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TEACHING STRATEGIES FOR STUDENTS WITH EXCEPTIONALITIES IN THE SECONDARY ART CLASSROOM WITH A FOCUS ON STUDENTS WITH AUTISM, DOWN SYNDROME, AND VISUAL IMPAIRMENT
Title
TEACHING STRATEGIES FOR STUDENTS WITH EXCEPTIONALITIES IN THE SECONDARY ART CLASSROOM WITH A FOCUS ON STUDENTS WITH AUTISM, DOWN SYNDROME, AND VISUAL IMPAIRMENT.
Creator
Fannan, Cheyanne Maree, McGann, Debra, Killingsworth Roberts, Sherron & Hoffman, Elizabeth, University of Central Florida
Abstract / Description
The intent of this thesis is to discover teaching strategies for students who have exceptionalities with a focus on students who have Autism, Down syndrome, or Visual Impairment and how these teaching strategies can be used to teach students in a mainstreamed secondary art classroom. Since the mainstreaming of the public school system has increased, students with exceptionalities have caused uncertainty among teachers about which teaching strategies to use in the classroom to meet all of...
Show moreThe intent of this thesis is to discover teaching strategies for students who have exceptionalities with a focus on students who have Autism, Down syndrome, or Visual Impairment and how these teaching strategies can be used to teach students in a mainstreamed secondary art classroom. Since the mainstreaming of the public school system has increased, students with exceptionalities have caused uncertainty among teachers about which teaching strategies to use in the classroom to meet all of their students needs. New teaching strategies need to be brought into the classroom to change the way students are learning. This thesis will include: the general facts, characteristics, accommodations, and modifications of Autism, Down syndrome, and Visual Impairment. An understanding of how students with Autism, Down syndrome, or Visual Impairment learn and what teaching strategies can be used in a secondary art classroom to provide the least restrictive learning environment to the students will be addressed. Suggested teaching strategies for students with Autism include the use of visualizations, change in pace, adaptive tools, and choosing materials wisely. For students with Down syndrome include simplification, repetition, breaking the lesson down into parts, and pacing. Students with Visual Impairment will need tactile materials, clear wording, descriptive visuals, and labeling, light, and intense color.
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Date Issued
2017
Identifier
CFH2000248, ucf:46000
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000248
NAEP-Related Visual Arts Assessment in Classroom Applications
Title
NAEP-Related Visual Arts Assessment in Classroom Applications.
Creator
McGann, Debra, Brewer, Thomas, Xu, Lihua, Kaplan, Jeffrey, Olan, Elsie, University of Central Florida
Abstract / Description
This action research study investigates classroom visual art assessments and their potential to improve teacher instruction and student learning. In order to examine this topic more thoroughly, a National Assessment of Educational Progress (NAEP)-related classroom assessment was designed and administered to the researcher's Drawing and AP Art History classes. Students were also asked to fill out a questionnaire that asked about their past art experiences and motivation to participate in art...
Show moreThis action research study investigates classroom visual art assessments and their potential to improve teacher instruction and student learning. In order to examine this topic more thoroughly, a National Assessment of Educational Progress (NAEP)-related classroom assessment was designed and administered to the researcher's Drawing and AP Art History classes. Students were also asked to fill out a questionnaire that asked about their past art experiences and motivation to participate in art activities such as creating art work outside of the school setting or attending an art museum. Students observed, described, and analyzed contemporary artwork, and they created and wrote about their own original works of art. The use of contemporary art exemplars led to some of the most interesting findings; namely, that students felt free to create their artwork in a contemporary style that was less about technical elements and more about the meaning they wished to convey. In general, the AP Art History students' written contemporary art criticism scores were significantly higher than the scores of both of the studio drawing classes. Artwork scores of AP Art History, Drawing I, and Drawing II students showed no significant difference. Interestingly, all three groups indicated they were highly motivated to look at works of art, create art in school, and make artwork outside of the school setting. Also noteworthy was the relatively high number of students who indicated that the contemporary artwork they analyzed influenced the mother and child artwork they created. It could be surmised by this study that a NAEP-related assessment is a beneficial method for improving teacher instruction and student learning in visual arts education.
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Date Issued
2013
Identifier
CFE0005032, ucf:50008
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005032