11/11/2016
Topic:
Students With Disabilities
marie Hosker
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I recently taught Sculpture I to a young lady with a severe vision impairment. She easily understood all concepts I taught; however, in addition to having minimal visual acuity, she was also totally color blind. I sat her in a safe area where she could use the walls to help her move through the room more easily. I acquired a sturdy magnifying 'sheet' that she could angle or lay over any print materials, or to use for object close up views. I made enlarged printed flash cards for her vocabulary and study prompts. This worked very well.
I did ask a lot of questions to make her think out her ideas and this got her going well. She had a sketch pad that she worked out ideas and the magnifying page helped in her sketching.
We studied the gray scale and how she could compare values in both neutrals and color. We did try to figure a way for her to memorize the color wheel with yellow at the top for high value and violet at the bottom for low value. That helped her to a point, but the light gray of colors like yellow orange and yellow green appeared the same as a light gray to her. She could not tell which was a neutral and which was a color, but she certainly did understand value contrast as a result.
I encouraged her to use her hands and she was often touching surfaces to read the textures and line up edges. I gave her a wealth of materials and objects that she could choose from as well as bring in her own favorites, so texture contrast was important to her.
Her sculpture project was completed as a relief piece, rather than a free-standing sculpture, as it was more stable physically and easier to work. She decided to use a wood base with added metal, wood, and elevated playing cards. Her finished work included gluing parts of her sculpture together, cutting with an exacto knife and painting. Her work was juried into the Senior High School Art Show in 2016. |
11/11/2016
Topic:
Assessment of Learning
marie Hosker
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I had one student who had severe dyslexia, specifically, Irlen Syndrome. His reading suffered until I researched and read that he would have less trouble if we did not use black on white print. I started printing his assignments and reading material on colored paper. We found that the mint green worked best for him and he began reading faster and retaining more. He liked drawing on mint paper also. He said he had less eye strain. |
11/11/2016
Topic:
Tools and Strategies
marie Hosker
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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. |