Art education univeral design lisa bottalico

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  • Here is a short video to introduce the concept of UDL.(Video from http://www.youtube.com/watch?v=bDvKnY0g6e4)
  • It’s not “just one more thing”…it is incorporating what we already know and applying it to benefit ALL of our students proactively.
  • The simplest example of UDL in the art room can be found in our scissor bins. When we start a new year, we are not looking through our class lists in order to discoverifwe will have any left-handed students because we knowwe will have a few *lefties* in each class. We have become accustomed to preparing for this difference. We make sure we have both kinds of scissors....or scissors that can be used by both “lefties” and “righties”. We are prepared ahead of time for this. Universal design is the idea of being ready in this same way for all types of learners.Now consider our hearing impaired students…what do we do/can we do to be prepared? (closed-captioned videos, student partner/assistant)
  • These strategies will not only help our ADHD population, but will also provide supports that can help ALL of our students, Any student who finds themself needing to be away from a noisy table can ask to move to a more quiet area of the room. Table captains can build the esteem of those who are in charge and can benefit any child at the table who might have missed a verbal instruction. Extra work time being available…during homeroom or lunch…can not only help those who work at a slower pace, but also those students who are high achievers.
  • Illustration from http://www.cast.org/udl/
  • A bit more on the networks and our response as educators in support of UDL.
  • Bullet points from Teaching Every Student pg. 11.
  • How do we incorporate UDL into our curriculum?
  • This is a chart developed by The National Center on Universal Design for Learning. The UDL Guidelines are a set of strategies that can be employed to overcome the barriers in our curriculum. They can act as the basis for building in the options and the flexibility that are necessary to maximize learning opportunities. The guidelines are used to evaluate and plan goals, methods, materials, and assessments for the purpose of creating a fully accessible learning environment for all.In many cases, you may find that you are already incorporating many of these guidelines into your teaching. http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf (chart)
  • This is a strategy that helps everyone. Brain research shows our brains need physical activity in order to work at peak performance. Sitting for long periods tricks our brain into thinking it is to sleep. Stretch breaks also help our students that *need* to move.
  • As art educators, sometimes we are able to provide a variety of tools and media within a particular project. We are always providing variety throughout the overall curriculum as we move from pencil, to paint, to ceramics, to pastel, etc. I enjoy providing my students with non-threatening techniques such as ripped paper. This goal of this project was for students to use the concept of pattern to create a collage of the patterns of at least four different animals. Even my LD students and those students with lesser tactile are able to display their understanding of the concept abilities (as seen on the right) .
  • In this lesson, students were to asked to create their dream house. This project was a response to the book, The Big Orange Splot, where the main character created his own house design after living on a street where all the neighbors lived in the exact same houses. Students based their house design on a hobby….starting first by filling in a worksheet to organize their ideas (which helped every student, but especially helped those students with ADHD). Their level of motivation is always very high for this assignment because of their level of personal interest in their choice of design (soccer, beauty, cooking). This assignment is also very non-threatening in that it is entirely imaginary. I try to stay away from assignments where drawing is about realism (which is a highly specialized skill).
  • Our students’ brains are actually wired differently than ours are. Due to technological bombardment, the way students learn and absorb knowledge has changed. They prefer quick access to information from multiple media sources.Quote from: Digital Natives, Digital ImmigrantsBy Marc Prenskyhttp://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdfFrom On the Horizon (MCB University Press, Vol. 9 No. 5, October 2001) © 2001 Marc Prenskyhttp://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
  • There are many apps and sites available for creating portfolio’s of student work. I’m imagining creating an online portfolio for the parents to view work and monitor progress. This would help to alleviate questions about grades since some students choose not to bring their work home. Having a online gallery for the entire class would also be a great student motivator and a good way for the administration and the public to see the work our students, and we, do. (links for galleries, etc)Students could also take their own pictures of their work at the conclusion of each project in order to create their own portfolio.
  • Presenting demonstrations “live” but at a distance can cause less distraction than when students are huddled around us and also provides a clearer field of vision.
  • There are many sites that our students can use to enhance their learning…and they are fun! In the Bensalem Art classrooms, we may not have the kind of access to computers that our students would need to work on web-based projects, but we can assign projects for homework or study hall time.Most of our students use (or are at least familiar with) Facebook. Imagine how cool it would be to have them select an artist in order to create a Fakebook page. They could post images of art, statuses of personal issues, mark personal triumphs, favorite quotes, historical events that effected their work or personal lives, list friends, flame a rival artist….and even post to each other’s walls. They could be serious or witty or both. Van Gogh’s might include a quote by William Shakespeare…"Friends, Romans, countrymen, lend me your ears.”
  • Another interesting site that would be great for combining a writing assignment with a digital illustration is Tagxedo.com. Tagxedo turns words word clouds with the words individually sized according to the frequency of it’s use within the body of text. Imagine having the students create a bibliography of an artist of their choice….or one that you are currently studying….and then using the text of that bibliography to create a word cloud of a portrait of that artist. Here is an example where the artist, Frida Kahlo was depicted..In your handouts, I have included a list of links to sites that I thought could be useful to art educators. Some of them link to technology, some are for student use, some will help with UDL and some might help with organizing your classrooms.

Transcript

  • 1. +Universal Design in theArt Education CurriculumImproving our teaching methods by minimizingbarriers in order to maximize learning opportunitiesfor all students.
  • 2. + What is Universal Design for Learning?
  • 3. +Universal Design for LearningThe concept of UDL is the intersection whereall our initiatives – integrated units, multi-sensory teaching, multipleintelligences, differentiated instruction, use ofcomputers in schools, performance-basedassessment, and others – come together.Donna Palley, Special Education Coordinator/Technology Specialist
  • 4. +What does UDL look like in ArtEducation?
  • 5. +UDL is about minimizing barriers forALL studentsUDL means we are proactive…not reactive.
  • 6. +UDL for the art roomADHD students “Quiet place” for trouble with concentrating Advanced notice for transitions Goals posted Table Captains Extra time for assignments Private message box for questions Offering students ability to stand while workingJust as we prepare in advance for “lefties”, we can also be proactivein removing barriers for other student populations
  • 7. +Understanding the Learning BrainLearning is distributed across three interconnected networks.RecognitionNetworks“What?”StrategicNetworks“How?”AffectiveNetworks“Why?”
  • 8. + Recognition Networks: The “what” of learningPerception and comprehension. The way studentsgather facts and categorize what they see, hear andread.UDL: provide multiple ways of presenting informationStrategic Networks: The “how” of learningPhysical action. The way students organize and expressideasUDL: provide multiple ways for students to communicatethe goal of the lesson.Affective Networks: The “why” of learningMotivation. The ways students become engaged andstay motivatedUDL: provide multiple means for stimulating interest
  • 9. +How might this change our teachingmethods? Learners are not simply “disabled” or “bright” Learners differ within and across all three brain networks, showingshades of strength and weakness that make each of them unique. Understanding the unique strengths and differences of individualstudents can help us to create flexible curriculums that help allstudents to succeed. Teachers must evaluate how we teach based on how our studentslearn. Individual brain differences means no single, traditionalinstructional method will work for all students.
  • 10. +FLEXIBILITY is the key
  • 11. +
  • 12. +Stretch Break!!!!
  • 13. + Art Education tends to be a subjectthat falls naturally into the UDLmodel. Varying tools and media and also providing a variety ofoptions for action and expression satisfies theStrategic Network.
  • 14. + Art Education tends to be a subjectthat falls naturally into the UDLmodel. Projects where the goal is specific but broad enough for eachstudent to communicate individual feelings, choices andpersonal reflections naturally provide motivation as themeans to satisfy the Engagement Network.
  • 15. +How can Art Educators better stimulatelearning in the Recognition Network?Presenting the material in theold way may not keep ourstudents’ attention.“ Today’s teachers have to learn to communicate in thelanguage and style of their students.”- Marc Prensky, founder of The Digital Multiplier, an organizationdedicated to eliminating the digital divide in learning worldwide.
  • 16. +How can Art Educators better stimulatelearning in the Recognition Network tosupport UDL? By providing multiple and stimulating means of presentinginformation, we can better engage the Recognition Network. Inthis way, we can harness the attention of all of our studentsand also stimulate their enthusiasm.
  • 17. +Presentation technology availablefor art educationLCD projectorscontinue to beinvaluable forproviding themeans to presentvideos, photographs and liveprojections.
  • 18. +Presentation technology availablefor art educationEven with low cost digitalcameras, stunningphotographs of visual aides forlessons can be created tofurther establish a concept.
  • 19. +Presentation technology availablefor art educationLumens LadibugHigh DefinitionDocument Camera
  • 20. +Cool tools for student useFakebook
  • 21. +Cool tools for student useTagxedo
  • 22. +In Conclusion, UDL is a frameworkfor making curriculum moreinclusive by... Creating a curriculum built to encompass all learners, not justthe “average” learner Being proactive Discovering barriers to leaning Being flexible and providing options in our curriculum design Teaching in a manner that encompasses the way the studentsof today learn.