Exceptional Artist
This page is a collection of ideas, shared information, and an contentious effort to be proactive in taking a contentious effort to reach all students. Art is a way of exploring our world and building connections to others and to ourselves. As a art educator I feel it is important to understand how we can enrich the learning and understanding of art for everyone.
Teaching Students with visual impairment
CREATIVE ARTS ADAPTATIONS
The following information was created by Carmen Willings and can be found at teachingvisuallyimpaired.com
There are relatively easy adaptations to the creative art program in order to make it accessible to students who are blind or visually impaired. While younger students typically participate in creative art within the classroom, most school age students take advantage of this time for an inclusive opportunity with typically developing peers.
Hands-On Curriculum
A curriculum designed for students in elementary school who are Blind or Visually Impaired with additional disabilities who are not following the standard course of study.
Whether art activities take place in your classroom, or in the art room, the creative art area is a place where students can explore a variety of interesting materials. If you have creative art activities within your room, incorporate materials to make the activities more tactual. Add scents and textures to dough and paints. It provides them with a means of self expression and originality. Students can explore a variety of materials, textures and colors, and develop fine motor skills. You can make this time more meaningful to the student who has low vision or is blind by adding scents and textures and using a variety of dimensional materials.
Provide the students with verbal directions about all parts of the activity. When the student hears other students receive directed descriptions of the project, they will not only gain the advantage of hearing the communication for her own reinforcement, but the student will also realize that other students also need guided directions.
Unless the student with a visual impairment has had previous art experience, they may not know where to begin with a creative project until they are presented with an example. Be aware that an example likely will tempt them to reproduce it to some degree rather than produce something that is truly original – and thereby limits their own imagination. Remember that art is often an abstract representation of visual impressions (Why does cotton represent snow?) Help the student to understand the association. When possible, provide real objects that the craft represents. If time and encouragement do not give them the motivation they need, an example can be used. If you are assembling a “craft”, introduce the student to a model of the finished craft first. Guide the student’s hands and indicate landmarks and associations.
Adaptations
Students with Low Vision For students with low vision, present materials on trays of contrasting color and use materials that have good contrast in general. Use high contrast materials. Highlight outlines of pictures with a black felt tip pen, or color it is supposed to be colored. You may also want to help the student trace the outline and locate important features in the project. When gluing objects on paper, such as the triangle eyes of a jack-o-lantern, it may be helpful to show the student a finished model first, so that the student can see the end result. Encourage students to use their low vision devices to identify color words on crayons/markers and on worksheets. Adaptations for Students with Minimal Vision For students with minimal vision, initially help the student understand the representation of the picture or project, and the location of materials, by helping her to“look” with their hands and fingers. Guide the student’s hands to locate the “landmarks” with verbally associated descriptors. If the student needs to color an area, place the paper on top of a mesh screening or sandpaper so they get a tactual feedback when they color. You will also want to create a tactual outline or border of the area they need to color in. There are a number of ways to create a tactual border. You can use dimensional glue or paint, a glue gun, wikki sticks or a sewing pattern wheel poked from the underside to provide tactual information of lines. You will also want to provide indicators for where to apply glue, shapes or materials. Special Resources & Materials
Time for Art: Art Projects and Lessons for Students with Visual Impairments
This handbook, available through APH, is for teachers and parents. It explains how to instruct visually impaired students in art, how to handle the media being explored, and points to consider in art program planning.
Feel 'n Peel Sheets: Carousel of Textures
This kit, available from APH, includes an assortment of sheets in a variety of textures and colors that can be used in numerous ways. Although frequently used to adapt materials and create tactual graphics and charts, it can be used for classroom art activities.
Quick-Draw Paper
Quick-Draw paper, available from APH, allows teachers or students to create instant tactile graphics or raised line drawings.
Paint Pot Palette
The Paint Pot Pallet from APH includes a set of custom-made drawings that are printed and embossed on heavy paper; each picture is titled in print and braille. The embossed lines make it easy to trace the subject with the fingers and then follow with a crayon or paint brush this makes it easier for beginning artists to learn to color and paint.
Textured Paper Collection
This paper collection, available from APH, contains tactile colored sheets that can be cut and applied to other surfaces. These textures can be used in combination with other materials to create tactual pieces of art.
DRAFTSMAN Tactile Drawing Board
The DRAFTSMAN, available from APH, is typically used to create tactile graphics for student, but can also be used by the student to create their own art drawings. The board has a plastic frame that encases a double-layer rubber surface. Clamp a sheet of drawing film onto the board and use the stylus or a ballpoint pen to quickly draw a raised image.
inTACT Eraser
The inTACT Eraser is a battery operated eraser specifically designed for tactile drawing. It allows the user to erase mistakes and can also be used to create dashed lines. The eraser works like a miniature iron, heating the flat tip to approximately 180 degrees. It flattens tactile drawings quickly and erases them tactually. This eraser can be used in tandem with the inTACT Sketchpad or it can be used with the APH Draftsman. Some students may be able to use inTACT eraser independently while other students will need supervision or assistance.
inTACT Sketchpad
The inTACT Sketchpad is a great alternative to the Draftsman. It is particularly beneficial for students to use and create their own tactual graphics due to its ease of use. When the cover is lifted, there is a recessed area to place the drawing sheet on. Magnet strips completely cover the perimeter of the board creating a secure closing when the lid is lowered. Although students may have a difficult time independently using the Draftsman, they will quickly discover that the Sketchpad is much easier to use and is more secure.
Cognitive Development
Art to Develop Cognitive Skills The creative art area is another station that lends itself well to teaching concepts. Discuss likes and differences in textures and looks of art materials available; Discuss placing materials in and out of paint, glue, etc.; Discuss how thick and thin material is; Match art materials of the same texture; Discuss if art materials are hard or soft; Discuss if materials are rough or smooth; Discuss shapes of materials; and Discuss paint jars or glue bottles as being empty or full. Art to Develop Fine Motor Skills Try finger painting with finger paints, shaving cream or pudding to promote finger sensitivity. Provide materials that provide firm input into the hands (squeezing play-doh or putty, play in water or beans, pulling on elastic bands, etc.) to promote tactual discrimination. Squeeze and mold clay or dough to develop hand strength. Practice tearing and cutting paper for arts and crafts activities to develop skillful hands.
The following information was created by Carmen Willings and can be found at teachingvisuallyimpaired.com
There are relatively easy adaptations to the creative art program in order to make it accessible to students who are blind or visually impaired. While younger students typically participate in creative art within the classroom, most school age students take advantage of this time for an inclusive opportunity with typically developing peers.
Hands-On Curriculum
A curriculum designed for students in elementary school who are Blind or Visually Impaired with additional disabilities who are not following the standard course of study.
Whether art activities take place in your classroom, or in the art room, the creative art area is a place where students can explore a variety of interesting materials. If you have creative art activities within your room, incorporate materials to make the activities more tactual. Add scents and textures to dough and paints. It provides them with a means of self expression and originality. Students can explore a variety of materials, textures and colors, and develop fine motor skills. You can make this time more meaningful to the student who has low vision or is blind by adding scents and textures and using a variety of dimensional materials.
Provide the students with verbal directions about all parts of the activity. When the student hears other students receive directed descriptions of the project, they will not only gain the advantage of hearing the communication for her own reinforcement, but the student will also realize that other students also need guided directions.
Unless the student with a visual impairment has had previous art experience, they may not know where to begin with a creative project until they are presented with an example. Be aware that an example likely will tempt them to reproduce it to some degree rather than produce something that is truly original – and thereby limits their own imagination. Remember that art is often an abstract representation of visual impressions (Why does cotton represent snow?) Help the student to understand the association. When possible, provide real objects that the craft represents. If time and encouragement do not give them the motivation they need, an example can be used. If you are assembling a “craft”, introduce the student to a model of the finished craft first. Guide the student’s hands and indicate landmarks and associations.
Adaptations
Students with Low Vision For students with low vision, present materials on trays of contrasting color and use materials that have good contrast in general. Use high contrast materials. Highlight outlines of pictures with a black felt tip pen, or color it is supposed to be colored. You may also want to help the student trace the outline and locate important features in the project. When gluing objects on paper, such as the triangle eyes of a jack-o-lantern, it may be helpful to show the student a finished model first, so that the student can see the end result. Encourage students to use their low vision devices to identify color words on crayons/markers and on worksheets. Adaptations for Students with Minimal Vision For students with minimal vision, initially help the student understand the representation of the picture or project, and the location of materials, by helping her to“look” with their hands and fingers. Guide the student’s hands to locate the “landmarks” with verbally associated descriptors. If the student needs to color an area, place the paper on top of a mesh screening or sandpaper so they get a tactual feedback when they color. You will also want to create a tactual outline or border of the area they need to color in. There are a number of ways to create a tactual border. You can use dimensional glue or paint, a glue gun, wikki sticks or a sewing pattern wheel poked from the underside to provide tactual information of lines. You will also want to provide indicators for where to apply glue, shapes or materials. Special Resources & Materials
Time for Art: Art Projects and Lessons for Students with Visual Impairments
This handbook, available through APH, is for teachers and parents. It explains how to instruct visually impaired students in art, how to handle the media being explored, and points to consider in art program planning.
Feel 'n Peel Sheets: Carousel of Textures
This kit, available from APH, includes an assortment of sheets in a variety of textures and colors that can be used in numerous ways. Although frequently used to adapt materials and create tactual graphics and charts, it can be used for classroom art activities.
Quick-Draw Paper
Quick-Draw paper, available from APH, allows teachers or students to create instant tactile graphics or raised line drawings.
Paint Pot Palette
The Paint Pot Pallet from APH includes a set of custom-made drawings that are printed and embossed on heavy paper; each picture is titled in print and braille. The embossed lines make it easy to trace the subject with the fingers and then follow with a crayon or paint brush this makes it easier for beginning artists to learn to color and paint.
Textured Paper Collection
This paper collection, available from APH, contains tactile colored sheets that can be cut and applied to other surfaces. These textures can be used in combination with other materials to create tactual pieces of art.
DRAFTSMAN Tactile Drawing Board
The DRAFTSMAN, available from APH, is typically used to create tactile graphics for student, but can also be used by the student to create their own art drawings. The board has a plastic frame that encases a double-layer rubber surface. Clamp a sheet of drawing film onto the board and use the stylus or a ballpoint pen to quickly draw a raised image.
inTACT Eraser
The inTACT Eraser is a battery operated eraser specifically designed for tactile drawing. It allows the user to erase mistakes and can also be used to create dashed lines. The eraser works like a miniature iron, heating the flat tip to approximately 180 degrees. It flattens tactile drawings quickly and erases them tactually. This eraser can be used in tandem with the inTACT Sketchpad or it can be used with the APH Draftsman. Some students may be able to use inTACT eraser independently while other students will need supervision or assistance.
inTACT Sketchpad
The inTACT Sketchpad is a great alternative to the Draftsman. It is particularly beneficial for students to use and create their own tactual graphics due to its ease of use. When the cover is lifted, there is a recessed area to place the drawing sheet on. Magnet strips completely cover the perimeter of the board creating a secure closing when the lid is lowered. Although students may have a difficult time independently using the Draftsman, they will quickly discover that the Sketchpad is much easier to use and is more secure.
Cognitive Development
Art to Develop Cognitive Skills The creative art area is another station that lends itself well to teaching concepts. Discuss likes and differences in textures and looks of art materials available; Discuss placing materials in and out of paint, glue, etc.; Discuss how thick and thin material is; Match art materials of the same texture; Discuss if art materials are hard or soft; Discuss if materials are rough or smooth; Discuss shapes of materials; and Discuss paint jars or glue bottles as being empty or full. Art to Develop Fine Motor Skills Try finger painting with finger paints, shaving cream or pudding to promote finger sensitivity. Provide materials that provide firm input into the hands (squeezing play-doh or putty, play in water or beans, pulling on elastic bands, etc.) to promote tactual discrimination. Squeeze and mold clay or dough to develop hand strength. Practice tearing and cutting paper for arts and crafts activities to develop skillful hands.
Incorporate Into Arts and Craft Projects
beads
beans birdseed bottle caps bread crumbs bubble wrap buttons catalogs cellophane cereal chalk confetti cording corduroy cornmeal cornstarch corrugated cardboard cotton craft sticks crepe paper |
doilies
envelopes fabric fake fur felt feathers flour foil food coloring fringe gauze gems glitter lace leather magazines maple syrup marshmallows metallic paper mylar |
netting
oatmeal old calendars w/ pictures paint swatches paper bags paper clips pasta peas pebbles pipe cleaners plastic grid potato flakes powder ribbon rick rack rice rubber bands salt |
sand
sand paper satin scents seeds sequins shoe laces smelly markers spools stencils straws tape textured boards textures textured paint swatches vegetable oil velvet wallpaper samples yarn |
Paint/Print with the Following Materials:
bolts
bottle caps cardboard cinnamon sticks chalked dipped in buttermilk checkers chess pieces coins corn on cobs cotton cotton swabs corks crumpled paper feathers |
felt
flyswatters fruit golf balls ice cubes with dry tempera jar lids jewelry leaves and grass macaroni marbles nuts oatmeal paper clips pencil erasers pine needles |
plastic berry baskets
Queen Anne's lace flowers rubber bands rubber stamps sandpaper screws scouring pads seashells shaving cream spaghetti sponges spoons and forks spray bottles w/ thinned paint spools |
sticks
straws Styrofoam tennis balls tissue paper tongue depressors torn paper sheets toy wheels vegetables wagon wheel pasta window screens whips whisks wooden alphabet blocks yarn |