11/21/2020
Topic:
Tools and Strategies
Jerilyn Brown
|
Two strategies I implement in my 2D Art classes are Task analysis, breaking down the tasks into smaller sequential steps. I also model these steps. 1- the size of paper needed, 2- pencil, ruler, etc., 3- draw an extremely light, soft line in the middle of your paper, 4- draw three shapes above the line, etc... These steps are printed on the assignment sheet and posted so they can go back and view when needed. Another strategy I use is Discovery learning while looking at historical artworks. I project an image and have them as specifically as possible describe what they see. If possible write it down. Then they make a small drawing of what they see as they analyze the shapes, objects, colors, textures, and values in the projected image. |
11/21/2020
Topic:
Assessment of Learning
Jerilyn Brown
|
Adapting and alternating assessments with my ASD and SLD students can be challenging, especially when there are 17 in a class of 32 students. When giving a formal assessment which in art is mostly a final artwork, I differentiate the possible outcomes for each student for that particular assignment. Through the ongoing assessment while they are working I can provide feedback and make modifications to the specific skills & objectives when needed. |
11/21/2020
Topic:
Students With Disabilities
Jerilyn Brown
|
I had an ASD student with auditory sensitivity. Walking through the halls and coming into a classroom of 40 students made him very anxious. The paras would try to get him to class earlier so the hallways were not as crowded and noisy. Also, he wore headphones until the class started and the students were all seated and working. I would go over to him at the beginning of each class to give him a big smile to welcome him and try to reduce his anxiety. |