Arts & Inclusive Learningmaking connections

Shaqe Kalaj and Kati Blair

Goals & Objectives

Inclusive, arts-Integration and arts instruction requires persistence and risk-taking.

Arts processes can serve as inclusive strategies and promote self-agency in students with and without disabilities.

  • Moving our bodies• Making art • Reflecting on arts processes as inclusive

strategies• Creating next step plans 

What are we doing today?

How can we identify barriers and look for

approaches that lead to success?

Ben Comen video http://www.appreciatelife.com/blog/ben

What Characteristics did Ben have? 

What Barriers existed for Ben? 

How was he supported?

Discussion in small & large groups

• What are your barriers? What barriers exist for your students?

• What are your supports?

How can we go beyond labels and create new perceptions?

DisabilityBeing aware of the different forms of disabilities but then asking...

How can we look for abilities?

physical 

cognitive/mental

sensory 

emotional 

developmental 

Mary's Powerpoint

 

Take a Break

Representation (The What)

The way information and content are presented

Learning Styles

Kinesthetic         How do you learn the best?

Visual

Verbal

Hearing

Meyers Briggs How we process

Extrovert

The Outer world of Actions, Objects and Persons

Introvert

The Inner World of Concepts and Ideas

Meyers Briggs How we judge or make decisions

Thinking

need order

Feeling

need approval & support

Students become objects and a neanderthal at a burial based on text from class. 

Accessing Students previous knowledge about their surroundings.Lesson was based on a poem about a Bag Lady in Detroit

Tableaus of Text

• Groups silently read the student writing.• Discuss the information that was read.• Plan a tableau that communicates the main idea of the

text.• Create a Tableau for your excerpt. • Plan a title for your Tableau• Plan 5 - 6 words that communicate the meaning of your

tableau.• Rehearse reciting the title and words while fixed in your

tableau• Share your tableau with the other groups.

What do you notice?

What do you see that prompts you say that?

Reflection on Representation

Review your UDL lens provided before the start of the lesson.

Was the UDL item achieved during the activity? 

Discuss with your small group.

Time for Lunch

Expression (The How)How can we initiate an art experience that leads into expression that is unique to the individual?

How students act on and express what they know?

Betty Edwards Method

A step-by-step process that allows you to see the parts as a whole.

Visual Thinking Strategies

What do you see?

Why do you see that makes you say that?

What more can we find?

What do you see?

Adaptive tools & strategies that meet physical needs

Creativity in adapting

More physical adaptive tools

What about tearing?

Tracing

Adaptive tools & strategies that meet Cognitive / Emotional / Mental needs

Approach using Style

Expressionism

Realism

Outsider Art

Reflection on Action & Expression

Review your UDL lens provided before the start of the lesson.

Was the UDL item achieved during the activity? 

Discuss with your small group.

Take a Break

Engagement (The Why)How do the arts support an attitude of engagement?

Stimulate interest and motivation in learning

Evolution of one student

Musical Art Chairs

1. As soon as music plays you draw continuously

2. If you are unsure what to draw, makes shapes or lines

3. When music stops, you stop drawing

4. Pass your drawing to the right

5. When music starts up again, draw continuously until music stops.

6. Repeat process

Reflection for Engagement

Review your UDL lens provided before the start of the lesson. 

Was the UDL item achieved during the activity? 

Discuss with your small group.

Take a Break

Next Steps

Engagement: In what ways can you build in varying levels of challenge? Reflection? Goal setting?

Expression & Action: Describe some materials and processes that will provide opportunities for varied expression. Adaptive Tools?

Representation: How can you present content in multiple ways, auditory, visually or kinesthetically?

What kind of resources and support can you find in your community?

www.vsaarts.org

http://artandudl.blogspot.com/

http://www.cast.org/

http://www.udlcenter.org/

Resources