10/20/2020
Topic:
Students with Disabilities
Amy McGinley
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My student could not sit still. Their diagnosis was ADD. It often made it difficult for them to sit still and pay attention.They did best at a table to themselves at the back of the class. this enabled them to move without disturbing others. Their work was always done, but they never stopped moving. |
11/16/2020
Topic:
Assessment of Learning
Amy McGinley
|
I had a student with severe ASD. We made sure that he had his own items in the art room to use ase everything went in his mouth. We gave him infant toys to hold and mouth while he drew with the other hand. We also gave him larger crayons and pencils as they were easier for him to grasp. Getting him to focus on/attend to a task for any length of time was one of the goals in his IEP. |
11/20/2020
Topic:
Tools And Strategies
Amy McGinley
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I like the 5 W's strategy as it follows along with strategies I already use in my library classes with my students. It asks students to think about a piece of art the same way as you would a story in a book. It uses language that they are already familiar with and extends it to another topic. Using 5 W’s graphic organizer, and story quilt “Tar Beach” by Faith Ringgold.
Who is the main character of this work of art? What does she do? When does she do it? Where does this take place? Why do you think this happens, or why does she do it?
1. What happened? Imagination/fly
2. Who was there? Cassie
3. Why did it happen? To escape ordinary life, to experience finer things in life, to be free
4. When did it happen? At night
5. Where did it happen? On the roof, Tar Beach
I like the cubing method for many of the same reasons. It aligns art to Books and understanding art as a story to be read and interpreted.It allows students to share their interpretations in a variety of ways as covered by the six sides of the cube.
You may use any work of art that tells a story. For our purposes, we will use “Tar Beach” by Faith Ringgold. “Tar Beach” is a quilt and tells the story of eight year-old Cassie Lightfoot, a little girl who dreams. She uses the roof of her apartment in Harlem as the place where her imagination takes off. The roof is actually the “tar beach” in the quilt. Cassie’s imagination takes her all over the city, where she experiences freedom. You may also read the book Tar Beach, by Faith Ringgold.
· Side 1: Knowledge
Students recall aspects of the work “Tar Beach” What do you notice? (color, shapes, images)
· Side 2: Comprehension
Students demonstrate their understanding of the content of the work “Tar Beach” (why is the girl on the roof? What does she wear as a necklace? Why?).
· Side 3: Application
Students use their knowledge/skills in a different way. Students will be given a square piece of paper as their “rooftop”. They will draw the places they will fly over.
· Side 4: Analysis
Students analyze topics - Urban life, Use of imagination, African American History.
· Side 5: Synthesis
Students consider contradicting aspects that form something new – In “Tar Beach” The grown-ups appear to be having a party while Cassie is laying down, while we know that Cassie is actually the one having the adventure by using her imagination.
· Side 6: Evaluation
Students use their previous learning to judge the value or success. Students follow a specific criteria. – Students will evaluate the story quilt “Tar Beach” after reading the book Tar Beach. Were you able to see the story in the quilt before you read the book? Were you able to see the story in the quilt after you read the book? |
11/20/2020
Topic:
Assessment of Learning
Amy McGinley
|
I have generally looked at the process for my students with disabilities, rather than the product. I've also used more of a listening process and engaged them in conversation as they have worked on and after they have completed projects to assess retention of what I was teaching. |