5/13/2021
Topic:
Students with Disabilities
Michelle Todd
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I had a 5th grade student in the past with Asperberger's and he had a one on one aide that would sometimes come to art class. Since he was in 5th grade and moving to middle school the following year we were trying to allow him some independent time. The aide was never far away as the student, at times, could completely break down and need to be restrained. He did enjoy art and had a wonderful imagination. Art class was difficult for him though since it is a more social classroom and he struggled with connecting with his peers. Many times he would engage in a discussion with classmates only for it to end in a debate or argument. He was able to converse with myself and his aide well so we would work together to try and engage this student in conversations with his peers. By being a part of the conversations and being able to assist when we saw it starting to go in a direction that could end badly. I was also able to help he and his peers enjoy creating artwork together when in the past that was not an option for this student to work with another students on a project. |
5/13/2021
Topic:
Tools And Strategies
Michelle Todd
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Two strategies discussed that could potentially be implemented in my art classroom are task cards and mnemonic instruction, specifically pegword. I love the idea of using task cards in a variety of ways. Mainly as an option for students who may finish their project before the rest of the class. I love having different activities for students to work on if they finish a lesson early (instead of just "free draw') and I think there are so many different types of task cards that I could make. I like the idea of creating sets specific to the unit of study we are covering and giving a variety of options of how the students can choose to learn about the topic on the task cards. It would be a great way to incorporate technology also by allowing students the option to research on some of the task cards. Incorporating these task cards in the beginning of the year as a routine will also allow me to not have to stop every time a student finishes a lesson...they will automatically know what to do when they are finished.
I also would like to work on more mnemonic instruction. Students, especially elementary, love anything that rhymes so this is a no brainer as something to incorporate into the art room. Allowing students to work together and teach them mnemonic strategies on how to remember/learn the elements of art. I see us having a lot of fun coming up with fun songs, ryhmes and letter strategies to learn our art vocabulary. |
5/13/2021
Topic:
Assessment of Learning
Michelle Todd
|
I have had a few ADHD students over the years who need to move around or who have a hard time sitting in their seats for the 40 minute class period. Allowing these students to have breaks if/when needed is very helpful in having them be successful in class and in completing their projects. It could be something as simple as allowing them to just walk around the "art gallery to view what the other artists are working on". I also have found allowing students to stand while working does wonders...and not just for the students who may have ADHD...I always tell them I do not mind that you stand while creating as long as you push your chair in so it's not in the way. I also tell them that most times I prefer standing while I create my own artwork. Also, allowing these students to stand while working allows their bodies to move around a little bit in their area without distracting other students by being all over the classroom. I love that something as simple as allowing students to stand at the art tables helps some students so much and that other students who do not have ADHD also enjoy standing while working. This also helps my ADHD students feel more included and not singled out. |