6/24/2019
Topic:
Students With Disabilities
Sally Linfield
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Over the years I have had many students with various disabilities. Rather than focus on one student, I would like to comment about what they all seemed to have in common. A need to belong and to be accepted.
In middle school, students care very much how others their age perceive them. While they do care what their teachers think, their peers are often more important. Because of that, I try to foster understanding, integration and acceptance
.
If a disability becomes an issue to the class dynamic, it is often a good idea, with permission, to explain it to the other students, so that they can think about the situation from an informed perspective. I also try to allow each student to be integrated as much as possible in the class activity, only changing what is necessary to allow the individual to feel included. Finally, I do not want to blow the situation out of proportion by making a big deal out of modifications. I try to make interventions seamless and subtle. |
6/24/2019
Topic:
Tools and Strategies
Sally Linfield
|
I have used the NGAKids website through the National Gallery of Art to teach a variety of subjects and to allow students to learn in different ways.
For example, there were programs to explain and analyze famous works of art, picture creating programs to make a still life or a composition in the manner of Rousseau. There were many types of programs to recreate media applications and allow for creative expression, as well as a means of exploring the elements and principles.
Unfortunately, the programs are large and unwieldy, and sometimes won't work in our labs. I also have larger class sizes than the labs can accommodate, and the labs are generally being used by core teachers whose needs have higher priority. I still use the programs when possible to enhance my lessons. |
6/24/2019
Topic:
Assessment of Learning
Sally Linfield
|
While I want my students to feel successful and to learn to be lifelong artists, I don't think that means I should give them an A+ on everything they do, regardless of effort or result. Doing so, in my opinion, can make learning and improvement irrelevant and can cheapen the experience of creating something exceptional. Still, students should be able to set goals for themselves and see a direct path to achieving these goals.
I assign a grade for most art projects with three facets; design, objectives, and technique. For each facet, I try to have two specific goals for each facet. For design, I might be looking for an effort to create balance or unity. For objectives, I might be looking for blending colors or using value. Technique usually involves using tools and materials appropriately and with precision.
While not every student will accomplish all objectives at the level of "exceptional", everyone should find enough success across the three facets to score a B or higher. |