4/2/2022
Topic:
Assessment of Learning
Nancy Klark
|
Currently I work with a young artist who is autistic. This is the 2nd year we've worked together, and early on I learned that he doesn't have any confidence in his drawing abilities. He's shared that taking a visual art class is less stressful than being in a performing arts class, and he needed another elective! In addition to frequent consultations to provide step-by-step guidance and to encourage his progress, I've also adapted his assessment to reflect a greater % of points on effort. He can be very harsh when assessing his own artwork, but the awareness that he can achieve a successful grade based upon effort has helped him be more engaged in art assignments. There have been 2 projects this school year when he was absolutely set to accept a 0% because he did not want to engage with that particular assignment, and stubbornly rejected an alternate version of the assignment. He is very high functioning, and understands that he can receive a few failing grades and still pass the course. When this occurred, I assigned him an alternate task to help manage and maintain the art materials the rest of the class was using. I developed this adapted assessment in consultation with his parent, and the fact that he was engaged in helping his peers took attention away from the negative aspects of his decision. |
4/2/2022
Topic:
Tools and Strategies
Nancy Klark
|
Cooperative Learning Structures and Peer Support Systems have been very beneficial for 2 of my student artists in an introductory art course. One artist has an emotional / behavioral disability, while another has epilepsy and has lost a lot of in-person learning time over the last 2 years. Both sit at a table with 2 artists without disabilities. Over the course of the school year we've engaged in group projects / Cooperative Learning situations that encourage all artists at the table to contribute. For example, prior to creating a wire sculpture, artists engaged in a hands-on analysis of 7 individual wire bug sculptures to examine successful construction techniques. Students participated in the various tasks (get one of the sculptures, identify techniques and describe how each is used / take notes on the group worksheet / return sculpture and get another) until all sculptures were analyzed. The 2 artists without disabilities also take on the task of reviewing any material missed by my artist who is frequently absent. I post lessons on our learning management system, but the Peer Support is by far more valuable. In addition, my artist with an emotional / behavioral disability has a tendency to veer off task, and the other 3 artists at the table use patience, compassion and humor to steer him back on task. |
4/2/2022
Topic:
Students With Disabilities
Nancy Klark
|
Currently I have a student artist who is Developmentally Delayed. Due to challenging economic and guardianship issues, his home environment doesn't seem to provide the level of support and guidance needed to maximize his potential. A lack of home supervision results in the artist staying up many nights playing video games, and then unable to stay awake in our afternoon class. This young artist is very motivated by the digital drawing programs he can access on his school-provided iPad, but very unmotivated to participate in foundation-building skills in our 2-D Studio Art course. In conjunction with his Resource instructor, we've worked out a schedule that allows this artist to alternate between the traditional art projects we engage in and digital assignments more in line with his interests. It doesn't always solve the lethargy issue, but more often than not, this artist stays engaged in art-making activities. |
4/2/2022
Topic:
Students With Disabilities
Nancy Klark
|
You have set a high bar in terms of connecting with your student artist! Your efforts to connect with her may be first steps on her journey to achieve more open communicative skills.
Jill wright wrote:
I have a student in two of my art classes who is selectively mute. First of all, her parents provided all of her educators with information so we could be informed. She is a delightful student, and we have developed codes and. Undies to assist. She carries a small notepad for when she has a question. There is a student that sits with her who will talk for her when we have oral presentations. This girl is an amazing artist, and in the school year I have learned how to anticipate questions or issues she might have. The amazing thing is that she actually laughed out loud in class one day! The class has been accepting of her and we all really like having her in art! This year, she had two pieces in the county art show, won a best of the best award, and was "most dedicated art student." None of this was handed to her because of her SLD, but because she earned it. |
4/2/2022
Topic:
Tools and Strategies
Nancy Klark
|
Kristie Ayers wrote:
2. Describe at least one way you have used technology to meet the needs of a student with a disability in your art classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
Last semester I had a student with Downs Syndrome. He loved to use the computer and excelled in creating Power Point presentations. For our end of semester project, I had the class create folder projects analyzing the works of 2 artists of their choice. Part of the project including creating a mini gallery of the works included for analyzing.
For this students, who struggles with handwriting and drawing, I allowed him to create a PP project instead of the folder. He loved using the computer and was less frustrated by the requirements as he was not competing with his orthopedic issues that can come with DS. At the end of the semester it was great to see how he enjoyed something that he may not have otherwise without the adaptation of the lesson. |
4/2/2022
Topic:
Tools and Strategies
Nancy Klark
|
Kristie Ayers wrote:
2. Describe at least one way you have used technology to meet the needs of a student with a disability in your art classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
Last semester I had a student with Downs Syndrome. He loved to use the computer and excelled in creating Power Point presentations. For our end of semester project, I had the class create folder projects analyzing the works of 2 artists of their choice. Part of the project including creating a mini gallery of the works included for analyzing.
For this students, who struggles with handwriting and drawing, I allowed him to create a PP project instead of the folder. He loved using the computer and was less frustrated by the requirements as he was not competing with his orthopedic issues that can come with DS. At the end of the semester it was great to see how he enjoyed something that he may not have otherwise without the adaptation of the lesson. |
4/2/2022
Topic:
Tools and Strategies
Nancy Klark
|
Kristie Ayers wrote:
2. Describe at least one way you have used technology to meet the needs of a student with a disability in your art classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
Last semester I had a student with Downs Syndrome. He loved to use the computer and excelled in creating Power Point presentations. For our end of semester project, I had the class create folder projects analyzing the works of 2 artists of their choice. Part of the project including creating a mini gallery of the works included for analyzing.
For this students, who struggles with handwriting and drawing, I allowed him to create a PP project instead of the folder. He loved using the computer and was less frustrated by the requirements as he was not competing with his orthopedic issues that can come with DS. At the end of the semester it was great to see how he enjoyed something that he may not have otherwise without the adaptation of the lesson. |
4/2/2022
Topic:
Tools and Strategies
Nancy Klark
|
I recently completed a assignment that required individual or peer pairs to create a PP artist presentation. It was much less intimidating for all (artists with disabilities and artists without disabilites) to have the visual support of the PowerPoint. I would like to figure out a quick process to post all their projects so they can be accessed by all other artists in the class.
Kristie Ayers wrote:
2. Describe at least one way you have used technology to meet the needs of a student with a disability in your art classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
Last semester I had a student with Downs Syndrome. He loved to use the computer and excelled in creating Power Point presentations. For our end of semester project, I had the class create folder projects analyzing the works of 2 artists of their choice. Part of the project including creating a mini gallery of the works included for analyzing.
For this students, who struggles with handwriting and drawing, I allowed him to create a PP project instead of the folder. He loved using the computer and was less frustrated by the requirements as he was not competing with his orthopedic issues that can come with DS. At the end of the semester it was great to see how he enjoyed something that he may not have otherwise without the adaptation of the lesson. |
4/2/2022
Topic:
Assessment of Learning
Nancy Klark
|
Ah, assessments, the cursed method for assessing knowledge gained! Given the struggle my artists with disabilities have with reading and comprehension skills, I hesitate to test them on topics they have to commit to memory. I've struggled for most of my career as a visual arts instructor to design assignments that seem valid for the visual arts. If every artist can achieve success with a different solution, is it valid to test only quantitative information? Currently I utilize a teacher-developed format that requires artists to develop an idea based on a prompt, sketch that idea being certain to include formal qualities, analyze the concept and composition and then reflect on the final design. Creativity and composition are definitely components of the assessment, but my artists with disabilities have been successful with this approach.
Jennifer Abney wrote:
Throughout my years of teaching, I have had multiple students with behavior/emotional disabilities and several students with down-syndrome who had learning difficulities. Adapted assessments that I have used to ensure that these exceptional students were successful are as follows: testing in a "safe" comfortable space (either near the teacher's desk or near a friend) ,allotting extended time when needed, and assessing student comprehension through demonstration of techniques. Additionally, some students (as per their accommodations) were orally read their tests by a para- tests were condensed or switched from open-ended questions/ higher-order questions to multiple choice or matching to assess basic comprehension of vocabulary and art techniques. These adapted assessments allowed students of varying abilities the opportunity to demonstrate their knowledge in multiple ways. |
4/6/2022
Topic:
Tools And Strategies
Nancy Klark
|
So, just saying, I may have responded to this prompt after a previous unit due to my perception that this is a confusing format.
Anyway, 2 strategies that I plan to implement in my classroom are Graphic Organizers and Task Analysis. I know that I've utilized both in lessons over the years, although not consistently, and more often with media/processes such as printmaking or linear perspective that lend themselves to step-by-step processes. However, the suggestion that students respond to routine resonated with me because I find myself working with students who seem less focused and more overwhelmed. As a visual arts instructor in a high school, I try to inspire, intrigue and yes, to entertain. Introducing a lesson with verve to catch their attention, then following up with master artist and peer examples, formal compositional support and supply organizational strategies are my go-to strategies. My current post-COVID student population seems emotionally, intellectually, creatively and motivationally demoralized / delayed / destabilized. I still try to bring the energy and inspiration, but they seem to need more step-by-step instruction, which can be achieved through graphic organizers and breaking down tasks into easily digested steps. |
4/6/2022
Topic:
Tools And Strategies
Nancy Klark
|
Administrator wrote:
(Choose one)
1. 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 student's disability. Share your response in the threaded discussion.
2. Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion. |
4/6/2022
Topic:
Tools and Strategies
Nancy Klark
|
marie Hosker wrote:
Describe at least one way you have used technology to meet the needs of a student with a disability in your art classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion:
An autistic student in my 2-d class had Asperger's Syndrome. Her total focus was reading about various bird forms. She read entire books on birds, and came into my class wanting to find a book on birds of prey. She huddled in a corner and would only read, said she did not like to d. She had never done a power point, and I got her involved in that technology, searching for hawks and falcons online. She loved it. We came to a decision that if I allowed her to research birds of prey, she could do a powerpoint and she would give a lecture to the class. She also had to keep a sketch pad and sketch the images she found. We had a short list of art elements she had to describe in each image, and what media she used to draw them.
We then moved to researching James Audubon and his paintings of birds. She became very interested in him and wanted to learn how to do watercolor like he did. We would choose one bird a day and put it on the computer screen. She would draw from that image. I found a large used copy of Audubon's birds and another of Falcons. She experimented with paint, markers, color pencils. and even collage for feathers. This worked for her very well. We featured her in our school newsletter with photos of her giving her Ppt lecture to class.
Not sure how this forum is actually functioning, but I did want to comment on your student artist's focus on birds. I also have had students totally focused on specific imagery or concept (more than one focused on birds!). Deep dives into any intellectual content is usually rewarding and validating for an artist, and fascinating for those who are honored access to their research. |
4/6/2022
Topic:
Assessment of Learning
Nancy Klark
|
I'm currently working with an access student for the first time. Student artists are working through a 1 point perspective room interior practice drawing, then using those skills to create a larger and more developed room interior drawing. Due to their medical condition, my access artist is frequently absent and has fallen behind. Rather than start a larger final, we've decided to focus on the practice drawing, developing that version more fully with assistance from me and her peer supports. |
4/6/2022
Topic:
Assessment of Learning
Nancy Klark
|
I'm curious on what specific types of questions you may ask in the learning survey utilized when introducing a unit, Ms. Bennett. Adding student interests to lessons definitely seems like a strategy to engage and connect. |