(I chose this picture because students who have any disabilities can be given the opportunity to surpass many of the handicaps that they endure by accessing communicating through art.)"Special" Cases
I believe it is important to remember that no matter where art is being taught it will always remain a form of communication. I fell in love with the idea that when I was reading the article on special needs learners that students are able to release their emotions through art, they are able to communicate what they can't through reading and writing, and are able to learn and understand concepts through visual art understanding such as relating terms from art to the visual representations that they create or see in famous art.
I found through reading this article that the stimuli and time taken to create art work is the aspects that that are often the most manipulated when working with students. This is seen through the manipulation of the surroundings, textures and rhythms for students with visual impairments, organization and flat surroundings for students who can't be over stimulated, time fluctuation and repetition for students who are slow learners. Most often the environment as well as the time for projects to be done are what changes the most for these students however in the cases of student who are ESL or hearing impaired they are often on the same developmental level as students that are their age (despite emotional set backs and at times these do not even occur as they are more excited and willing to celebrate their successes)
These students show art educators the power of art as a communication tool, the adaptability of art as a means for teaching other material, the way that art can be accessible to all learners. These tools are important to recall when a teacher is stuck in a formal education setting and they have a student or student(s) who are struggling with learning how to write, or how to associate words, or are unable to create images. These skills can be used for students who may falling behind, as teachers can have their art work assessed by therapists and can even be assessed by the teacher so that they understand where their art making developmental level is. This understanding can also help reach students who are emotionally disabled or who have expressed emotional trauma and are unable to talk about their problems or journal about what has happened to them.
Considering that art is ultimately one of the most accessible ways to evolve in early education teachers should understand how to adapt their lessons, classroom environments, and methods of instruction so that students can achieve greater and greater levels of understanding art and thus will be able to apply their knowledge to other areas or remain skilled at using artwork as a means of communication.
I found through reading this article that the stimuli and time taken to create art work is the aspects that that are often the most manipulated when working with students. This is seen through the manipulation of the surroundings, textures and rhythms for students with visual impairments, organization and flat surroundings for students who can't be over stimulated, time fluctuation and repetition for students who are slow learners. Most often the environment as well as the time for projects to be done are what changes the most for these students however in the cases of student who are ESL or hearing impaired they are often on the same developmental level as students that are their age (despite emotional set backs and at times these do not even occur as they are more excited and willing to celebrate their successes)
These students show art educators the power of art as a communication tool, the adaptability of art as a means for teaching other material, the way that art can be accessible to all learners. These tools are important to recall when a teacher is stuck in a formal education setting and they have a student or student(s) who are struggling with learning how to write, or how to associate words, or are unable to create images. These skills can be used for students who may falling behind, as teachers can have their art work assessed by therapists and can even be assessed by the teacher so that they understand where their art making developmental level is. This understanding can also help reach students who are emotionally disabled or who have expressed emotional trauma and are unable to talk about their problems or journal about what has happened to them.
Considering that art is ultimately one of the most accessible ways to evolve in early education teachers should understand how to adapt their lessons, classroom environments, and methods of instruction so that students can achieve greater and greater levels of understanding art and thus will be able to apply their knowledge to other areas or remain skilled at using artwork as a means of communication.
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