10/26/2017
Topic:
Students With Disabilities
Carina Rachow
|
During my internship for Elementary Art Ed. I had a student who was hard-of-hearing. He had very low hearing in one ear and was completely deaf in the other. Understanding, that he was unable to hear my instructions I knew it was very important to model the techniques I wanted him to learn when we started using watercolor. The examples were on the board and instructed to other students, but I also made sure to work side-by-side with him to ensure I could model for him, and in return he would watch and then repeat the steps I would take to paint. |
10/26/2017
Topic:
Tools and Strategies
Carina Rachow
|
1. Discovery Learning in the art room is a key component to TAB (Teaching for Artistic Behavior). In the art studio, students have the flexibility to develop comfort and mastery in an area of their choosing. This allows learning to be differentiated to meet the needs of all student learners. Using graphic organizers to enhance visuals and learning in the classroom can tie into TAB so students have the ability to discover but also have the freedom to explore with art mediums and processes. |
10/26/2017
Topic:
Assessment of Learning
Carina Rachow
|
I have three high school students who have a learning disability, and are at a third grade reading level. For my art courses, students constantly use sketchbooks for drawing and planning their ideas and concepts, and after each project they reflect on their process and progress. Using written critiques students are able to analyze their skills and final product in the art room, but due to these students' lac of reading and writing skills I work with them directly to have them verbally explain their concepts and use basic vocabulary to identify their goals and growth as an artist. |