6/28/2021
Topic:
Students with Disabilities
Nancy Hatch
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I had a third grader with cochlear implants which affected they way he would hear, but never stopped him from creating. In order for him to understand me, I would wear a special microphone that teachers would share amongst one another when he would attend our classes. This allowed him to hear, but it wasn't the greatest of tools because this student wanted to read lips as well as what he could hear with the microphone because according to him, he wasn't able to hear fully while other students were discussing or answering questions. His disability affected him in my class with the understanding of when I would go into when it came to art history, art techniques, and descriptions. Furthermore, he wasn't able to hear the response from his peers because the microphone wasn't able to pick up voices from afar. This didn't affect his ability to create art, but I took extra time in differentiating the lesson particularly to his needs. Doing many one on ones once the lesson was delivered or even allowing the kids to speak into the microphone, so he felt part of the discussions. His peers would have to ask permission from him if they could speak into the microphone. Well the following year he was given new high tech implants which give him flexibility without a teacher using the microphone or his peers having to speak into it. I noticed he became more engaged and more involved in the discussions because it gave him more independence and freedom within my art classroom and with his peers |
6/28/2021
Topic:
Tools And Strategies
Nancy Hatch
|
When it came to drawing many of my students couldn't grasp the idea of gesture drawing and applying the correct pressure of the pencil. So as technology is limited, I have 8 tables in my room that sit 4 students each (they are seated Kagan style--variety of levels of learners) and I only had 4 computers to work with. I divided the class in half, 4 tables had one computer each (they had to take turns with the others at the table), the other half of the room each child had their own paper and pencil to work with. I placed names in a hat of students who volunteered to be a posing model for our gesturing drawing, once I pulled one name out the model came up and the students began to gesture draw. The technology I used was INTUOS Draw. This allowed the students to use a stylus vs. a pencil and gave them the concept of pressure when drawing and how to freely move the lines as they draw. This allowed them to not be so restrictive when it came to gesture drawing and focus on the positions of the body then detail. Many kids found this process quite easy because as they stated, "we use stylus's all the time at home." By having this technological tool allowed for discovery learning, cooperative learning, and peer partnering. |
6/28/2021
Topic:
Assessment of Learning
Nancy Hatch
|
I adapted this technique early on because it allows me to understand the level of art knowledge my kids come with and what they leave with from the lesson taught. I call it the entry and exit slip assessment to gain an understanding of what my students knew before the lesson and what they knew after. The students can write down what they know (when the question is given), and what they learned, they can come to individually to personally tell me their response (as I record it in my planner), OR they have the option to draw their response. Many kids love to draw their response, so they can compare their before and after. There was this 1st grade student with a speech impairment and she loved to draw, but was shy to speak because of her speech impairment. However, the one thing she learned real fast, is that she can communicate through drawings and didn't have to speak. This made her feel engaged in what was expected of her and an opportunity to use image instead of text to communicate with her peers. I made the entry slip either an individual activity or a group activity and when it came to the group activity, it allowed this 1st grader to draw her knowledge about the subject to the group. However, the 1st grader had to use some speech to communicate, but she was able to say much more through her drawings. This also gave me a better understanding of her by doing a pre and post assesment. |
6/28/2021
Topic:
Assessment of Learning
Nancy Hatch
|
I adapted this technique early on because it allows me to understand the level of art knowledge my kids come with and what they leave with from the lesson taught. I call it the entry and exit slip assessment to gain an understanding of what my students knew before the lesson and what they knew after. The students can write down what they know (when the question is given), and what they learned, they can come to individually to personally tell me their response (as I record it in my planner), OR they have the option to draw their response. Many kids love to draw their response, so they can compare their before and after. There was this 1st grade student with a speech impairment and she loved to draw, but was shy to speak because of her speech impairment. However, the one thing she learned real fast, is that she can communicate through drawings and didn't have to speak. This made her feel engaged in what was expected of her and an opportunity to use image instead of text to communicate with her peers. I made the entry slip either an individual activity or a group activity and when it came to the group activity, it allowed this 1st grader to draw her knowledge about the subject to the group. However, the 1st grader had to use some speech to communicate, but she was able to say much more through her drawings. This also gave me a better understanding of her by doing a pre and post assesment. |