|
Click on
Shop Hoagies' Page before you visit your favorite on-line stores
including Amazon
and many more of your favorite stores. Thanks for
making Hoagies' Gifted community possible!
Donations
Your donations help keep Hoagies' Gifted Education Page on-line.
Support Hoagies' Page!
| |
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:
- The originating journal
- Through interlibrary loan services at your local college or public library
- From article reproduction services such as
ERIC Search Terms Used
disabilities
AND
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
Document Type: EVALUATIVE REPORTS (142); JOURNAL ARTICLE (080)
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
Document Type: REPORTS DESCRIPTIVE (141); INFORMATION ANALYSES
GENERAL
(070); JOURNAL ARTICLES (080)
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
Document Type: SPEECHES OR MEETING PAPERS (150); OPINION PAPERS (120)
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
Document Type: JOURNAL ARTICLE (080); DESCRIPTIVE REPORTS (141); NON-
CLASSROOM GUIDES (055)
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
Document Type: JOURNAL ARTICLES (080); REPORTS DESCRIPTIVE (141)
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
Document Type: JOURNAL ARTICLES (080); REPORTS DESCRIPTIVE (141)
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
Document Type: CLASSROOM TEACHER GUIDES (052); NON-PRINT MEDIA (100)
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
Document Type: CLASSROOM TEACHER GUIDES (052)
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
Document Type: JOURNAL ARTICLES (080); NON-CLASSROOM GUIDES (055)
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.
Top of Page Back to ERIC Menu Back to Hoagies' Gifted Education Page
copyright © 1999
ERIC Clearinghouse on Disabilities and
Gifted Education
 |
Thanks!
