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Art Activities for Children with Disabilities (December 2003)

How can art activities be structured for students with disabilities?

Students with sensory, perceptual, cognitive, and physical disabilities are entitled to the creative learning opportunities that the visual and performing arts can provide. Music, art, and dance can be vehicles that accommodate other areas, such as phonological awareness for reading, playwriting project for writing, and theater role plays for public speaking. The arts can enhance learning in other ways, too:

  • Recalling facts: students restate facts from stories using visual arts activities

  • Understanding the main idea: students draw or sculpt the main idea of a story they have read or heard

  • Relating details to main idea: students explain the art work that depicts details of a story they have read or heard

  • Sequencing events: using art materials, students recreate sequential events through activities such as folding papers into obvious boxes and share with others how the story evolves

  • Characterization: A wonderful opportunity for students to express how they think characters look in stories

  • Inferential thinking: Drawings can be a means to an end in illustrating conclusions and other higher order thinking skills. Visual arts depictions of stories proved a springboard for written expression, dramatization, and creation of songs that illustrate the processing of information.

Following are links to related Internet resources, as well as selected citations from the ERIC database and the search terms we used to find the citations.

You can search the ERIC database yourself on the Internet through either of the following web sites:

ERIC Citations

The full text of ERIC documents (for example, EDxxxxxx) is available:

  • In microfiche collections worldwide; to find your nearest ERIC Resource Collection, point your web browser to: http://ericae.net/derc.htm.
  • For a fee through the ERIC Document Reproduction Service (EDRS): http://edrs.com, service@edrs.com, or 1.800.443.ERIC. (no longer available)

The full text of citations beginning with an EJ number (for example, EJxxxxxx) is available for a fee from:

ERIC Search Terms Used



art education OR art activities OR art expression

ED466413 SO033941
Title: Critical Links: Learning in the Arts and Student Academic and Social Development.
Deasy, Richard J., Ed.
Author Affiliation: Arts Education Partnership, Washington, DC.(BBB35410)
Pages: 171
Publication Date: 2002
Notes: Contains small print and some light print. Color print on color backgrounds may not reproduce adequately.
Sponsoring Agency: Department of Education, Washington, DC. (EDD00001)@National Endowment for the Arts (NFAH), Washington, DC. (BBB04855)
Contract No: DCA-97-16
ISBN: 1-884037-78-X
Available from: EDRS Price MF01/PC07 Plus Postage.
Availability: Arts Education Partnership, One Massachusetts Ave., NW, Suite 700, Washington, DC 20001-1431. Web site: http://www.aep-arts.org/.
Language: English
Document Type: Collected works--General (020)
Geographic Source: U.S.; District of Columbia
Journal Announcement: RIEJAN2003
Two purposes of this compendium are: (1) to recommend to researchers and funders of research promising lines of inquiry and study suggested by recent, strong studies of the academic and social effects of learning in the arts; and (2) to provide designers of arts education curriculum and instruction with insights found in the research that suggest strategies for deepening the arts learning experiences and are required to achieve the academic and social effects. The compendium is divided into six sections: (1) "Dance" (Summaries: Teaching Cognitive Skill through Dance; The Effects of Creative Dance Instruction on Creative and Critical Thinking of Seventh Grade Female Students in Seoul, Korea; Effects of a Movement Poetry Program on Creativity of Children with Behavioral Disorders; Assessment of High School Students' Creative Thinking Skills; The Impact of Whirlwind's Basic Reading through Dance Programs on First Grade Students' Basic Reading Skills; Art and Community; Motor Imagery and Athletic Expertise; Essay: Informing and Reforming Dance Education Research (K. Bradley)); (2) "Drama" (Summaries: Informing and Reforming Dance Education Research; The Effects of Creative Drama on the Social and Oral Language Skills of Children with Learning Disabilities; The Effectiveness of Creative Drama as an Instructional Strategy To Enhance the Reading Comprehension Skills of Fifth-Grade Remedial Readers; Role of Imaginative Play in Cognitive Development; A Naturalistic Study of the Relationship between Literacy Development and Dramatic Play in Five-Year-Old Children; An Exploration in the Writing of Original Scripts by Inner-City High School Drama Students; A Poetic/Dramatic Approach To Facilitate Oral Communication; Children's Story Comprehension as a Result of Storytelling and Story Dramatization; The Impact of Whirlwind's Reading Comprehension through Drama Program on 4th Grade Students' Reading Skills and Standardized Test Scores; The Effects of Thematic- Fantasy Play Training on the Development of Children's Story Comprehension; Symbolic Functioning and Children's Early Writing; Identifying Casual Elements in the Thematic- Fantasy Play Paradigm; The Effect of Dramatic Play on Children's Generation of Cohesive Text; Strengthening Verbal Skills through the Use of Classroom Drama; 'Stand and Unfold Yourself' A Monograph on the Shakespeare and Company Research Study; Nadie Papers No. 1, Drama, Language and Learning. Reports of the Drama and Language Research Project, Speech and Drama Center, Education Department of Tasmania; The Effects of Role Playing on Written Persuasion; 'You Can't Be Grandma: You're a Boy'; The Flight of Reading; Essay: Research on Drama and Theater in Education (J. Catterall)); (3) "Multi-Arts" (Summaries: Using Art Processes To Enhance Academic Self-Regulation; Learning in and through the Arts; Involvement in the Arts and Success in Secondary School; Involvement in the Arts and Human Development; Chicago Arts Partnerships in Education (CAPE); The Role of the Fine and Performing Arts in High School Dropout Prevention; Arts Education in Secondary Schools; Living the Arts through Language and Learning; Do Extracurricular Activities Protect against Early School Dropout?; Does Studying the Arts Engender Creative Thinking?; The Arts and Education Reform; Placing A+ in a National Context; The A+ Schools Program; The Arts in the Basic Curriculum Project; Mute Those Claims; Why the Arts Matter in Education Or Just What Do Children Learn When They Create an Opera?; SAT Scores of Students Who Study the Arts; Essay: Promising Signs of Positive Effects: Lessons from the Multi- Arts Studies (R. Horowitz; J. Webb-Dempsey)); (4) "Music" (Summaries: Effects of an Integrated Reading and Music Instructional Approach on Fifth-Grade Students' Reading Achievement, Reading Attitude, Music Achievement, and Music Attitude; The Effect of Early Music Training on Child Cognitive Development; Can Music Be Used To Teach Reading?; The Effects of Three Years of Piano Instruction on Children's Cognitive Development; Enhanced Learning of Proportional Math through Music Training and Spatial-Temporal Training; The Effects of Background Music on Studying; Learning To Make Music Enhances Spatial Reasoning; Listening to Music Enhances Spatial-Temporal Reasoning; An Investigation of the Effects of Music on Two Emotionally Disturbed Students' Writing Motivations and Writing Skills; The Effects of Musical Performance, Rational Emotive Therapy and Vicarious Experience on the Self-Efficacy and Self- Esteem of Juvenile Delinquents and Disadvantaged Children; The Effect of the Incorporation of Music Learning into the Second-Language Classroom on the Mutual Reinforcement of Music and Language; Music Training Causes Long-Term Enhancement of Preschool Children's Spatial-Temporal Reasoning; Classroom Keyboard Instruction Improves Kindergarten Children's Spatial-Temporal Performance; A Meta-Analysis on the Effects of Music as Reinforcement for Education/Therapy Objectives; Music and Mathematics; Essay: An Overview of Research on Music and Learning (L. Scripp)); (5) "Visual Arts" (Summaries: Instruction in Visual Art; The Arts, Language, and Knowing; Investigating the Educational Impact and Potential of the Museum of Modern Art's Visual Thinking Curriculum; Reading Is Seeing; Essay: Reflections on Visual Arts Education Studies (T. L. Baker)); and (6) "Overview" (Essay: The Arts and the Transfer of Learning (J. S. Catterall)).
Descriptors: Academic Achievement; *Art Activities; *Art Education; Classroom Techniques; *Educational Research; Elementary Secondary Education; *Fine Arts; Foreign Countries; *Social Development Identifiers: *Academic Development Plans; *Research Summaries; South Korea (Seoul)

EJ626410 EC627334
The Creative Arts as a Way of Knowing: A Preservice Program for Early Childhood Special Educators.
Schwartz, Diane; Bloomgarden, Joan
Young Exceptional Children, v4 n2 p16-20 Win 2001
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141)
Journal Announcement: CIJNOV2001
This article describes a preservice program that promotes the utilization of the creative arts to enhance the learning of young children with disabilities. It highlights the benefits of co-teaching across disciplines and the value of creativity in early childhood special education. The curriculum and the students' fieldwork are described.
Descriptors: Art Activities; *Course Content; *Creative Art; *Curriculum Design; *Disabilities; Early Childhood Education; Higher Education; *Interdisciplinary Approach; *Preservice Teacher Education

EJ475249 UD517645
New Visions
Bullard, Sara
Teaching Tolerance; v2 n2 p46-49 Fall 1993
Language: English
Journal Announcement: CIJ041994
Describes a teacher's experiences and accomplishments teaching art expression to visually impaired
children, whose ability to create art and delight in so doing demonstrate that they may have sight loss but are not impaired in imagination. Special techniques for helping these students are described.
Descriptors: *Art Education; Art Expression; Art Materials; Art Products; *Childrens Art; Creative Art; *Creativity; Elementary Education; Elementary School Students; Imagination; Low Vision Aids; Painting (Visual Arts); Self Expression; *Teaching Methods; *Visual Impairments

ED371498 EC303085
Art Is for Everyone
Ensign, Arselia, Ed.
PAM Assistance Centre, Lansing, MI.
PAM-Repeater; n82 Feb 1994; 17p.
EDRS Price MF01/PC01 Plus Postage.
Language: English
Document Type: NON-CLASSROOM GUIDES (055)
Geographic Source: U.S.; Michigan
Journal Announcement: RIE111994
Target Audience: Teachers; Practitioners
Available From: http://orders.edrs.com/members/sp.cfm?AN=ED371498
This pamphlet examines what art can mean to a child with a disability and offers "how-to's" for involving students in the creation of art. It emphasizes that the outcome of an art activity can be more than just the finished piece of work and that emphasis should be placed on involvement with the materials rather than on design or abstract concepts that may get in the way of the self-discovery, learning, and individual expression that occur. The pamphlet discusses the value of arts and crafts in improving self-concept and confidence, developing motor and other skills, creating opportunities for social interaction and for self-discovery, improving problem solving and decision making, and assisting in sensory awareness. Suggestions are offered for work surface and materials adaptations. Several art and craft activities are then described, including dough art, printmaking and stamp art, edible art, necklaces, collages, tie dye, sack puppets, flying birds, and paper mache. The pamphlet concludes with a list of seven companies that provide arts and crafts equipment.
Descriptors: *Art Activities; Art Education; *Art Expression; Art Materials; *Disabilities; Elementary Secondary Education; Preschool Education; *Skill Development

ED408801  EC305688
Very Special Arts Program Prospectus, 1997
Frueh, Eileen R., Ed.; And Others
Very Special Arts, Washington, DC., 1997; 138p.
Very Special Arts in an affiliate of the John F. Kennedy Center for the Performing Arts
Sponsoring Agency: Department of Education, Washington, DC.
Available From: Very Special Arts, 1300 Connecticut Avenue, N.W., Suite 700, Washington, DC
20036; toll-free telephone: 800-933-8721; fax: 202-737-0645.
EDRS Price MF01/PC06 Plus Postage.
Also Available From: http://orders.edrs.com/members/sp.cfm?AN=ED408801
Language: English
Document Type: Reference-Materials-Directories-or-Catalogs (132); Reports-Descriptive (141)
Geographic Source: U.S.; District-of-Columbia
Journal Announcement: RIE111997
Designed to provide information about arts opportunities for youth and adults with disabilities, this publication describes Very Special Arts (VSA) program activities in the United States that are planned for the period of October 1, 1996, through September 30, 1997. The prospectus begins with an overview of the different types of VSA programs, including: the Arts for Children in Hospitals, VSA festivals, the Legacy Program, mentoring grants, the Very Special Arts Native American Initiative, the New Visions Dance Project, the Playwright Discovery Program, Start with the Arts, State Program Grants, VA/Very Special Arts Programs that provide art experiences to veterans at VA medical centers, VSA/IFF Career Development Festivals, Yamagata International Visual Arts Institute, Young Soloists Program, and the Very Special Arts Gallery. Following the overview, the VSA activities occurring in each state are reviewed. States are listed alphabetically with information provided on the address and telephone number of the director in each state, along with activity descriptions. A cross-referenced index of programs is also provided.
Descriptors: Adults; American Indians; Art; *Art Activities; *Art Appreciation; *Art Education; *Art Therapy; Arts Centers; Children; Dance; *Disabilities; Drama; Program Descriptions; Singing; *State Programs; Veterans
Identifiers: *Very-Special-Arts; Very-Special-Arts-Festivals

EJ469739  SO524735
Normalization in Art with Extra Challenged Students: A Problem Solving Framework
Guay, Doris M. Pfeuffer
Art Education; v46 n1 p58-63 Jan 1993
ISSN: 0004-3125
Language: English
Journal Announcement: CIJ011994
Target Audience: Teachers; Practitioners
Advocates normalization in art for students experiencing disabilities. Argues against the use of therapeutic or remedial approaches that use art to achieve nonart objectives. Provides a problem-solving matrix to help art teachers meet the needs of disabled students.
Descriptors: *Art Education; *Disabilities; Elementary Secondary Education; Learning Strategies; Mainstreaming; *Normalization (Handicapped); Special Education; *Special Needs Students; Teacher Attitudes; *Teacher Expectations of Students; *Teaching Methods

ED360761  EC302332
Yes We Can: Overcoming Obstacles to Creativity
Harlan, Jane E.
3 Jun 1993; 9p.
Paper presented at the Annual Meeting of the American Association on Mental Retardation (117th, Washington, DC, June 3, 1993).
Available From: Program on Aging and Developmental Disabilities, Institute for the Study of Developmental Disabilities, 2853 E. 10th Street, Bloomington, IN 47408.
EDRS Price MF01/PC01 Plus Postage.
Language: English
Also Available From: http://orders.edrs.com/members/sp.cfm?AN=ED360761
Geographic Source: U.S.; Indiana
Journal Announcement: RIE011994
This paper attempts to make explicit some assumptions about the creative abilities of people with developmental disabilities, and offers constructive strategies for replacing negative ideas and attitudes with positive attitudes. The paper points out that: a high degree of artistic ability can coexist with considerable impairments in other areas of cognitive functioning; there is potential for growth in the creative capacity of adults with mental retardation; when a variety of art materials is routinely available and open-ended activities are offered, art group participants will take initiative in their work and express their preferences; persons engaging in creative art experiences are learning much that is useful, by acquiring a constructive mode of expression of feelings, exercising cognitive functions, and improving fine motor skills and eye-hand coordination; and the art of persons with developmental disabilities may appear child-like but actually reflects the adult's experience and inner vision. The paper concludes that the satisfying and constructive process of creating can and should be available to everyone, regardless of disability.
Descriptors: Adults; *Art Activities; Attitude Change; Children; *Creative Development; *Creative Expression; *Creativity; *Developmental Disabilities; Individual Development; Self Expression; Talent Development

ED405658  EC302848
Project PARTnership: A Model Program for Promoting Self-Determination through Participation in the Arts. Final Report and Teacher's Visual Sampler
Harris, Carolyn DeMeyer; McKinney, David D.
VSA Educational Services, Washington, DC., Sept. 1993
125p.; For the instructional kit, see EC 302 849. Project Partnership videotape profiling the lives of three artists with disabilities not available from ERIC.
Sponsoring Agency: Office of Special Education and Rehabilitative Services (ED),
Washington, DC.
EDRS Price MF01/PC05 Plus Postage.
Language: English
Document Type: REPORTS DESCRIPTIVE (141)
Geographic Source: U.S.; District-of-Columbia
Journal Announcement: RIE081997
Available From: http://orders.edrs.com/members/sp.cfm?AN=ED405658
This final report describes activities of Project PARTnership, a 3-year demonstration program to develop the self-determination and self-advocacy skills of young people with disabilities through increased participation in the arts. Key program elements included: (1) development of a new course and adaptation of existing curricula to increase accessibility of arts education to students with disabilities; (2) training of school faculty, community arts leaders, and parents to increase their understanding of the value of arts education for students with disabilities; (3) involvement of artists with disabilities as performers, trainers, role models, and mentors; (4) establishment of a support network to encourage students with disabilities to pursue their interests in the arts and to promote their integration into school and community arts programming; and (5) development and implementation of an Individual Arts Education Plan as part of each student's Individual Education Plan process. The project coordinated with Very Special Arts organizations and implemented the program at sites in Louisiana; Ohio; Washington, DC; Nevada; New Hampshire; and New Mexico. The core course involves 20 to 50 sessions of instruction in the visual arts, dance and creative movement, music, drama, or creative writing. The project also developed an instructional kit, a videotape, and a teacher's visual sampler. Most of this document consists of a third-party year three evaluation report and final reports from the nine implementation sites. The visual sampler, which is appended, provides an illustrated introduction to the program.
Descriptors: *Art Education; *Art Expression; Artists; Creative Dramatics; Creative Writing; Curriculum Development; Dance; Demonstration Programs; *Disabilities; Elementary Secondary Education; Individualized Education Programs; Individualized Instruction; Music Education; Photography; *Self Determination; Social Integration; Student Development; Training; Visual Arts
Identifiers: Very Special Arts Festivals

ED467499 EC309121
Expressive Arts Outreach Project, 1997-2000: A Final Report.
Hutinger, Patricia; Potter, Judy; Schneider, Carol; Guzman, Merriam; Johanson, Joyce
Author Affiliation: Western Illinois Univ., Macomb. Center for Best Practices in Early Childhood Education.(BBB36215)
Pages: 84
Publication Date: June 2002
Sponsoring Agency: Special Education Programs (ED/OSERS), Washington, DC. (EDD00017)
Contract No: H024D70014
Available from: EDRS Price MF01/PC04 Plus Postage.
Language: English
Document Type: Reports--Research (143)
Geographic Source: U.S.; Illinois
Journal Announcement: RIEMAR2003
This final report describes the activities and outcomes of a 3-year Expressive Arts Outreach project at Western Illinois University to integrate and replicate the Expressive Arts (EA) model based on developmentally appropriate experiences in the expressive arts, with an emphasis on visual arts, into early childhood programs for children (ages 3-8) with a wide range of disabilities. Twenty-one sites replicated the EA model between October 1, 1997 and September 30, 2000. These sites contained a total of 60 classrooms served by 38 teachers and 60 support staff and included self- contained special education classrooms, inclusive classrooms serving children at-risk and children with disabilities, and sites serving infants and toddlers (1,176 children). Data were collected on 277 children who had disabilities or were at-risk. Project findings point to positive benefits for teachers, children, and families. Replication site staff showed gains in implementing art activities and making adaptations for children with disabilities. All children participated in developmentally appropriate expressive arts activities and projects without the need for adult-directed activities. Childrens communication skills, social abilities, problem solving skills, expressive abilities, and motor abilities improved and family surveys indicated satisfaction with the project.
Descriptors: *Art Activities; *Art Expression; *Child Development; Childrens Art; Creative Development; Creative Expression; *Developmentally Appropriate Practices; *Disabilities; Early Childhood Education; High Risk Students; Inclusive Schools; Motor Development; Outreach Programs; Painting (Visual Arts); Self Expression; Severe Disabilities; Social Development; *Teaching Models; Visual Arts; Young Children

EJ518015  EC613030
Shaping Up with Clay Therapy
Kahn, Victoria
TEACHING Exceptional Children; v28 n3 p73-74 Spr 1996
ISSN: 0040-0599
Language: English
Journal Announcement: CIJ061996
A clay therapy program, tested and evaluated with children (mostly with emotional or behavioral disorders) across seven settings, is described. Affective goals of the program, required materials and equipment, and lesson plan topics are briefly considered.
Descriptors: *Affective Objectives; *Art Therapy; *Behavior Disorders; *Clay; Elementary Secondary Education; *Emotional Disturbances; Emotional Problems; Lesson Plans

EJ472725  EC607364
Recruiting Support for an Arts Program
McCarty, Tim
Perspectives-in-Education-and-Deafness; v12 n1 p21-22 Sep-Oct 1993
ISSN: 1051-6204
Language: English
Journal Announcement: CIJ031994
Target Audience: Practitioners
The Arts Director of the Model Secondary School for the Deaf at Gallaudet University offers guidelines for recruiting support for an arts program. The importance of demonstrating easily attainable initial goals and positive presentation is stressed. Guidelines include obtaining administrative support, using volunteers, finding creative funding, swapping favors, managing creatively, and joining related groups.
Descriptors: Administrator Role; *Art Education; Financial Support; *Hearing Impairments; *Program Development; Secondary Education; *Theater Arts; Volunteers

EJ491060  EC609590
An Arts Curriculum: One Size Does Not Fit All
McCarty, Tim
Perspectives-in-Education-and-Deafness; v13 n1 p23 Sep-Oct 1994
ISSN: 1051-6204
Language: English
Journal Announcement: CIJ021995
Target Audience: Practitioners
Suggested resources are offered for developing a performing arts curriculum with students having hearing impairments. Resources include the National Standards for Arts Education, data banks of the Arizona State University Department of Theater and Very Special Arts, and books containing specific arts class activities.
Descriptors: *Art Education; *Curriculum Development; Databases; Elementary Secondary Education; *Hearing Impairments; Learning Activities; Resources; *Theater Arts

ED388554 SO025366
The Arts and 504, A Handbook for Accessible Arts Programming. Revised.
National Endowment for the Arts, Washington, DC. 1992
111p.; For earlier edition, see ED 269 309.
ISBN: 016382017
Available From: Superintendent of Document, U.S. Government Printing Office, Washington, DC
20402 (Stock No. 036-000-00047-3, $6.50).
EDRS Price MF01/PC05 Plus Postage.
Language: English
Also Available From: http://orders.edrs.com/members/sp.cfm?AN=ED388554
Document Type: Guides-General (050)
Geographic Source: U.S.; District-of-Columbia
Journal Announcement: RIE031996
Government: Federal
This handbook is designed to assist arts organizations in complying with disability access regulations. It details how to include the needs of disabled people into programming efforts and also provides information on the Arts Endowment's 504 Regulation, which applies to federally funded organizations, and the 1990 Americans with Disabilities Act (ADA), which extends accessibility provisions to the private sector. This 100-page publication describes approaches to making arts programs accessible through audience development and staff training. It also discusses communications with people who have impaired mobility, hearing, sight, or learning disabilities. Other chapters look at compliance issues for specific arts disciplines--the visual arts, performing arts, literacy, media, and design arts.
Descriptors: *Accessibility (for Disabled); *Art Activities; *Disability Discrimination; Equal Facilities; Facility Guidelines; Facility Improvement; Facility Requirements; *Hearing Impairments; *Language Impairments; Learning Disabilities; Legal Responsibility; Normalization (Disabilities); *Physical Disabilities; Public Sector
Identifiers: *Rehabilitation Act 1973 (Section 504)

ED370330  EC303062
Multi-Arts Resource Guide. Revised and videotapes I and II
Pascale, Louise
1993; 145p.
Available From: Very Special Arts Massachusetts, China Trade Center, 2 Boylston St., Second Floor, Boston, MA 02116 ($75 guide and videotapes; $65 quantity price).
EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
Language: English
Geographic Source: U.S.; Massachusetts
Journal Announcement: RIE101994
Target Audience: Teachers; Practitioners
This resource guide and the accompanying videotapes are based on the artist-generated lesson plans of the Very Special Arts Massachusetts artist residency program. Six arts units are presented: Collage, Puppetry, Movement I & II, Printmaking I & II, Theater Arts I & II, and Self Concept I & II. Each of these units consists of several lessons with comments regarding adaptations appropriate for students with varying abilities. Each lesson plan includes an objective, discussion questions, learning activities, and materials lists. The two accompanying videotapes provide the viewer with the opportunity to watch artists at work with teachers and students as they participate in specific lessons from each of the six arts units. Throughout the videos, each artist also provides information and ideas regarding the use of the arts in support of the classroom curriculum.
Descriptors: Art Activities; *Art Education; Art Expression; Artists; Childrens Art; Curriculum; Dance; *Disabilities; Elementary Secondary Education; Lesson Plans; *Movement Education; Puppetry; *Self Concept; Teaching Methods; *Theater Arts; *Visual Arts
Identifiers: Collage; Printmaking

ED349723  EC301468
The Artist Within: A One Week Elementary Art Module on Color and Shape for Learning Disabled Students
Spencer, Ilene
1992; 32p.; Wavy type throughout.
EDRS Price MF01/PC02 Plus Postage.
Language: English
Available From: http://orders.edrs.com/members/sp.cfm?AN=ED349723
Geographic Source: U.S.; Maryland
Journal Announcement: RIE021993
Target Audience: Teachers; Practitioners
This curriculum module is designed to strengthen the basic knowledge of art concepts and principles of students with disabilities at the beginning elementary level. The learning of basic art principles is facilitated through art activities which encourage the student to create and accomplish tasks with success. The focus is on teaching the concepts of primary and secondary colors, mixing of these colors in paint, and discriminating simple geometric shapes in art. It is hoped that the child will achieve control over the art materials and transfer this level of success to other areas of learning. The module provides a basic philosophy, goals, theoretical rationale, task analysis, fundamental guidelines for instruction, a list of materials, and guidelines for student evaluation. It also discusses the potential for art instruction for students with disabilities, describes how to assess students' needs in this curriculum area, and analyzes human figure drawing of students with disabilities.
Descriptors: *Art Activities; *Art Education; *Color; Curriculum; *Disabilities; *Elementary School Students; Needs Assessment; Primary Education; Teaching Methods; *Units of Study

EJ491004  EC609534
Art Education and Children with Visual Impairments
Wellman, Carla
B.C.-Journal-of-Special-Education; v18 n2 p132-39 1994
ISSN: 0704-7509
Language: English
Journal Announcement: CIJ021995
Target Audience: Teachers; Practitioners
This article discusses how art activities can be adapted for students with visual impairments, focusing on textural art, sculpture, sound art, smell, taste, kinetic art, dioramas and maps, and computer art. Suggestions for adapting visual arts are also offered, by using good contrast in projects or by enlarging or simplifying pictures.
Descriptors: *Art Activities; *Art Education; Art Materials; Childrens Art; Classroom Techniques; Elementary Secondary Education; *Teaching Methods; *Visual Impairments

Davalos, Sandra R. (1999). Making Sense of Art: Sensory-Based Art Activities for Children with Autism, Asperger Syndrome, and Other Pervasive Development Disorders. Autism Asperger Publishing Company, PO Box 23173, Shawnee Mission, KS 66283-0173.
Art activities include related lessons and multiple modifications.

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