Differentiating Instruction in The Art Classroom

[Gini]

Differentiating Instruction in The Art Classroom
Gaps:
ELL: The way I include all students to choice in the Art room, is
through the use of Google images. Students have the keywords
brainstormed on the smartboard for them to use in searching out images
of Art they would like to make based on the theme.
Physical Disabilities: Most of my students, with physical
disabilities, can use one hand. I provide the third hand which allows
them to use their one hand to work freely. I have arranged mirrors
and adapted tools for a student who could only use her feet. But in
my subject, these students use the same programs as other students.
Reading Disabilities: By allowing my students to choose a project
that is at their level, and through the use of Google images, my
students are able to choose three ideas for projects. I am able to
guide them in a project they can complete with the materials I have on
hand. Using pictures, my students are able to work independently.
Experiential inequities: My students come from deprived areas of
Middle and South America, Haitii, Jamaca and Puerto Rico. They have
very limited opportunites to experience anything other than life in
their neighborhood. Most are on foot. Google Images gives them a
wealth of ideas and images based upon a theme. In a short time they
are exposed to a tour of the Art of any given theme.
Mathematic inequities: Students who do not know how to use rulers or
math are given premarked guidance for independent practice.
Behavioral Disabilities: Students with behavioral issues seem to
perform better when given the choice of project. I have seen
significant increase in engagement through the use of Google Images.
Students feel a sense of control, and they are happy to work on their
own ideas.
Where I run into trouble is during the critique portion of my units.
Students usually write about their experience. Students hate writing
and most of them hate it because they are unable to express themselves
well in writing. I intend to incorporate Voice Thread into my lessons
to allow students to respond to the process and to the work of
others. There is still many ways for students to use Voice Thread,
typing, phone, microphone and podcasts.
The other place I have trouble with Experiential inequities is
students who have not experienced the basic processes expected by
their age group in the USA. I have tried using video to demonstrate
process and will create a list of utube, teachertube and videos for
students to use to rewind and learn. This will allow them to catch up
with other students to improve their own experience.
I also use videos from Discovery Education to gain access to areas
around the world, so all students gain a better understanding of the
culture of the world at large.
My subject, and schedule of approximately 22 hours per school year,
does not lend itself to a great deal of extra time for technology. My
subject is a hands-on subject and technique and process are the vast
majority of my curriculum. With the language barriers I meet daily,
visual images and hands on work best. I am able to include the about
listed technologies in my 4th -8th grade classes. Students will gain
experience on the global internet, social networks, and Voice Thread.
They will use Google images, surf the internet, use word processing,
and will experience Voice Thread this coming year. Students will also
learn about demonstrations available on the web for them to learn
about things independently. I think that is a lot for a subject that
allows 22 hours per year.

[Robby Culpepper]

It sounds like you have a very diverse classroom. I can imagine that
the students would probably like to create art that reflects them and
their background, so that could make for some very interesting art.
It would be nice to have some iPads or tablet PCs so that students
could draw directly onto a computer and create some digital art using
Photoshop or another program, but maybe they will in high school or
college.