7/15/2017
Topic:
Students with Disabilities
KDahlhei
|
I had a 2nd grade artist with Emotional/Behavioral Disability. He would get so frustrated with his work that he would destroy it before he finished it. I would give him great qualitative feedback on his process and work. His peers would compliment him too. Other 2nd grade artists and I were always trying to console him after he destroyed the work because he usually crawled under a table and expressed his anger. After several episodes of this behavior, I started talking to him about his strengths and what he liked. I found out he really liked Mine craft and he began drawing characters and explaining to me everything about Mine craft. The next several weeks he came excited about drawing and creating stories about Mine craft. A few of the other artists shared the same interest and they began to collaborate on art projects from Mine craft drawings to building cities from cardboard. It was great that I could work with him to find his strengths and interests in the art studio. He was also able to collaborate with others and build his creative confidence. |
7/15/2017
Topic:
Tools And Strategies
KDahlhei
|
Two strategies that could be implemented into the art studio are tiered lessons and cooperative learning in groups. Tiered lessons allow students to challenge themselves based on their readiness and to begin learning where they are with the knowledge of the use of an art medium. This allows students with a disability to pace themselves and decreases anxiety. Cooperative learning groups allows small groups (two or more) to work together on a project such as a design thinking challenge or maybe in a drawing center where students are engaged in drawing but they are using different mediums (crayons, charcoal, markers) and various subjects. This allows students with a disability to learn from their peers. |
7/15/2017
Topic:
Assessment of Learning
KDahlhei
|
I have used an art self-assessment rubric for art students that I feel works with all the students. I also have a rubric for art students to assess their art project and process. Students have the choice of either rubric for summative assessments. The self-assessment has graphics at the top hands to represent making, head profile to represent planning/thinking and a heart to represent meaning. I think the graphics help students with disabilities understand the process of creating and expressing themselves. |