Chapter 4 Presentation from Reaching and Teaching Through Art
Click to set custom HTML
Kirsten Ledbetter
Art 395
Annotated Bibliography
Art Teachers and Special Education Law. (2006). In J. Burnette & J. Lokerson (Eds.), Reaching and Teaching: Students with Special Needs through Art (pp. 15-25). Reston: National Art Education Association.
Special Education has been a rapidly evolving field in the past fifty to sixty years. Some revolution of thought for people with disabilities began earlier and this revolution didn’t reach some areas until later. This revolution is still very much alive and thriving, driven by advocates who do and do not have disabilities themselves. This chapter covers the radical laws and acts that have been enacted since the late sixties moving up to present day. These legal acts have had immense impacts on schools in terms of teaching techniques and how students are treated on a regular basis during the school day.
Bayles, D., & Orland, T. (1993). The Nature of the Problem. In Art and Fear: Observations on the Perils (and Rewards) of Artmaking (pp. 1-7). Image Continuum Press.
Creating art in the world of today is a tricky thing. It’s always been a tricky thing. This chapter delves into the thoughts that usually accompany artists or budding artists as they explore their creative tendencies. It highlights art in history, its purpose and coming to terms of the why of art. Recognizing art and artists and the driving force behind the instinct to create. They then go on to discuss the highly debated and possibly unanswerable question; what is art? Who an artist is and what being an artist is about is also discussed.
Special Needs Students in the Art Room: A Journey. (2006). In D. Guay (Ed.), Reaching and Teaching: Students with Special Needs through Art (pp. 3-13). Reston: National Art Education Association.
Encouraging and educational anecdotes make up much of this chapter. It focuses on students with disabilities and the environments they are involved in in school settings. It also explores more creative teaching techniques that focus on the student; one individual, how best they learn and what their strengths and weaknesses are.
Troubleshooting the Art Lesson. (2006). In B. Gerber (Ed.), Reaching and Teaching: Students with Special Needs through Art (pp. 27-38). Reston: National Art Education Association.
This approaches teaching with a Murphy’s Law mentality for lesson planning. It is basically a collection of how teachers and single one or a shared database of information from many teachers have accumulated a “bag of tricks” for lessons that had been unplanned and worked. It incorporates their practices, responses, validation, and the encouragement from many teachers from many different places.
Hafiz. (n.d.). The God who only Knows Four Words.
The god who only knows four words is a poem that can be related to any situation. Students need individualized attention and for teachers, peers and adults in general to pay attention to their abilities rather than what they may not be fully capable of doing. This poem I find quite relevant for education. It’s a very simply and inspiring poem that also embodies this mantra of focusing on students’ strenghts.
Students with Emotional and/or Behavior Disorders. (2006). In A. Hunter (Ed.), Reaching and Teaching Students with Special Needs through Art (pp. 43-60). Reston: NAEA.
This chapter was a great resource for learning how to accommodate to the various needs of the many different types of students; their behavior, their issues, their learning styles,etc. This chapter provides an in-depth view with actual lived anecdotes of situations in a classroom setting. It provides several techniques and ideas of how to properly handle students who prove to have difficulties or be inducing difficult situations. No two students are alike and this chapter provides several outlets for means of acquiring the necessary knowledge to assist a learner . It also makes sure to provide the reader, assuming the reader is a future (art) teacher, with the knowledge of what they have access to and what is in their rights as the teacher that is required and privileged them by law.
www.weareteachers.com (2014). WeAreTeachers: What We Believe. Retreived from https://www.youtube.com/watch?v=ZnAGgWqG6yo
This is a website that offers an initially abundant amount of information for any of the subjects taught in primary and secondary grade levels and also provides links to other websites that increase the amount of information site explorers/ educators have access to. They have several links to other lessons and resources. They also have links to a variety of grants and contests that attempt to help teachers get the resources they need due to the budget cuts that schools across the country have faced and continue to face into the future. They also have interesting monthly topics in education that the focus on and have reports on special occurrences in the education world whether its about the core curriculum or extracurricular subjects, all methods of teaching are encompassed and shown significance. Their mission is to aid teachers in finding resources for the classroom and help connect educators and service providers.
U.S. Office of Special Education Programs, National Center on Accessing the General Curriculum (2003). NCAC: Differentiated Instruction and Implications for UDL Implementation. Retreived from http://ok.gov/sde/sites/ok.gov.sde/files/DI_UDL.pdf
This is a link to a document that is an Effective Classroom Practices Report. It is reviewing the educational technique of “Differentiated Instruction and the Implications for UDL Implementation”. Differentiated Instruction and Universal Design for Learning are two proven overviews of techniques that have been shown to improve student learning and engagement. Differentiated Instruction and Universal Design for Learning emphasis the fact that no two students are alike and each students learns in their own unique way. Their learning method that works best for them may not work as well or at all for a fellow student in the same grade or class as them. These techniques, when employed by an educator, try to account for as many different kinds of learners as possible and how best to engage and interest the learner. This report provides a definition for each kind of teaching method and a sampling of considerations and curriculum application as well as providing research based evidence for effectiveness in the learning environment. These methods of instruction are not only valuable assets to a general subject teacher but also to teachers who teach “extracurricular” subjects. The method of employment may be approached a bit differently depending on what kind of class the method is being used in but the core goal of how best to engage students remains the same for all educators.
Art 395
Annotated Bibliography
Art Teachers and Special Education Law. (2006). In J. Burnette & J. Lokerson (Eds.), Reaching and Teaching: Students with Special Needs through Art (pp. 15-25). Reston: National Art Education Association.
Special Education has been a rapidly evolving field in the past fifty to sixty years. Some revolution of thought for people with disabilities began earlier and this revolution didn’t reach some areas until later. This revolution is still very much alive and thriving, driven by advocates who do and do not have disabilities themselves. This chapter covers the radical laws and acts that have been enacted since the late sixties moving up to present day. These legal acts have had immense impacts on schools in terms of teaching techniques and how students are treated on a regular basis during the school day.
Bayles, D., & Orland, T. (1993). The Nature of the Problem. In Art and Fear: Observations on the Perils (and Rewards) of Artmaking (pp. 1-7). Image Continuum Press.
Creating art in the world of today is a tricky thing. It’s always been a tricky thing. This chapter delves into the thoughts that usually accompany artists or budding artists as they explore their creative tendencies. It highlights art in history, its purpose and coming to terms of the why of art. Recognizing art and artists and the driving force behind the instinct to create. They then go on to discuss the highly debated and possibly unanswerable question; what is art? Who an artist is and what being an artist is about is also discussed.
Special Needs Students in the Art Room: A Journey. (2006). In D. Guay (Ed.), Reaching and Teaching: Students with Special Needs through Art (pp. 3-13). Reston: National Art Education Association.
Encouraging and educational anecdotes make up much of this chapter. It focuses on students with disabilities and the environments they are involved in in school settings. It also explores more creative teaching techniques that focus on the student; one individual, how best they learn and what their strengths and weaknesses are.
Troubleshooting the Art Lesson. (2006). In B. Gerber (Ed.), Reaching and Teaching: Students with Special Needs through Art (pp. 27-38). Reston: National Art Education Association.
This approaches teaching with a Murphy’s Law mentality for lesson planning. It is basically a collection of how teachers and single one or a shared database of information from many teachers have accumulated a “bag of tricks” for lessons that had been unplanned and worked. It incorporates their practices, responses, validation, and the encouragement from many teachers from many different places.
Hafiz. (n.d.). The God who only Knows Four Words.
The god who only knows four words is a poem that can be related to any situation. Students need individualized attention and for teachers, peers and adults in general to pay attention to their abilities rather than what they may not be fully capable of doing. This poem I find quite relevant for education. It’s a very simply and inspiring poem that also embodies this mantra of focusing on students’ strenghts.
Students with Emotional and/or Behavior Disorders. (2006). In A. Hunter (Ed.), Reaching and Teaching Students with Special Needs through Art (pp. 43-60). Reston: NAEA.
This chapter was a great resource for learning how to accommodate to the various needs of the many different types of students; their behavior, their issues, their learning styles,etc. This chapter provides an in-depth view with actual lived anecdotes of situations in a classroom setting. It provides several techniques and ideas of how to properly handle students who prove to have difficulties or be inducing difficult situations. No two students are alike and this chapter provides several outlets for means of acquiring the necessary knowledge to assist a learner . It also makes sure to provide the reader, assuming the reader is a future (art) teacher, with the knowledge of what they have access to and what is in their rights as the teacher that is required and privileged them by law.
www.weareteachers.com (2014). WeAreTeachers: What We Believe. Retreived from https://www.youtube.com/watch?v=ZnAGgWqG6yo
This is a website that offers an initially abundant amount of information for any of the subjects taught in primary and secondary grade levels and also provides links to other websites that increase the amount of information site explorers/ educators have access to. They have several links to other lessons and resources. They also have links to a variety of grants and contests that attempt to help teachers get the resources they need due to the budget cuts that schools across the country have faced and continue to face into the future. They also have interesting monthly topics in education that the focus on and have reports on special occurrences in the education world whether its about the core curriculum or extracurricular subjects, all methods of teaching are encompassed and shown significance. Their mission is to aid teachers in finding resources for the classroom and help connect educators and service providers.
U.S. Office of Special Education Programs, National Center on Accessing the General Curriculum (2003). NCAC: Differentiated Instruction and Implications for UDL Implementation. Retreived from http://ok.gov/sde/sites/ok.gov.sde/files/DI_UDL.pdf
This is a link to a document that is an Effective Classroom Practices Report. It is reviewing the educational technique of “Differentiated Instruction and the Implications for UDL Implementation”. Differentiated Instruction and Universal Design for Learning are two proven overviews of techniques that have been shown to improve student learning and engagement. Differentiated Instruction and Universal Design for Learning emphasis the fact that no two students are alike and each students learns in their own unique way. Their learning method that works best for them may not work as well or at all for a fellow student in the same grade or class as them. These techniques, when employed by an educator, try to account for as many different kinds of learners as possible and how best to engage and interest the learner. This report provides a definition for each kind of teaching method and a sampling of considerations and curriculum application as well as providing research based evidence for effectiveness in the learning environment. These methods of instruction are not only valuable assets to a general subject teacher but also to teachers who teach “extracurricular” subjects. The method of employment may be approached a bit differently depending on what kind of class the method is being used in but the core goal of how best to engage students remains the same for all educators.