Note: To protect the privacy of our members, e-mail addresses have been removed from the archived messages. As a result, some links may be broken.

Lesson Plans

Re: Adapted art question

[ Thread ][ Subject ][ Author ][ Date ]
Melissa Enderle (melissae)
Tue, 09 Nov 1999 21:31:25 -0600


I once worked with an autistic boy who I would consider a savant. He could
draw incredible images of buildings in 3 point perspective (as a third
grader) from an aerial view. However, that is all that he wanted to draw.
What I did was start him from where he was comfortable. I let him draw
buildings, but I gradually moved him from his comfort point to other things.
We would try art media similar to his usual crayons - color pencils, etc. I
then had him work in clay - much different than his usual stuff. His
repitoire did increase, as did his comfort level.

Try to figure out what it is that is causing the student to keep drawing the
same thing. If you're drawing let's say - a bird, have the child look at
the bird. Very specifically point out the basic shapes and components of the
bird - wings, beak, etc. Have the shapes or other items ever been pointed
out (concretely) to the child? Has anyone ever challenged him/her to record
specific observations - or is the familiar figure a simple stereotype symbol
that is easy to reproduce? Be sure to praise any deviation from the
stereotype, as that will encourage further exploration.

There will be some kids that will not change much developmentally, but I
feel it is up to us as teachers to try as many things to give them every
opportunity to express themselves in a variety of media - who knows, one
might have a breakthrough!
| Melissa Enderle |
/)| melissae |(\
/ )| || \
__( ( art teacher/ adaptive art /_) ) )__
((( \ \ /_) / / / ) ))
(\\\ \ \_/ / \ \_/ / ///)
\ / \ /
\ _/ \_ /
/ / \ \
/ / \ \
Melissa Enderle

> Hi Melissa, and others who specialize in adapted art teaching --
> A 1st grade student's aide asked me a question today that I couldn't answer
> -- thought I'd check with my knowledgeable net-buddies. The student always
> draws the same symbol for the subject in her drawings -- two circles, two
> legs and a face -- no matter if it's a picture of a person or an animal.
> The aide was looking for suggestions to steer this girl toward developing a
> more mature or varied drawing response. Is it possible (or desirable) to
> teach children with disabilities how to draw "properly"?
> Thanks for any insight you can give me!
> Liz in rural NY

You are currently subscribed to artsednet as:
To unsubscribe send a blank email to leave-artsednet-4261K