(no subject)
Thomas Chapman
EXC 4020
Isbell
Instructional Strategies
Instructional Strategies for Art Education
There are a variety of instructional strategies that can be used in the art education classroom to promote creativity and produce inclusive learning environments. The two strategies I chose include Instructional strategies for the partially paralyzed and strategies that promote creativity within the classroom.
In her article, “Art Lesson for the Partially Paralyzed student,” Rachel Wills suggests strategies for the physically disabled that promote a sense of inclusion in the classroom. Often when a student’s motor skills have been compromised by a stroke or accident, he/she may have low self-belief in his abilities as an artist. Many times a mentor is assigned to help a disabled student make creative progress, but as a general education teacher you may aid in the process by setting up art materials for a special needs student before the lesson, affixing the painting surface to the table by tape to keep it from slipping around, and assisting with mixing colors or cleaning brushes. One inclusive activity for special needs students is the assignment of “taking a line for a walk.” In this activity, all students simply move their drawing utensil around the page without lifting it off the paper to create interesting lines and patterns. The student may then color in spaces created between the lines using a marker or crayon. As more of the white spaces are formed, interesting shapes and patterns begin to stick out. This activity can be inclusive to all students, and can be more or less challenging depending on the student’s abilities.
In “Creativity in the Art Classroom,” provided by the Center for Educator Development in Fine Arts, a look is taken at the fine arts classroom to promote creativity. CEDFA explains that Art teachers who actively explore and develop their own ideas of what it means to be creative can, in turn, model their beliefs and practices for their students. Environments designed to promote creativity should include natural light, harmonious colors, and comfortable work areas. A climate that promotes risk taking and expressive freedom should be illustrated by hanging other artist’s work on the walls. Students should be included in decision making, and time should be allowed for exploration and research of current projects, while encouragement should be given to students to go back and revisit already completed projects. Projects should be aimed toward cooperative learning, in which students can share and express different opinions and ideas. These methods can be used to produce a more creative environment.
Works Cited
"Creativity in the Art Classroom." Www.cedfa.org. Web. 26 Oct. 2009.
Wills, Rachel. "Art Lesson for the Partially Paralysed Student." Suite101.com. 16 Aug. 2009. Web. 26 Oct. 2009.
EXC 4020
Isbell
Instructional Strategies
Instructional Strategies for Art Education
There are a variety of instructional strategies that can be used in the art education classroom to promote creativity and produce inclusive learning environments. The two strategies I chose include Instructional strategies for the partially paralyzed and strategies that promote creativity within the classroom.
In her article, “Art Lesson for the Partially Paralyzed student,” Rachel Wills suggests strategies for the physically disabled that promote a sense of inclusion in the classroom. Often when a student’s motor skills have been compromised by a stroke or accident, he/she may have low self-belief in his abilities as an artist. Many times a mentor is assigned to help a disabled student make creative progress, but as a general education teacher you may aid in the process by setting up art materials for a special needs student before the lesson, affixing the painting surface to the table by tape to keep it from slipping around, and assisting with mixing colors or cleaning brushes. One inclusive activity for special needs students is the assignment of “taking a line for a walk.” In this activity, all students simply move their drawing utensil around the page without lifting it off the paper to create interesting lines and patterns. The student may then color in spaces created between the lines using a marker or crayon. As more of the white spaces are formed, interesting shapes and patterns begin to stick out. This activity can be inclusive to all students, and can be more or less challenging depending on the student’s abilities.
In “Creativity in the Art Classroom,” provided by the Center for Educator Development in Fine Arts, a look is taken at the fine arts classroom to promote creativity. CEDFA explains that Art teachers who actively explore and develop their own ideas of what it means to be creative can, in turn, model their beliefs and practices for their students. Environments designed to promote creativity should include natural light, harmonious colors, and comfortable work areas. A climate that promotes risk taking and expressive freedom should be illustrated by hanging other artist’s work on the walls. Students should be included in decision making, and time should be allowed for exploration and research of current projects, while encouragement should be given to students to go back and revisit already completed projects. Projects should be aimed toward cooperative learning, in which students can share and express different opinions and ideas. These methods can be used to produce a more creative environment.
Works Cited
"Creativity in the Art Classroom." Www.cedfa.org. Web. 26 Oct. 2009.
Wills, Rachel. "Art Lesson for the Partially Paralysed Student." Suite101.com. 16 Aug. 2009. Web. 26 Oct. 2009.