Allison M. Schellenger:
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A case of study of how accommodations to art education can teach personal strategies, and promote academic advancement in a student with Attention Deficit Hyperactivity Disorder
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Allison M. Schellenger:
- 1. A case of study of how accommodations to art education can teach personal strategies, and promote academic advancement in a student with Attention Deficit Hyperactivity Disorder Thesis Presentation Moore College of Art & Design Allison M. Schellenger August 9, 2014
- 2. Personal Experience My goal is to develop, define, and utilize teaching strategies to improve behavior and attention in students displaying symptoms of ADHD. Inspiration & Intent
- 3. Scott: The Participant First grader High energy, loves to make his classmates laugh Throughout the semester he began missing more class time and not completing assignments. How could I help?
- 4. How can we, as art educators, help students to overcome negative feelings and behaviors that are outcomes from their struggle with ADHD? How can art teachers motivate and build a student’s confidence through projects in the art room? Research Questions
- 5. Through art, how can art educators develop skills that translate beyond the art room and improve the well-being of students with ADHD? How can we improve a student’s self-concept and self-esteem through art? How can we improve a student’s social skills and behavior? How can we reinforce these skills through projects utilizing adaptations? How can educators ensure the emotional well-being of a student and create a safe space within the art room to inspire students? Research Sub-questions
- 6. “The mind of individuals with ADHD as a symphony where the complexity of the brain’s processes and functions prevents the symphony from playing as a whole. In other words, the conductor is not properly communicating with the band” (Brown, 2008). What is Attention Deficit Hyperactivity Disorder?
- 7. Students with ADHD often have “the incapacity to accurately interpret, and then follow established rules required in social or school situations often results in interpersonal conflicts with authority figures or peers“(Henley, 1998).
- 8. “The art classroom can be a place for developing critical thinking. The difference is in careful consideration of goals and techniques by applying insights and skills that teachers develop over the course of their professional lives” (Henley, 2011). Creating a safe space in the art room. The art room presents new opportunities to open new forms of communication and allows students to gain awareness and ownership of their actions. Benefits of Art for Students with ADHD
- 9. Greenberg (1999) claims, “Children as well as adults with ADHD, particularly if undiagnosed and untreated, develop a number of coping strategies.” Early intervention to prevent future struggles. Equip him with his own set of tools to find success in the classroom. I believed that he would best benefit from one-on- one instruction. Why Choose Scott?
- 10. The approach to this case study concentrated on gathering data on one particular student, the first grader Scott. My role will be that of an action researcher in the classroom with a primary art teacher, following their curriculum. I will work with the student individually. This is to identify strategies and materials that could possibly keep the student actively engaged or distracted. Research Methodology
- 11. Scott and I met two to three times a week, in class, one-on- one sessions during school hours, and during his after school program for 45 minutes. Interviews Observations Artifacts Photographs Audio Recordings Research Methodology
- 12. Informal, Formal Interviews, & Discussions
- 13. Observing the participant in various classroom settings and on one-on-one situations allowed me to understand how the participant behaves and reacts to different teaching styles, learning environments, and with his peers. Observations
- 14. Data will be collected through artifacts Student artwork Photographs of interactions in the classroom and other work Artifacts
- 16. Special Supplies Sketchpad Individual Sharpies Brushes Paints Stickers Special Scissors Canvas board Modge Podge
- 17. Utilizing the special supplies made the experience for Scott unique. Despite the fact his friends were playing at aftercare, he was able to focus and enjoy the art project due to the presentation of special tools I gathered just for him to use. Special Supplies
- 19. First lesson utilizing the “special supplies.” One-on-one setting Scott was surprised to have his very own sketchbook. Scott’s favorite drawing tools are Sharpies. “What am I supposed to draw?” Findings
- 20. Big Green Pocketbook Lesson
- 21. Findings Scott displayed an increased focus, visible confidence, and a distinct empowerment during this lesson. Unlike prior lessons, where he was one of the last students to begin working, he was the first to finish the assignment.
- 23. Steps Importance Notes Discussion/Step given by teacher: Setup our table Choosing our table and seats helped Scott control his environment. Choose a different table than the last time, made sure I had a seat that the sun was not in our eyes. Step #1: Write our name and classroom number. Make the paper his, help him stay organized. Begin to take ownership of his work. In-between discussion/teacher step: “Can you write the date?” To create importance in each work of art he creates, and help associate his work with other artists. “When an artist draws really cool things they like to remember when they drew it.” Step #2: Pick one leaf to draw. Another choice allows him to actively participate in each step of the creation process. Had to go back to study each lesson to pick which one was right for him. Findings
- 24. Question Prompt/Response Purpose “What do I do?” “Can I do…?” “You are the artist, you decide.” Help Scott to understand as long as he is following the directions and/or checklist, he can create whatever he wants. He has the power to decide the direction of his art. Help him take ownership of his artwork. “What should… look like?” “Use your imagination.” Usually, Scott would close his eyes and visualize what he was supposed to draw. Allow him to either make- up or recall what something looks like. “What should I do next?” “What do you think you should do next?” “What is next on the checklist?” Scott was forced to think critically, and decide what is next without my help. Foster independent thinking. Findings: Prompts
- 25. Spring Garden Collage Lesson
- 26. Findings Utilized our “special supplies” Mixed paints Recalled information This lesson shows growth in Scott’s ability to work independently. Shows his creativity and focus
- 27. Data of Overall Behavioral Changes
- 28. Pre-Behavior Post-Behavior Distracts classmates Pulls classmates away from work Works with classmates Positive conversations during lessons Sent out of the classroom frequently Misses class and directions Leads the class Helps classmates Used as a positive example by teacher Trouble remembering or following directions Needed prompting Independently works on assignments Helps classmates remember assignments steps Prompts classmates Rarely finished projects Finished all projects Assignments completed with greater detail and thought Less enthusiastic about work Unmotivated to begin assignments Wanted to take work home Immediately wanted to share work with the art teacher Eager to begin work Does not follow direction Works through cleanup Helps others to follow directions and stay on task Motivates other students to cleanup Does extra cleanup Teacher special helper for handing out materials or collecting materials
- 29. Modification/Strategy Why Checklist Helped Scott to stay on task The directions were always visible Broke down the project step-by-step Choices Increased Scott’s Involvement in creating art Gave him ownership on assignments Discussion of Assignments Made subjects relatable Broke down creation process One-On-One Sessions Individualized instruction Address areas where Scott struggled Personal Artwork Critique Learn how to feel pride in his artwork Gain appreciation of creation process Remember how hard he worked Use of Empowering Vocabulary Highlight importance of creating artwork Build confidence Empower the student Motivate Increase productivity Create positive connections
- 30. Overall Findings Improved Peer Interactions Increased Classroom Participation Increased Involvement in the art process Active Leader in the Classroom Positive View of Self Increased Focus More Independent Completion of Projects
- 31. Utilizing one-on-one sessions, students can learn about themselves as a student and as an artist. I have learned that as an educator, for my future classes, that there is not just a single tool, adaptation, modification, or strategy we can utilize as educators to ensure the success of our students, but the incorporation of these together. Creating a meaningful and special experience for each lesson allows students to view assignments as fun, rather then another assignment. Plan of Action
- 32. A big thank you to Scott for all of his hard work, dedication, and effort during this entire process. Thank you
Editor's Notes
- The purpose of this study was to find strategies to help aid students struggling with attention and behavioral problems associated with ADHD. To discover the best practices for art educators to utilize within the classroom to make learning easier and more enjoyable for students who face these challenges. While using these strategies the student was able to become empowered and motivated to create art and enjoy the process.
- The inspiration for this research originates from my own experiences as an individual with Attention Deficit Hyperactivity Disorder (ADHD), and as a tutor to younger family members and other children with the same diagnosis.
- A student with ADHD will display inabilities to pay attention or follow directions, forgetfulness, impulsivity, difficulty with organization, will become frustrated easily, and tend to have mood swings. They appear to struggle with the ability to “self-regulate”. Behaviors in the classroom can affect: Classroom participation Peer interactions Fidgeting in Seat Distracts easily and can disengage
- Interviews were taken from Scott, his art teacher, his learning specialist and his mother. The purpose behind the interviews were to identify tools and strategies that are successful or unsuccessful for the student.
- Simplified, easy to refer to,
- Peer Relationships, Leadership Skills & /// several lessons stood out during our time together
- Scott was one of the best sewers in the class, and quickly finished his sewing. Rather than playing around like in the past months, he took initiative, and went around the classroom helping his classmates who were struggling. Instead of distracting them from the lesson, Scott was preventing his classmates from falling behind, much like he had in the past. At one point, there was a line of students waiting for his help. This also displayed a large increase in positive peer interactions that was not present before.
- Increased focus
- The Leaf Study: Discussion of the anatomy of a leaf helped Scott understand what he was drawing and as a result was able to focus and draw a very detailed leaf.
- Why? Inspired? What happened Scott’s final project shows his ability to stay on task, despite some distractions. He appeared to be extremely invested in each layer of his collage. He finished the entire project, and was able to recall the specific mixtures to make the missing colored paints. He was confident and directed his own project while not being afraid to take risks with color. He was also brave enough to create his own star shaped flowers. This lesson shows growth in Scott’s ability to work independently. He remembered the directions and was able to experiment with different techniques.