12/28/2021
Topic:
Students With Disabilities
Lena Warner
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I had a student that had an Emotional/Behavioral Disability. This student was very motivated to make artwork and loved the process. She had a lot of trouble with fine motor skills and their artwork was not at the same level as most high school students. She would often go from periods of being very happy to extremely upset in a very short time. I made certain when this student started my class to learn as much as I could about things that she loved and interested her so that I could redirect her if she was having a bad day. I often showed her other artwork in the same genre that encouraged her to be more engaged. I also made certain to have very stable and caring students seated next to her. One of the students I seated her next to had a brother on the spectrum and understood her behavior and always had a positive/encouraging attitude. |
2/19/2022
Topic:
Tools and Strategies
Lena Warner
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1. Tiered Lessons are important for special needs students in the high school beginning art classroom because it allow for students to first practice a skill. Through the use of Tiered Lessons, I am able to make sure that all students are successful through differing levels of complexity. When we are learning about Pop Art students make their own version of a modern logo in the style of Famous Pop Artist’s. We look primarily at Andy Warhol's Campbell soup can. It would be difficult for many kids to start right away on this task. We begin looking at art exemplars, then student artwork. We first practice how draw our own initials on graph paper. If students are having trouble at this point they will receive the additional help they need to be successful before moving on. Then we brainstorm our favorite logos. We sketch and practice. For students that might take longer, we talk about zooming in and maybe only drawing three letters and matching colors. Students will then use paint to make the finished product. For higher achieving students, they may draw and paint a font with the illustration. . All students will use Chaining for art tasks. Special needs student can recognize the rhythm of repeated tasks when they use Chaining: Art exemplars, student work samples, brainstorm, sketch, produce finished work of art. |
2/19/2022
Topic:
Assessment of Learning
Lena Warner
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1. Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the art classroom for students with disabilities: I had two students with an intellectual disability from a self-contained classroom that would come to beginning art on a daily basis. They would make the same type of artwork as all other students for their ongoing assessments but would have fewer tasks to complete for the end product. After a unit on Elements and Principles of Art all students were expected to find an insect for their inspiration, break down the symmetrical segments of the bug, draw it, fill it with pattern, color it with contrast, and add shadow. For my self-contained students we talked about what type of bug they would like to use and I would print out an outline of the bug for them to start and samples of different types of pattern. My self-contained students would outline the bug, draw larger patterns inside, and would use adapted coloring tools. Instead of using black sharpie they would use large black crayons. They made great artwork that looked just like other students and still used the Elements and Principles of Art. |