1/19/2020
Topic:
Students with Disabilities
Kimberly Delestang
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I have 2 students that come to mind with disabilities in my art room. The first was a very tall and strong boy in the ESE inclusion room at my previous school who had an extremely difficult time staying still and participating in the art lessons I would give students. He would often kick, yell and run around the room. His paras were exhausted and it took a lot to help him. He did improve during his time at our school with the help of a lot of teachers working with him. I look back on that experience knowing that art was not his favorite subject so I tried to be creative in my approach with him. He was very physical and p.e. was his favorite subject. I tried to let him move freely in my room for earned and needed breaks during art activities. I also gave him assistance with holding drawing tools and modeling.
The other student that comes to mind was a girl that was blind who had a para with her. She absolutely loved art and it was one of her favorite subjects. Since she loved art It was a lot easier to help her in art even though she was legally blind of all things. Her para and I would help her feel where the lines where drawn on her paper. We would let her look very closely at where to draw and paint. We would help her put paper shapes together or show her how to draw shapes to create a picture. She relied on her other senses to help her create her art. |
1/26/2020
Topic:
Tools And Strategies
Kimberly Delestang
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1. Two strategies that could be implemented in my classroom would be the use of mnemonic devices and Venn diagrams. Mnemonic devices could be helpful with learning the elements and principles of art. Where students choose one or all of the elements and principles of art and create a letter strategy to help them remember what they are. Also, the use of Venn Diagrams could help in the classroom. Students could compare and contrast art movements within the diagram to understand the differences between them. |
1/26/2020
Topic:
Assessment of Learning
Kimberly Delestang
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During a computer based final exam that I had to give in the past there were a couple of testing accommodations that I was able to use to help my students that were testing that had disabilities. The students had the option of hearing the test questions if they wanted from the computer. Also, they were able to have extended time on their test. |