Final Project: part 2

This final project movie is a compilation of online information and videos and includes a student slideshow.  I chose to focus on the theme of "voice".  Autism is a progressive developmental disorder that is characterized by impairments in communication, social skill deficits, and repetitive behaviors or focused interests.  It is often said that "if you meet one person with autism, you have met one person with autism".   A common thread among individuals with autism, whether verbal or non-verbal is a difficulty with communication and social issues.  Technology is creating new avenues for communication and learning social skills that can assist individuals with autism in gaining a higher quality of life and a greater chance at self-advocacy and independence.   I hope you have time to take a peek.  Enjoy!

*After hours of waiting, walking away.. and waiting..  I decided to upload this version - sorry about the quality of the output.  

Research articles related to teaching with technology in art and special education:

Lu, L. (2008)Art cafe: A 3D virtual learning environment for art education, Art Education, 61 (6).

Gray, T., Silver-Pacuilla, H.(2007) The future is now: Application and innovation of technology in special education, Journal of  Special Education Technology, 22 (3).

Raskind, M.,Smedley, T., Higgins, K. (2005) Virtual Technology : Bringing the World Into the Special Education Classroom, Intervention in School and Clinic, 41(114).

Lock, R. H., & Kingsley, K. V. (2007). 20 Ways to empower diverse learners with educational   technology and digital media. Intervention in School and Clinic, 43 (1), 52-56.

Cihak, D., Fahrenkrog, C. Ayres, K.M., Smith, C. (2010) The use of video modeling via a video iPod                and a system of least prompt to improve transitional behaviors of students with autism spectrum disorders    in the general education classroom. Journal of Positive Behavior Interventions, 12(2), 103-115.

Wallace, S., Parsons, S., Westbury,A., White, K.,White, K., Bailey, A.(2010) Sense of presence and atypical social judgments in immersive virtual environments: Responses of adolescents with autism spectrum disorders, Autism, 14(199).

Bölte, S.,Golan, O.,Goodwin, M., Zwaigenbaum, L.(2010) What can innovative technologies do for Autism Spectrum Disorders?,Autism,14(155).

Müller, E., Schuler, A., Yates, G. (2008) Social challenges and supports from the perspective of individuals with Asperger syndrome and other autism spectrum disabilities, Autism,12(173).

Herrera, G., Alcantud, F., Jordan, R., Blanquer, A., Labajo, G., De Pablo, C. (2008) Development of symbolic play through the use of virtual reality tools in children with autistic spectrum disorders : Two case studies, Autism, 12(143).

Mason, C., Steedly, K., & Thormann, M. (2008). Impact of arts integration on voice,  choice and access. Teacher Education: The Journal of the Teacher Education Division of the Council for Exceptional Children , 31 (36), 36-46.

Final Project!

Along with my graduate studies in art education, I am also working on an add-on certificate through the Thompson Center for Autism Research.  My focus for the final was the "benefits of art and technology in the education of students with autism".  I worked with three very sweet kids to make a short slideshows of a project I titled "Discovering Fall". I only met with the kids a couple of times, so our use of technology was limited. - but we had fun!  The first day, I brought a few digital cameras and we went outside to take photographs of the fall trees.  Each student was assisted by a para and the kids really enjoyed venturing outside and pressing the button to capture images.  After our short photography activity, we headed to art class to make prints of leaves.  During our next meeting together, the students created collages from natural objects on the sticky side of contact paper. One of the students was having a difficult time transitioning, so I quickly pulled up his movie from the previous week on my laptop.  He was immediately attentive and then joined us for the collage art activity. The students were intrigued by the sticky feeling of the contact paper and this turned out to be a great way to make collages as well as attend to sensory needs.  After we finished the collages, the students each wrote their names (or initial) on a slide on the smart board.  My intention was to save the "signatures" from the smart board activity and include them in the slide shows.  However, my smart notebook skills are a little rusty and I did not manage to save the screen shots correctly.  The kids enjoyed seeing their pictures in the digital presentations and I enjoyed getting back into the classroom again.

    

Studio Thinking : Express, Reflect and Understand

Express

In Studio Thinking (Hetland 2010), the featured instructors are working with students to move beyond the basics and to “tell a story” in their work.   Abstract concepts such as finding relationships and making meaning in the work are difficult to convey to students.  Sometimes it takes a lot of prodding on the part of the instructor to get students to move beyond drawing things exactly as they see them and to encourage them to add emphasis or emotion to their art.  Other times, especially with younger students, all it takes is to hand them the paintbrush and they are on their way to creating a vibrant expression of the world around them.   One way to encourage students to express their voice is to assign sketchbooks or journaling.  It is also a good idea to ask open-ended questions about student work to gain insight as to what they are trying to convey.  I like the idea of using tracing paper over the student’s work to help clarify a technique or to show the student a new way to work.  This allows the student to visualize the direction you are giving, yet does not add the teacher’s hand to the student’s work.  Critiques are another way to encourage expression.  When the students have the opportunity to interpret their own artwork or the art of others, it fosters discussion and helps students expand on their ideas.  

In my own artwork, I tend to work more realistically.  I sometimes have a hard time pushing myself to be more expressive, however, I do feel like some of my vision or story shines through.  Even if a painting or drawing is from observation, my colors tend to be richer and have higher contrast.  I also like to tell a story and capture emotions in photography.  I will need to work on adding drama and vision to my own work – perhaps through an artists sketchbook.

Reflect

"Think left and think right and think low and think high. Oh, the thinks you can think up if only you try!" 

— Dr. Seuss   

The art room is an ideal environment to challenge students to think and reflect about their work.  The process of creating art requires exploring and questioning.  The practice of reflection includes learning to articulate the steps of the process and the reasons for choices.  Self-reflection is a good practice to get students in the habit of - even at an early elementary age.  When students learn to make critical judgements and are able to explain their work, the quality of student work is high.  Asking open-ended questions, encouraging students to stop and reflect and assigning written reflections and assessments are all ways to foster student reflection in the classroom.  Journaling is another way to get kids thinking.  Last year, I started most classes with a "warm-up" for the first few minutes of class.  This was a great time for students to reflect on the previous week's work or the work of an artist.  In the reading, the suggestion of keeping student portfolios is mentioned.  This is a great way for student to get positive feedback to and to reflect on their growth throughout the year.  

As an artist, I have learned to question and reflect on my own work but I still value the input of my peers or teachers.  When I have the opportunity to discuss my art and ideas with friends, I sometimes get that extra boost that I need to forge ahead and I gain a fresh perspective on approaches or solutions to my art.  I used to belong to an art group that met once a month - mostly just an excuse to get together .. but I valued the chance to share and reflect with friends.

Understand

Hetland (2010) discusses the idea of teaching students about the domain of art.  Introducing art through historical and cultural perspectives and fostering thinking about the processes of other artists.  I used to dig through my giant stack of posters and haul things out to hang up around the room when I began units.  Now, with technology and smart boards... I can quickly pull up many examples for students as well as images from local and historical places that relate to our assignments.  There are a tremendous amount of resources for both teachers and students to utilize today in order to be immersed in art and gain insight about the art of various time periods and cultures. Teachers can show short video clips, play music and show visual images to help foster understanding in the art curriculum.  I also like to display student work with the work of artists studied in class.  This is a great way to prompt discussion and for students to make connections.

The idea of introducing students to the "community" of art is also discussed in the reading.  I love the idea of students helping to design exhibits and take part in the planning and preparation for an art show.  I usually have the elementary students label their own work for the school art show and the older students will often mount and hang some of the work.  I would like to work on more ways to get kids involved.  A scavenger hunt could be fun - allowing the kids to look at art throughout the school and find "treasures" in their peers artwork.  I worked with a group of kids to paint a mural in a classroom at one of my previous school's.  We all enjoyed the experience and it is something that I would like to do again in the future.  Giving kids an opportunity to work on art together and for the better of the community is a great way to foster a sense of pride in our youth.  

  

Stretch, Explore... Play!

The importance of play can't be stressed enough when it comes to learning in school.  I really like the idea of children and older students learning when they are having fun.  In the art room, the possibilities are endless for learning through exploration and play.  Not only do students learn new techniques and explore creative ideas, they are also building foundational social skills and problem solving skills through play.

The reading assignment from the Studio Thinking text discussed the activity of "sketching" in clay.  I love this idea.  It is often difficult for students to visualize ideas and plan three-dimensional projects when they have had limited experience with the media.  Allowing them to play with the new materials during a free exploration time gives the students time to learn and to "think with their hands".  In the TED videos, Stuart Brown states, "If the purpose is more important than the act of doing it, then it probably isn't play".  I  like to let my students spend some time working with various media when we create collages and multimedia projects.  I will set up centers with a variety of materials or techniques to try out at each center. I usually do not tell them what the samples they make will be used for later.  The idea is to create a variety of work - trying out techniques such as stamping, watercolor resist, watercolor crayon... etc.  The pieces will eventually be cut up and used for a project.  I don't think I allow for enough opportunities for students to freely explore and engage in "process" oriented work rather than "project" focused lessons.

The readings and videos also touched on the fact that students will need guidance to be able to transition in and out of play.  This is a skill that will be beneficial to students across the curriculum and in daily life - being able to move between the generative and explorative mode of play and then regroup to produce creations or converge ideas.

Go for quantity:  Make art!  Expand ... stretch... unless we are actually "doing, the idea will not get anywhere.  This is the area that I could use the most improvement in.  Many of the readings and the books we discussed during our forum touched on the importance of moving out of our comfort zone.  This is essentially what "stretching" is all about.  I can't wait to spend a little time stepping out of my comfort zone and going for quantity - a necessary action to get back in the habit of making art.

Stretch and Explore

I finally took a picture of my "stretch and explore" personal assignment.  I have to admit, it was a nice break to just dive into a box of scraps and play around a little.  I actually "made" something!  I decided to repurpose/recycle/upcycle some old sheer drapes and a shrunken wool sweater.  The burgundy flower hair pin was made from scraps in my "scrap" drawer of fabric. I have not made floral pins until now, but they were super easy to make... I think I will make more. The sweater pin is actually leopard print - can't wait to wear it.

Visual Exercise

My theme for week 12 was "Pink".  I had the idea, but as is typical... I have a hard time moving past the idea stage.  I have spent a little time working on the composition as well as practiced sketching.  I have the small canvas ready to go.  Now, how to stay engaged?  I was feeling frustrated with the sketching because the pencil was not working for me.  I really just need to get to the little canvas and begin mixing - creating color!  I think it will be easier to stay "engaged" and to "persist" when I get a little messy with paint.  I should have a little time to work, uninterrupted, this week.  I will check back with more pictures on my progress.

"Scratching Takes Longer When You're Rusty"

I really enjoyed reading Tharp's reflections about the creative process. Yes, scratching definitely takes longer when you are rusty!  I am working on a painting to go with the theme "pink".  I have waited a long time to have a little pink around my house and I am thoroughly enjoying it!  Zola has the cutest pink shoes and I couldn't think of anything more perfect to use for a "pink" project.  I would like the painting to be small - 6x6".  To begin, I look around the internet at other interpretations of baby shoes.  Here is small sampling:

Next, I sketched for a few minutes and took a few photos of the shoes in different arrangements. 

Soon.... I will paint these darling shoes with a pale pink color scheme.