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Conference (Very Special Arts): Inclusion in the Art Classroom

Conference (Very Special Arts): Inclusion in the Art Classroom. Washington, DC June 2006. Every young person with a disability deserves access to high quality arts learning experiences

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Conference (Very Special Arts): Inclusion in the Art Classroom

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  1. Conference (Very Special Arts):Inclusion in the Art Classroom Washington, DC June 2006

  2. Every young person with a disability deserves access to high quality arts learning experiences • All artists in schools and art educators should be prepared to include students with disabilities in their instruction • All children, youth, and adults with disabilities should have complete access to cultural facilities and activities • All individuals with disabilities who aspire to careers in the arts should have the opportunity to develop appropriate skills

  3. Elliot Eisner(The Arts and the Creation of the Mind) • Current thought: arts as therapeutic not cognitive • “kids come in mindless”, art teachers as engineers • “What poets do is decipher silence.” 16 years old boy from Mexico w/ cerebral palsy Should we be asking: what’s wrong with how our culture views the importance of art. • Teach children to pay attention: • to qualities/aesthetics • to nuance • think within the limits and possibilities of a medium

  4. Sensory Stimulation Community, arts, and special education all rolled into one Mt. Tabor Elementary School New Albany, IN

  5. Kids can crave STIMULATION (Alex’s whale): Five Senses: • Vision (sight) – THE MOST POWERFUL SENSE • Auditory (hearing) • Olfactory (smell) • Gustatory (taste) • Tactile (touch) Plus two less familiar: • Vestibular (balance & sense of gravity) • Proprioceptive (feedback from joints & muscles) Many types of disabilities can benefit from those with autism to MS to ED, etc.

  6. Sample Sensory Materials

  7. Painting with Glue

  8. Sand Painting

  9. Project Goals • To create visual, tactile, and moving art for the permanent installation. • Special Ed community creating something useful for themselves: OWN it

  10. Ta-da!

  11. Temple Grandin(Emergence: Labeled Autistic) • “I think in pictures instead of language.” • Mind is a “google for images”, build it up • Sensory based categorization- sort images into files Irlin lenses:

  12. Visually Impaired Pádraig Naughton Tactile & Visual Artist Director Arts & Disability Ireland Charcoal on Cream Paper

  13. Charcoal applied with hands, cotton wool, cotton buds and rubbed back with putty eraser “I related to clay by touch.”

  14. Adaptive Materials“Don’t change the learning objective, make the adaptation.” Tips: • Texture matters: add sand to paint, paint on raised surface (modeling clay) • paint or create clay pieces on the floor, outside: “Get IN the painting” - Pollack • A little effort can make all the difference • Pyramid shaped crayon, make your own shape: muffin tin, melt down crayons, cook (ribbed texture = tactical stim)

  15. More enabling devices: • Molds or sponges of objs (fish, prints, etc) to print with on paper • “Texturizers”: press paper through, rib the paper, i.e. alligator crimper • Liquid watercolors in pipettes, diffusion paper (example) • Texture plates under paper, rub crayons over • Discovery: put tissue paper on white paper, use watercolors in pipettes, transfers

  16. Printmaking brayer • Grasping- ponytail holder over each end of brush • Cover handles in sandpaper • Scissors on a spring • Vecro and foam (printing) • Push cardboard as brush

  17. Art and the Autistic ChildA Spiraling Process of Engaging Children Through Artby Jane Ferris Richardson

  18. Resources • Very Special Arts: vsarts.org • VSA Arts Vermont: vsavt.org • ‘Good for them, or what?’ The arts and pupils with SEN by Melanie Peter • Art and the Child with Autism: therapy or education? by Jan Osborne

  19. Everything can be adapted, it’s up to you in how you do it and it’s very necessary. Adapt to the kids- bring it to them. You are going to have to change and be ready to do so on the spot. Consistency and flexibility- don’t let the kids give up.

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