Art and Students with Learning Differences

Posted by on Oct 20, 2011 in Events, What's New? | 0 comments

I will be running a workshop at the PMA on: Saturday, October 29th, 2011, 10 a.m.-1 p.m. Educators revising curricula and improving teaching styles to include differentiated instruction recognize the power of art to reach students with learning differences. Not only is art a universal “language” but it is also a conduit for understanding and skill development. In this workshop, learn and model ways to discover and discuss art in the special-needs and mainstreamed classroom. Engaging activities as well as educational research will be included. Philadelphia Museum of Art 26th Street and Benjamin Franklin Parkway Philadelphia, Pennsylvania 19130 (215) 763-8100 Program takes place in the Perelman Media Room Paid tickets required $25 public, $20...

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All Of Them

Posted by on Oct 19, 2011 in Grad Student Success, Resource, What's New? | 0 comments

All Of Them is a presentation I gave at the 2010 NAEA convention. It’s an overview of the six theses my first MA Graduates wrote. PDF

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Special Needs Teaching Tips

Posted by on Oct 19, 2011 in Resource, What's New? | 0 comments

12 Tips to teaching art to special needs children: 1. Create different levels of lessons since special needs kids have such a wide range of abilities. 2. Know what each student can do—who can cut with scissors, who needs help and who needs a special pair of scissors. 3. Use pre-cut shapes if needed. 4. Keep the projects under 15 minutes, since that’s their typical attention span. Plan more than one activity for each period. 5. Use different textured materials such as sandpaper, felt, fake fur, and cotton to keep the kids interested. It especially works with children who are severely and profoundly impaired since they respond to touch. 6. Do hand-over-hand with SPI kids. For autistic children, you can have them trace over a pattern. 7. With SPI kids especially, talk directly to them to respect their humanness. 8. For SPI kids, touch them, telling them that they look pretty. Treat them with the same respect and courtesy that you show your other students. 9. Respect an autistic child’s need to avoid touch and eye contact. It’s easier for you to adjust your behavior than for them to adjust their own. 10. Glitz and flash are also good. Go for mirrors or glitters or shiny papers. However, be careful—some children will try to eat anything. 11. Use non-toxic materials. Make sure the glue is edible. Butterscotch pudding makes a great finger paint. 12. Go for tactile projects: mold salt and flour dough, make hand prints and...

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Children Behind the Label

Posted by on Oct 16, 2011 in Grad Student Success, Resource, What's New? | 0 comments

A presentation on autistic children’s artwork created through an assignment for the MA in Art Ed grad program at Moore College of Art & Design....

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Culturally Responsive Art Pedagogy in Special Education

Posted by on Oct 6, 2011 in Grad Student Success, What's New? | 0 comments

Culturally Responsive Art Pedagogy in Special Education: An Analysis of the Role of Art Education in the Development of Social Skills by Tanya Joy Harrison This action research study explored the need to expand culturally responsive art pedagogy into the field of art with a focus on the effects it has on special education. Culturally responsive pedagogy acknowledges that students come from diverse racial, cultural and linguistic backgrounds and therefore facilitates and supports the achievement of all students because it identifies, nurtures, and utilizes the strengths of each student. Art is a powerful unifier that is accessible to all students, regardless of native language, ability or disability, which makes it a useful tool in special education. Research on multicultural education provided a foundation for how a culturally relevant education can be provided for students with severe or multiple physical disabilities. The literature suggests that all students, regardless of the severity or multiplicity of their disabilities, should be taught within the context of their own cultural heritage. Thus, culturally responsive pedagogy served students by promoting their unique needs and makes teachers more responsive and effective. This study traced culturally responsive art pedagogy’s ability to reinforce the basic and social skills of special education students by challenging students to articulate, through art, the skills that are most important in their lives....

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