I'd like to implement in my art class would be a graphic organizer in the form a Venn Diagram to compare and contrast two works of art by the same artist of different subject or career period. I think students of different abilities would respond to this type of strategy to learn art history. Another strategy would be a tiered lesson on art criticism. The level of complexity of questions that answer the steps of art criticism can be adjusted depending on different abilities of the students. For the more complex aspects, like analysis and evaluation I'd scaffold and have more prompts and allow more time for the struggling students. |
4/5/2019
Topic:
Assessment of Learning
Andrea Kelly
|
I teach preK through 8. I have some students who may have developmental or cognitive disabilities (Although I have not been made "officially" aware of it). I see that some students who don't perform well academically enjoy art class and are very creative. Some students have different learning styles or learn and complete assignments at different paces. I allow slower working students more time, allow for questions and I spend extra time with students who don't grasp some concepts. When I have to explain something to a specific student after the class moves on with the project or assignment, I may use different demonstrations than what I used with the group and spend individual instruction time with that student. I will also monitor the student's progress more closely and see if the work they are doing reflects understanding of the material. |