2/16/2022
Topic:
Students With Disabilities
Jennifer Evans
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- Think of a student with a disability you have now or in the past. Describe ways in which their disability affected their learning in your class.
I have a student now who has Autism. She is a very focused and talented artist but was only drawing faces from photographs. She has a lot of anxiety about trying new things and opening up. She was very resistant at first but by going slow, lots of conversation and demonstration, I convinced her to start drawing the rest of the person. We started with the torso, moved on to include knee caps and slowly went on to draw the complete human form. I am now getting her to include some backgrounds, some even include some tricks from 1-point. Her anxiety has dropped substantially and she tells all about her art and her life now. My next step will be to have her draw from life observation. |
2/17/2022
Topic:
Tools and Strategies
Jennifer Evans
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- Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address the needs of a student with a disability.
I have incorporated many of these strategies and tools into my 2D Fine Art classroom. I have found that learning centers or Media Exploration Day as I call it, helps students to practice with new mediums without feeling the anxiety of a project. At each table there will be a setup of the mediums and materials we are using and after demonstration, students are allowed to take an entire class period to explore the different processes of working with the new material. This allows time for students to develop skill with the material through focused practice. These learning centers also promote Cooperative Learning organically, allowing for peer partnerships to develop while the group or partners strive for a common goal.
I have also found that graphic organizers with many visual examples are extremely helpful in the art room. They help to easily fill in any missing information students may not have gained in the past as well as studying new material independently. I use these graphic organizers specifically in Art 1, where I am introducing the Elements and Principles of Art and Design to many students who may not have not previously exposure. The graphic organizers allow for student practice with visual aides to support comprehension of the material. I also ask my students to complete a self-evaluation and reflection at the end of every project. This gives the chance for students to grade themselves. They frequently see where they could have improved or have excelled and it gives them an open forum to discuss their piece.
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2/18/2022
Topic:
Assessment of Learning
Jennifer Evans
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
In my project-based classroom, we frequently have skill development exercises and exploration days that lead up to fully working on our projects. I have found that these skill/exploration days are priceless in providing not only the scaffolding needed but help students to have more confidence about the material we are studying. This extra time spent at the beginning of each unit also provides other means of assessment aside from final projects (the formative assessment) while making the material to be learned more accessible. I have also modified projects themselves altering the size or the medium used. Each student is graded on personal progress. That being said, each student’s demonstration of concept attainment will not look the same. It is more important that they understand the material than use a specific medium at a specific size.
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