Accessibility and inclusivity are key to a thriving art classroom. I aim to create a safe, welcoming space where all students feel empowered to explore their creativity and express their unique perspectives. By incorporating diverse resources and showcasing artists from different backgrounds, I strive to promote awareness and inspire students to create, connect, and grow together.
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DEEP DIVE: RESEARCH
For my deep dive project, I researched ADHD and online learning, a crucial topic as many students with ADHD face unique challenges in virtual environments. Understanding these difficulties is essential for creating strategies that support their engagement and success.
Below are examples of a brochure and video made to go along with this research:
Below are examples of a brochure and video made to go along with this research:
Above is a brochure which goes in deph of ADHD and its effects on online learning.
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MAINE STATE TEACHING STANDARDS
Standard 2: Learning Differences
The teacher uses an understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to reach their full potential.
During my fieldwork at Lincoln Middle School, more than half of our students are English is Second Language Students. Due to this, worksheets and visual aids were made in spanish so students can understand the lessons and complete them to their full potential, like used at Boys and Girls Club in Portland, ME and used on a worksheet for Lincoln Middle School in Meriden, CT.
Another instance occurred during our After-School Art Fair activity, where a student with special needs wanted to paint a pumpkin but found it challenging to pour their own paint. To support their creativity, we provided acrylic paint markers as an alternative. This adjustment allowed the student to fully engage with the activity, and they took great pride in painting their pumpkin.
During our trip to the Portland Museum of Art (PMA), I encountered a situation where time constraints made it challenging for students to fully complete their projects. To address this, I provided each student with colored pencils to take home, enabling them to finish their work at their own pace. This small gesture ensured that the students’ creative vision wasn’t limited by external factors like time or resources and reinforced the idea that their artistic efforts are valued and supported.
Below, Click the title of each Lesson Plan to access the lesson:
Leaf Suncatchers (Elementary School)
Paint a Pumpkin (Middle School)
Educators to allow conversation
in Another Language
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Standard 3: Learning Environments
The teacher uses an understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to reach their full potential.
During many of my lessons, I arranged for all students to work collaboratively at a shared table rather than in isolated or segregated settings. This approach fostered open communication and encouraged the exchange of ideas during the creative process. By ensuring that all students, regardless of their individual needs, participated alongside their peers, I was able to cultivate a welcoming and supportive atmosphere that empowered every learner to engage fully in the act of making. We included the large table for both fieldwork experiences at Wayflete and with Bonny Eagle High School. We noticed students enjoyed working together and dicussing ideas and processes with one another which sparked creativity and collaboration.
To help students reach their full potential as artists during fieldwork, we provided a range of materials, allowing them to explore creatively while working with what felt comfortable and aligned with their interests. Not only were students able to work with materials they were familiar with, but also able to explore new materials .
I was able to do a Creative Challenege in Lincoln Middle School where students were able to work collaborativly on a large piece of paper to be able to allow freedom of creativity in the classroom before spring break. Students were able to try something new with their classmates and create a piece that got hung in the classroom later on.
To the right is an Visual Journal done early on in the program that focuses on collaboration in the classroom.
at Linocln Middle School
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Standard 07: Planning for Instruction
The teacher draws upon knowledge of content areas, cross-interdisciplinary skills, learners, the community, and pedagogy to plan instruction that supports students in meeting rigorous learning goals.
When developing lessons, I carefully crafted specific and detailed plans to ensure an engaging and effective learning experience for all students. A critical component of this process involved incorporating accommodations and modifications to support diverse learning needs. These considerations were systematically included in a designated section of the lesson plan, allowing for thorough preparation and seamless implementation to ensure that every student could actively participate and succeed in the art classroom. These accommodations help students follow the lesson descirption to lead to their success.
When developing lessons, I carefully crafted specific and detailed plans to ensure an engaging and effective learning experience for all students. A critical component of this process involved incorporating accommodations and modifications to support diverse learning needs. These considerations were systematically included in a designated section of the lesson plan, allowing for thorough preparation and seamless implementation to ensure that every student could actively participate and succeed in the art classroom. These accommodations help students follow the lesson descirption to lead to their success.
I also was able to take student feedback into account by allowing one of my classes at Lincoln Middle School to be able to choose their own artstic journey by allowing them to write a proposal of what they would like to make. This allows students to be able to work at their own pace and create something that intrests them. Many times, students may perfer a certain medium over another, so allowing them to experiement on their own builds confidence and creative thinking.
Standard 10: Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for students' earnings, and to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth and to advance the profession.
During our Adventures in Art lesson at Bonny Eagle High School, we incorporated a collaborative activity inspired by the ICA exhibition. Students worked together to rank various objects based on their perceived power, engaging in thoughtful discussions and ensuring that every voice was heard in the decision-making process. This activity not only deepened their understanding of the exhibition's themes but also highlighted the value of collective input and diverse perspectives.
To create the lesson plan for Adventures in Art, Meagan B, Zach, and I collaborated by incorporating our own personal interests and diverse perspectives. This helped us design a lesson for AP Art students that encourages creative thinking and processes they can apply to their AP projects later in the semester.
Adventures in Art (High School)
Not only has collaboration occured during our fieldwork experiences, I had the oppurtunity to work with cohourt members Sasha and Megan S. to create an accessability tool for students who struggle with gripping artistic materials. This experinece allowed myself to brainstorm with others and create a tool/video anyone can use and follow.
See the Video Here The Gripper
Lastly, At Lincoln Middle School, Students were able to collaborate during a Creative Challenge Called “Zombie Drawings”, where students were able to draw one body part at a time, passing the paper to create ‘Zombies’ and explore the process of collabrative drawing!
During our Adventures in Art lesson at Bonny Eagle High School, we incorporated a collaborative activity inspired by the ICA exhibition. Students worked together to rank various objects based on their perceived power, engaging in thoughtful discussions and ensuring that every voice was heard in the decision-making process. This activity not only deepened their understanding of the exhibition's themes but also highlighted the value of collective input and diverse perspectives.
To create the lesson plan for Adventures in Art, Meagan B, Zach, and I collaborated by incorporating our own personal interests and diverse perspectives. This helped us design a lesson for AP Art students that encourages creative thinking and processes they can apply to their AP projects later in the semester.
Adventures in Art (High School)
Not only has collaboration occured during our fieldwork experiences, I had the oppurtunity to work with cohourt members Sasha and Megan S. to create an accessability tool for students who struggle with gripping artistic materials. This experinece allowed myself to brainstorm with others and create a tool/video anyone can use and follow.
See the Video Here The Gripper
Lastly, At Lincoln Middle School, Students were able to collaborate during a Creative Challenge Called “Zombie Drawings”, where students were able to draw one body part at a time, passing the paper to create ‘Zombies’ and explore the process of collabrative drawing!
W
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