Autism initiative

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Autism initiative

  1. 1. Staging an Autism-Friendly performance MICHELLE ST. HILL FINAL PROJECT EDIT 654 OL 4-22-2012
  2. 2. Making the Arts accessible to all TDFs Accessibility Programs (TAP) Autism Theatre initiative is to make theatre accessible to children and adults with autism as well as their families  Family members  Schools  Teachers  others
  3. 3. Driving Question How do you stage an Autism-Friendly performance for children/adults with Autism Spectrum Disorder (ASD)?
  4. 4. Project This Project based unit plan will provide participants with the required knowledge necessary to stage a theatre production and to provide a sensory-friendly, comfortable and judgment-free space that is welcoming for all children with Autism Spectrum Disorder (ASD). In this 6 weeks sessions, participants will work individually and in groups to focus on autism disorder spectrum needs, skills required set design, lighting, acting, lighting, space and other facets to realized an Autism friendly production.
  5. 5. Making the Arts accessible to allSession 1:. Autistic children needs Implementation:This lesson explores the definition,  Autism expert speaks in an educationalimportance and categories of autism and session.their needs.Participants will gain greater insights and  Q and A Sessionunderstanding of Autism spectrumdisorders  After participants are divided into four groups to research case studies of noted autistic persons using multiple internetObjectives: resources. Participants will be able to define  Groups develop an outline highlighting autistic spectrum disorder the key findings of their research and will submit their outline to the Explain some of categories associated facilitator to garner feedback before with this disorder proceeding. Describe different behaviors and  Groups will create a PowerPoint of successfully interact with this group their research to present to the class
  6. 6. Making the Arts accessible to allSession 2: Brainstorm– In this lesson  Implementationparticipants will brainstorm to producesuitable questions that will determine the  Groups create a questionnaire to beperformances to consider for this event used to determine what performances they will work best for children withObjectives: autism. Participants will be able to generate ideas for the questionnaire  Each member suggests questions and edits each others questions for content Participants will create a questionnaire and the conventions of English to determine the performance to adapt. language usage including grammar, spelling, and sentence structure. Participants will be able to select the final twenty questions to use  Each group will write their questions on the flipchart for class discussion.  All the participants will select the questions for the questionnaire. The questionnaire will be reviewed by the Director/facilitator before submitting to Advisory panel.
  7. 7. Making the Arts accessible to allSession 3 Participants will be divided Implementation:into 3 groups to analyze Broadway  Each group selects three currentperformances to ascertain shows most Broadway productions andsuitable for this population which will conduct research based on thebe presented to the class. questionnaire to ascertain which production works best to beObjectives: adapted for this population. Participants will be able to critique shows to determine how  Groups will collaborate and appropriate they are for this research based on the following population specifics in the resource section identify the specific area in the  Groups will present a PowerPoint performances that may pose a presentation of their research and possible problem the class will select four performances to submit to the Advisory Panel for approval. eliminate performances not suitable for this population.
  8. 8. Making the Arts accessible to allModule 4: Needs Assessments for ImplementationSelected Performance –  Participants answer questions (e.g. theaterAfter participants attend the performance, layout, designated areas for quiet corner,participants discuss the performance and logistics etc.) on handout and put theirdiscuss the different challenges that can answer on flipchart for class discussion.exist with the project.  Participants will select the coping tools to use in the “Quiet Corner” on the day of theObjectives: performance Identify environmental factors that  Each Participant will research and identify 3 coping tools e.g. “fidget toys” that can be may be problematic for individuals used as support for children. Each person with ASD and suggest modifications will put their answer on the flipchart for to facilitate successful interactions. discussion. Participants will determine the adjustments to the production that need to be made
  9. 9. Making the Arts accessible to allModule 5- Autism workshop Feedback-  ImplementationAfter participants attend workshop,participants are divided into three groups to  Discussion on the autism workshopcollaborate to create a podcast about theirexperiences and what they learned in the  Participants listen to some sampleworkshop. podcasts on iTunes. Groups view introduction to podcast clip and Garage band tutorial.Objectives:  Groups decide on what each member’s Participants will be able in respond to task is, and use Google docs to collaborate ASD behaviors in an appropriate way. and write their scripts and create sample Participants will be able to apply what podcasts they learned working with other participants  Groups write their scripts for their podcast following the following outline in Participants will be able to manage the project more effectively. resource section. Participants will be able to alleviate any  Facilitator provides feedback. Groups concerns family members may have about present final podcast to class and submit it their children attending the performance. the editor for review and to include in article
  10. 10. Making the Arts accessible to allModule 6- Preparatory materials- Implementation: Groups will select one project from the list to completeParticipants are divided in three groups to  Project 1 Playbill Insert-Create acreate support materials that will be used Playbill insert that will be used on the dayto bring about awareness of this special of the performance. based on TAP Autismperformance initiative concept, Sponsor story/ Thank volunteers and others, HistoryObjectives:  Project 2: A downloadable document / visual, so those attending Participants will be able to create the performance will know what to expect marketing materials that will promote with this autism friendly performance. the autism –friendly performance Some things to consider. Participants will be able to personalized  Project 3: Write a social story about the materials to ASD. specific performance for example moving through Crowds, Loud noises etc that can Participants will be able to write a be personalized for the child or adult with social story that will resonate with ASD who will be attending the attendees. performance which will be posted on the website. Groups will present their project to the class and submitted for approval.
  11. 11. Closure Groups will present their project from session 6 to the class which will be submitted to director for approval and groups will comment on each other projects. Participants will give their feedback participating in these sessions.
  12. 12. AssessmentsThe facilitator will assess participants based on: Group work knowledge acquired from workshop, sessions contributions during discussions. Rubric will be used to assess project submissions. Peers will also assess each other presentations and have points of Self-Assessment.
  13. 13. ReflectionParticipants respond to the following questions: Which categories of children with autism needs have you dealt with in the past? Did you take the time to help them? How did you help them? How might you improve the way you respond to children/people with autism spectrum disorder in the future? How can these sessions be improved and what could be done differently? What things helped you to feel comfortable and confident being a part of this project? What five things you did not like about the sessions and why?
  14. 14. Making the Arts accessible to all Volunteers / staff
  15. 15. References Resource Sample questions includes.pdf Groups will collaborate.pdf Podcast Project. pdf Rubric Links Noted People With Autism http://www.child-autism-parent-cafe.com/famous-people-with-autism.html http://www.templegrandin.com/ http://www.onlinegraduateprograms.com/blog/2010/08/30-famous-thinkers-believed-to-be-autistic/ Other links NY Times: Program Hopes to Make Broadway Friendlier to Those With Autism http://artsbeat.blogs.nytimes.com/2011/08/31/program-hopes-to-make-broadway-friendlier-to-those-with-autism/ An Autism-Friendly “The Lion King”, by Mark Blankenship http://wp.tdf.org/index.php/2011/10/an-autism-friendly-the-lion-king/ Bibliography (n.d.). Retrieved from TDF Stages: http://wp.tdf.org/index.php/2011/10/an-autism-friendly-the-lion-king/ (n.d.). Retrieved from Associated Press feature on TDFs Autism Theatre Initiative: http://www.tdf.org/TDF_NewsDetailsPage.aspx?id=128 Grandin. (2011). Temple Grandin, PH.D. Retrieved from http://www.templegrandin.com/ TDF Autism Theatre Initiative. (n.d.). Retrieved from Theatre Dvelpment Fund: http://www.tdf.org/TDF_ServicePage.aspx?id=128&%20do=v

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