10/3/2022
Topic:
Students With Disabilities
Megan Welch
|
I have a student with ASD in a small classroom with a lot of students. While most enjoy the lively atmosphere in my classroom, this student struggles with the amount of sound and activity taking place. They have begun using headphones to muffle some of the sound in my classroom which helps them focus. I have found that this has helped the student stay focused on what they want to work on as opposed to reacting/being distracted by their environment. From what the student has expressed to me, it helped them feel less overwhelmed by our daily tasks in my art class and better able to manage their work. Another resource we use often is Schoology, which is where I post all of my student's assignments by unit. One simple addition has been adding the date range for each unit in the description box for each unit folder as well as a daily agenda with what tasks we will complete. This student has found this to be a tool in staying on task and remain focused on each step as they come to them. |
10/3/2022
Topic:
Tools and Strategies
Megan Welch
|
1. I have used Venn Diagrams and other concept maps extensively in my AP Art History and AP Art & Design courses. These visually help students see connections between very different works or art and artists across time. These also assist those students who might not necessarily be able to read a passages in a book and right away see connections between two concepts. These visual aids also assist students with procedures that have many steps separate tasks while seeing the big picture. Another strategy I've used are task cards. My students use them for their sketchbook assignments. With these students are able to target their interests in their sketchbooks and build a body of artwork that reflects their own interests and strengths.
I have a student that has limited mobility in one of their hands. We have found that using low tech solutions like adaptive brush holders for paint brushes and adjusted the types of mark-making tools they use when creating has really helped build their skill in drawing and feel confident in their ability to tackle some of the more challenging projects in regard to fine motor skills/dexterity. These tools have helped art-making become more meaningful to my student. |
10/3/2022
Topic:
Assessment of Learning
Megan Welch
|
I have used sketchbooks as journals in my courses to track student progress through units of study. I'll typically have students not only use their sketchbooks for art-making but also for reflection/review activities. In this way students are able to reflect throughout the creative process and gain valuable experience in writing, which is something that I find to be a very valuable aspect of my own creative practice. As an artist that teaches I try to impart some of the useful habits I use in order to create a more authentic art studio experience for my students. When I review their sketchbooks I can also more easily target remediation should I see a student begin to struggle with content or with a skill they're practicing. Sometimes it also helps me assess students who may not be as talkative in class, sometimes it's hard to tell if they're "getting it" but when they write I can see that they do. Another helpful thing I add to sketchbooks are exit tickets, we often to TAG critiques: which stands for Tell/Ask/Give. I'll typically ask students to evaluate each other against the rubric we are currently using for a task/project component. If a student can identify exemplars and non-exemplars I can assess how much of the content they have mastery of.
2. I think that response cards would really help some of my students who need more active participation to maintain on-task behavior. I think that these would help some of my students who struggle to stay engaged in lectures/lessons be better able to provide feedback to me when they are understanding concepts or when they begin to struggle or lose focus. |