Utilizing The Arts Utilizing The Arts Stephanie D. Young Stephanie D. Young SPED 566 SPED 566.

Utilizing The ArtsUtilizing The Arts

Stephanie D. YoungStephanie D. Young

SPED 566SPED 566


This presentation seeks to:This presentation seeks to: Describe seven teaching ideas that can Describe seven teaching ideas that can

incorporate Visual Arts and Music/Dance incorporate Visual Arts and Music/Dance EducationEducation

Provide useful information about Music Provide useful information about Music Education, Dance and Visual Arts.Education, Dance and Visual Arts.

Describe additional physical or general Describe additional physical or general adaptations that can be made.adaptations that can be made.


Approximately thirty-thousand years ago, Approximately thirty-thousand years ago, human beings drew pictures of animals human beings drew pictures of animals on cave walls. Their picture drawings on cave walls. Their picture drawings were used as a form of communication. were used as a form of communication. Scientist have found that the walls were Scientist have found that the walls were scraped or prepared for the drawings scraped or prepared for the drawings

(Brooke, 2002).(Brooke, 2002).


Drawing was human-beings first form of Drawing was human-beings first form of language or communication. They drew language or communication. They drew the world as the saw it. This the world as the saw it. This demonstrates that drawing is directly demonstrates that drawing is directly linked to our visual awareness and our linked to our visual awareness and our thought process thought process (Brooke, 2002).(Brooke, 2002).


Drawing/Painting helps Drawing/Painting helps improve students:improve students:

1.1. Handwriting SkillsHandwriting Skills2.2. Manual Dexterity Manual Dexterity 3.3. AttentionAttention4.4. CreativityCreativity5.5. Gross & Fine-motor Gross & Fine-motor

skillsskills(Brooke, 2002)(Brooke, 2002)

Improvements in the Improvements in the areas of:areas of:

6. Shape6. Shape7. Size7. Size8. Proportion 8. Proportion


CharcoalCharcoal


Materials: Materials: (Large)(Large)

Vine CharcoalVine Charcoal Compressed Compressed

CharcoalCharcoal Kneaded EraserKneaded Eraser

Continued..Continued.. White PaperWhite Paper Drawing PencilsDrawing Pencils (Brooke, 2002)(Brooke, 2002)


The purpose of this activity is to have The purpose of this activity is to have students compare the differences in students compare the differences in value between compressed and vine value between compressed and vine charcoal charcoal (Brooke, 2002).(Brooke, 2002).


Instruct students to select a piece of Instruct students to select a piece of white paper.white paper.

Instruct students to select a piece of vine Instruct students to select a piece of vine charcoal.charcoal.

Demonstrate the difference between the Demonstrate the difference between the two pieces of charcoal two pieces of charcoal (Brooke, 2002).(Brooke, 2002).


Model drawing a circle with vine Model drawing a circle with vine charcoal.charcoal.

Instruct and model holding the charcoal Instruct and model holding the charcoal between your thumb, forefinger and between your thumb, forefinger and middle finger.middle finger.

Instruct the students to draw multiple Instruct the students to draw multiple circles using their vine charcoal circles using their vine charcoal (Brooke, 2002).(Brooke, 2002).


Model stroking charcoal from side to side Model stroking charcoal from side to side over lapping the layers on the bottom of over lapping the layers on the bottom of your circle.your circle.

Instruct the students to stroke from side Instruct the students to stroke from side to side over lapping the layers on the to side over lapping the layers on the bottom of their circles bottom of their circles (Brooke, 2002).(Brooke, 2002).

Utilizing the ArtsUtilizing the Arts

Instruct the students to select another Instruct the students to select another piece of white paper.piece of white paper.

Instruct the students to put away their Instruct the students to put away their vine charcoal and select their vine charcoal and select their compressed charcoal.compressed charcoal.

Demonstrate the physical and textual Demonstrate the physical and textual difference between vine and compressed difference between vine and compressed charcoal charcoal (Brooke, 2002).(Brooke, 2002).


Repeat the instructional process as you Repeat the instructional process as you did with vine charcoal.did with vine charcoal.

Guide the students through discussions Guide the students through discussions and presentations to express the visual and presentations to express the visual or textual differences between the or textual differences between the charcoals charcoals (Brooke, 2002).(Brooke, 2002).


Adaptations: GeneralAdaptations: General Reduce number of Reduce number of

materialsmaterials Direct and simple Direct and simple

instructionsinstructions Sequential StepsSequential Steps

Adaptations: PhysicalAdaptations: Physical Large utensils usedLarge utensils used Hand over hand help Hand over hand help

(if needed)(if needed) Paper secured with Paper secured with

tape (if needed)tape (if needed)


Gesture DrawingGesture Drawing


Materials: Materials: (Large)(Large) White PaperWhite Paper Charcoal PencilsCharcoal Pencils PensPens Timer Timer (Brooke, 2002).(Brooke, 2002).


The purpose for gesture drawings is for The purpose for gesture drawings is for the students to explore depth perception the students to explore depth perception and space of a picture plane and space of a picture plane (Brooke, 2002).(Brooke, 2002).


Instruct students to select a partnerInstruct students to select a partner Instruct one student out of each group to Instruct one student out of each group to

select a piece of paper and a charcoal select a piece of paper and a charcoal pencilpencil

Explain to the students that they will be Explain to the students that they will be creating a sustained gesture drawing creating a sustained gesture drawing (Brooke, 2002).(Brooke, 2002).


Explain:Explain: That sustained means to be stillThat sustained means to be still That one student will have to remain That one student will have to remain

perfectly still while the other student is perfectly still while the other student is drawing their body drawing their body (Brooke, 2002).(Brooke, 2002).


Model ideal and un-ideal poses for the Model ideal and un-ideal poses for the activity.activity.

Select the drawers and posers.Select the drawers and posers. Have students select a pose.Have students select a pose. Explain that drawers can not look at their Explain that drawers can not look at their

papers while drawing.papers while drawing. Set timer for three minutes Set timer for three minutes (Brooke, 2002).(Brooke, 2002).


Monitor their progress.Monitor their progress. After three minutes instruct students to After three minutes instruct students to

share their drawings with one another.share their drawings with one another. Instruct students to switch positions.Instruct students to switch positions. Set timer for three minutes.Set timer for three minutes. After three minutes allow students to After three minutes allow students to

present their drawings to the class present their drawings to the class (Brooke, 2002).(Brooke, 2002).


Prompt the students to express their Prompt the students to express their perceptions about the drawingsperceptions about the drawings

“ “ Does the drawing look like Susie? How is Does the drawing look like Susie? How is it similar? How is it different? What about it similar? How is it different? What about the drawing is different? What about the the drawing is different? What about the picture is the same? What do you notice? picture is the same? What do you notice? Let’s examine her face etc.”Let’s examine her face etc.”


Adaptations: GeneralAdaptations: General Number of Materials Number of Materials

reducedreduced Easy proceduresEasy procedures Simple DirectionsSimple Directions

Adaptations: Physical Adaptations: Physical Large PencilsLarge Pencils Cushioned PencilsCushioned Pencils Paper secured with Paper secured with

tapetape Dexterity SupportDexterity Support


Pre-historicPre-historic

PaintingPainting


Materials:Materials: Small bags Small bags Spoons Spoons BowlsBowls Vegetable shortening Vegetable shortening

or lard or lard

Painting brushes Painting brushes Mural or finger Mural or finger

painting paper painting paper Masking tape Masking tape DirtDirt


Go for a walk outside with your classGo for a walk outside with your class Instruct students to dig up dirt and place Instruct students to dig up dirt and place

it in a bag. it in a bag. Dig up more dirt of a different color and Dig up more dirt of a different color and

put it in a different bag.put it in a different bag. Explain to the students that thirty-Explain to the students that thirty-

thousand years ago people who lived in thousand years ago people who lived in caves drew on the walls to communicate.caves drew on the walls to communicate.


Explain that the cavemen drew on the Explain that the cavemen drew on the walls because they could not talk.walls because they could not talk.

Go back to class at a work table Go back to class at a work table Instruct students to take out bits of Instruct students to take out bits of

stones or grass. stones or grass. Model and instruct students to mash the Model and instruct students to mash the

dirt up in a bowl or tray.dirt up in a bowl or tray.


Model and instruct students to add a Model and instruct students to add a spoonful of vegetable shortening to the spoonful of vegetable shortening to the dirt to each composite of dirt. dirt to each composite of dirt.

Tape the mural paper on the wall or Tape the mural paper on the wall or table. table.

Instruct student to use paintbrushes or Instruct student to use paintbrushes or toothbrushes to paint on their mural toothbrushes to paint on their mural paper.paper.


Adaptations: GeneralAdaptations: General Directions simple and Directions simple and

directdirect Limited materialsLimited materials Sequential StepsSequential Steps

Adaptations: PhysicalAdaptations: Physical Extended ShovelExtended Shovel Excavation partnerExcavation partner(for assistance with digging and collecting material)(for assistance with digging and collecting material)

Large-cushioned Large-cushioned paint brushpaint brush

Paint with fingers or Paint with fingers or spongesponge


Music/Dance EducationMusic/Dance Education


Through out centuries music and dance Through out centuries music and dance has been used to evoke feelings, images has been used to evoke feelings, images and dreams. Music and dance has also and dreams. Music and dance has also been a reflection of a societies belief been a reflection of a societies belief systems and culture.systems and culture.

Utilizing The ArtsUtilizing The ArtsAccording to United According to United

Cerebral Palsy (2009) Cerebral Palsy (2009) music strategies can:music strategies can:

1.1. Stimulate speech Stimulate speech developmentdevelopment

2.2. Improve cognitive Improve cognitive developmentdevelopment

3.3. Promote Promote SocializationSocialization

4. Improve reasoning ability4. Improve reasoning ability

5. Improve reading skills 5. Improve reading skills

6. Improve motor 6. Improve motor developmentdevelopment

7. Create a positive attitude 7. Create a positive attitude in schoolin school


Define the term downbeat and 32-count Define the term downbeat and 32-count phrases.phrases.

Play a popular song that has been Play a popular song that has been formatted for aerobic exercise. formatted for aerobic exercise.

Model clapping to the beat of the song.Model clapping to the beat of the song. Instruct the students to clap to the beat of Instruct the students to clap to the beat of

the song the song (Dail & Melton, 2009).(Dail & Melton, 2009).


Explain what the downbeat isExplain what the downbeat is Prompt the class to silently count beats Prompt the class to silently count beats

and raise their hands at the beginning of and raise their hands at the beginning of each 32-count phrase or eight measures each 32-count phrase or eight measures (Dail & Melton, 2009).(Dail & Melton, 2009).


Adaptations: GeneralAdaptations: General Extended Extended

Demonstration timeDemonstration time Extended Practice Extended Practice

timetime Begin with a song Begin with a song

that has a slower that has a slower tempotempo

Adaptations: PhysicalAdaptations: Physical Hand over hand Hand over hand

clapping clapping (teacher or partner)(teacher or partner)

Student can use a Student can use a Big Mac as a Big Mac as a response methodresponse method


Turn on up beat musicTurn on up beat music Model walking up and back, step touch, and Model walking up and back, step touch, and

another step touch. another step touch. Prompt students to follow your movement Prompt students to follow your movement

pattern.pattern. Remind students that every four moves of eight Remind students that every four moves of eight

counts each will equal a phrase. counts each will equal a phrase. Help the students to understand the patterns Help the students to understand the patterns

in terms of four groups of eight counts in terms of four groups of eight counts (Dail & Melton, 2009).(Dail & Melton, 2009).


Adaptations: GeneralAdaptations: General Music selection is based Music selection is based

on students intereston students interest Extended demonstration Extended demonstration

timetime Extended practice timeExtended practice time Use music with a slower Use music with a slower

tempotempo Demonstrate Demonstrate

movements in a movements in a sequential mannersequential manner

Adaptations: PhysicalAdaptations: Physical Change leg movements Change leg movements

into hand movements into hand movements Use floor arrows or Use floor arrows or

colors to direct student colors to direct student movementsmovements


Separate students into groupsSeparate students into groups Ask the groups to create dance moves that Ask the groups to create dance moves that

includes four beats per measure for eight includes four beats per measure for eight measures.measures.

Model dance routines that require four beats Model dance routines that require four beats per measure for eight measures.per measure for eight measures.

As you take each a step, count to demonstrate As you take each a step, count to demonstrate that a step represents a beat that a step represents a beat (Dail & Melton, 2009).(Dail & Melton, 2009).


Prompt students to model your dance Prompt students to model your dance movements and counting.movements and counting.

Start the musicStart the music Allow 10 to 15 minutes for each group to Allow 10 to 15 minutes for each group to

simultaneously practice their group routines. simultaneously practice their group routines. Prompt groups to perform their routines for the Prompt groups to perform their routines for the

other groups. other groups. Collaboratively evaluate each performance Collaboratively evaluate each performance

(beats per measure & phrase) (beats per measure & phrase) (Dail & Melton, 2009).(Dail & Melton, 2009).


Adaptations: GeneralAdaptations: General Extend practice time Extend practice time

(group)(group)

Extend modeling Extend modeling timetime

Model movements Model movements sequentiallysequentially

Adaptations: PhysicalAdaptations: Physical Use objects, symbols Use objects, symbols

or instruments in or instruments in place of movements place of movements that represent beatsthat represent beats

Include arm Include arm movements in the movements in the place of leg place of leg movementsmovements


Explain to the students that you will start Explain to the students that you will start tapping on one part of your body and when you tapping on one part of your body and when you point to them they should tap on another part point to them they should tap on another part of their bodies.of their bodies.

Model tapping on one part of your bodyModel tapping on one part of your body Point to each student prompting them to startPoint to each student prompting them to start beating on a different part of their body beating on a different part of their body

(Dail & Melton, 2009).(Dail & Melton, 2009).


AdaptationsAdaptations Direct and simple instructionsDirect and simple instructions Extended instructionExtended instruction Extended practice timeExtended practice time Video demonstrationsVideo demonstrations


ConclusionConclusion

In this presentation we have learned of In this presentation we have learned of seven ideas or lessons that incorporate seven ideas or lessons that incorporate the use of the arts. The Arts play an the use of the arts. The Arts play an important role in the development of important role in the development of students attention, creativity, manual students attention, creativity, manual dexterity, speech, cognition, socialization, dexterity, speech, cognition, socialization, fine and gross motor skills.fine and gross motor skills.

Utilizing The ArtsUtilizing The ArtsConclusion Cont..Conclusion Cont..

Children with disabilities need every Children with disabilities need every opportunity to develop such skills. opportunity to develop such skills. However, educators of the arts need to However, educators of the arts need to employ their creative talents to find employ their creative talents to find methods of adaptation that will meet the methods of adaptation that will meet the students diverse needs.students diverse needs.

Utilizing The ArtsUtilizing The Arts ReferencesReferences

Brooke, S. (2002). Drawing As Expression: Techniques and Concepts. Upper Saddle River, NJ: Brooke, S. (2002). Drawing As Expression: Techniques and Concepts. Upper Saddle River, NJ:

Prentice HallPrentice Hall

Dail, T .& Melton, D. (Sep, 2009). Developing Aerobic Dance Routines: A Method for Instructing Dail, T .& Melton, D. (Sep, 2009). Developing Aerobic Dance Routines: A Method for Instructing

Undergraduate Group Fitness Leaders. Recreation & Dance. Journal of Physical Education, Undergraduate Group Fitness Leaders. Recreation & Dance. Journal of Physical Education,

Vol. 80, Iss. 7, p. 23-28,41 (7 pp.) Vol. 80, Iss. 7, p. 23-28,41 (7 pp.)

United Cerebral Palsy (2010). Therapy Options. Benefits of Music for Children with Special Needs: United Cerebral Palsy (2010). Therapy Options. Benefits of Music for Children with Special Needs:

Tips for Parents and Educators. Retrieved February 3, 2010 from Tips for Parents and Educators. Retrieved February 3, 2010 from

http://www.ucp.org/ucp_channeldoc.cfm/1/16/98/98-98/5093http://www.ucp.org/ucp_channeldoc.cfm/1/16/98/98-98/5093

Utilizing The Arts Utilizing The Arts Stephanie D. Young Stephanie D. Young SPED 566 SPED 566.

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