Académique Documents
Professionnel Documents
Culture Documents
Art, Craft,
Design
Guidelines for Teachers of Students with
MILD
General Learning Disabilities
Contents
Introduction 3
Exemplars 12
Appendices 62
Guidelines Mild General Learning Disabilities / Art, Craft, Design / POST-PRIMARY
Introduction
It is important to remember
that while the Art, Craft, Design Creating real contexts for
programme offers opportunities learning though art
for illustrating and recording The student with mild general learning disabilities
learning in other subject areas, it needs to have the basics of communication and
learning explicitly presented to him/her, and needs to
should be taught as a subject in
be afforded maximum opportunities for learning. In
its own right. For the student with practical terms, the teacher should concern himself/
mild general learning disabilities, herself with creating contexts for art learning that are
a comprehensive art, craft, design relevant to the students overall learning and that also
allow Art, Craft, Design to inhabit the domain that is
education can play a substantial
embodied in the clich art for arts sake. Just as words
role in his/her cognitive and are all around us, so too are visual images.
emotional development.
The graphic quality of art can be explored in the
making of books, posters, magazines, and greetings
cards, in responding to advertisements, and a variety
of media.
Guidelines Mild General Learning Disabilities / Art, Craft, Design / POST-PRIMARY
By making art and responding to art the The art process is an ideal forum for an exploration
communicative and expressive characteristics of it are of self-concept and the concept of individuality. The
understood; art is a visual language in its own right. It student with mild general learning disabilities may
is imperative that the student develops visual literacy have difficulties in these areas. Lack of confidence and
skills and assimilates the symbolic nature of visual art, low self-esteem can cause feelings of inadequacy. Art
so that he/she may interpret the world around him/her activities should focus on process and can be open-
and be able to use other communication options when ended in terms of product, allowing for difference and a
oral or written language are not effective for him/her. variety of possible personal responses.
By providing access to a complete Art, Craft, Design
curriculum, the student is enabled to decode and
find meaning in colours, visual conventions, graphic The importance of knowing the
representations and text that he/she may not be able
stages of art development in the
to read. For example, by training the student to assess
typefaces and lettering styles the student can know a
child
comic book from a book of prose. By understanding In art education, as with all teaching, the teacher
the meaning attached to graphic images he/she can needs to be aware of the developmental nature of
know signs/posters that indicate danger and can get learning. When the students current stage of learning
excited by the poster or book about the circus. and development is determined, his/her learning
needs can be established and catered for. The Art,
The student will need to learn that visual imagery is Craft, Design curriculum and an exploration of the
everywhere, that it is a critical component of living, and elements involved can be accessed by the student
that making aesthetic decisions affects the quality of a when the learning task is adapted to meet his/her
persons life. There are artistic choices to be made in needs. Interestingly, the stage at which the student
arranging food on a plate, in setting a table, in choosing functions in terms of drawing offers the teacher a
furnishings, and in presenting oneself. The teacher can wealth of information about the students general
help students to appreciate the value and importance learning.
of such choices in many ways. The social aspect of
art can be explored by tuning into art projects in the
students community. How art is used to enhance the Talking about art
environment and how it empowers people can be
There are clearly important links between thinking
examined. The art of disabled artists and art/crafts of
about art, making art, and talking about art. Talking
the travelling community can be viewed and discussed.
about art develops learning, clarifies meaning, and is
The cultural dimension of art can be examined by
important for responding.
comparing, contrasting, and experimenting with the
art of different peoples and by exploring the imagery of
Oral language has a role in developing ideas, in
ethnic groups such native Australians, Africans, and
clarifying experiences, and in suggesting ways in
native Americans. Examples of traditional Irish imagery
which one might proceed with an idea. The Primary
both in the work of the past and in contemporary art, for
School Curriculum suggests guided discovery as a
example Celtic motifs, the man made landscape, and
means of encouraging the student to discover the
native craft traditions can be examined and explored.
expressive possibilities of a variety of materials and
tools. Teacher talk is an essential component of the
It is important to focus on the historical dimension
guided discovery process. By identifying the students
of art by linking events to art production. Examples,
developmental stage the teacher can place verbal
among many others, might include the recent upsurge
emphasis on areas that will help the student to explore
in commissioned public sculpture, the prevalence
fully the potential of the stage he/she is at, and so
of portraiture in continental Europe amongst the
pave the way for future development.
bourgeoisie in the 16th and 17th centuries, and
the dearth of native Irish art during the famine. Art
through the ages should be discussed and paintings,
sculptures, and buildings analysed to find out what
they tell us about life in times gone by.
Guidelines Mild General Learning Disabilities / Art, Craft, Design / POST-PRIMARY
As the student progresses the teacher should tailor This can be achieved by
discussion of the students artwork to his/her ability, n ensuring that objectives are realistic for the
working through the concepts to be learned. It is students
important that discussion of this nature is open-ended,
n ensuring that the learning task is compatible with
through which the teacher facilitates learning by
prior learning
gently eliciting from the student information about the
process, content, and meaning of the work. By talking n providing opportunities for interacting and working
about his/her work, the student is learning about his/her with other students in small groups
creativity and how he/she perceives the world. n spending more time on tasks
It is important to bear in mind the need for clear and n organising the learning task into small stages
concise verbal instruction in demonstrating techniques n ensuring that language used is pitched at the
or the use of tools, in describing situations, objects, students level of understanding and does not
or tasks, and in responding to the work of others. For hinder understanding the activity
some students, a task will need to be broken down
n using task analysis outlining the steps to be
into short sessions of instruction. Reinforcement of the
learned/completed in any given task
ideas discussed and the elements explored will also
be important. n posing key questions to guide students through the
stages/processes and to assist in self-direction and
correction
Emphasising the language of n using graphic symbols as reminders to assist in
responding understanding the sequence/steps in any given
task/problem
The language of responding needs to be focussed upon
and constantly be revisited, using a variety of contexts. n modelling task analysis by talking through the
Such language is invaluable in its potential application steps of a task as it is being done
and the concepts that underpin it form the basis for n having short and varied tasks
living skills. What I like and what I dont like are
fundamental to self-concept and aesthetic sensibility. n creating a congenial learning environment by using
concrete and, where possible, everyday materials,
and by displaying word lists and laminated charts
with pictures.
Individual differences in talents,
strengths, and needs
All students will benefit from a variety of teaching styles
Teaching strategies
and classroom activities. Students with mild general When planning for teaching and learning in the area of
learning disabilities will benefit particularly if the teacher Art, Craft, Design a variety of teaching strategies needs
is aware of their individual talents, strengths, and needs to be considered.
before embarking on a new activity. Consultation with
and/or involvement in the Individual Education Planning These will respond to potential areas of difficulty
process as well as teacher observation will assist the students with mild general learning disabilities may
Art, Craft, Design teacher in organising an appropriate have such as oral and written communication,
learning programme for a student with mild general problem-solving, and the retention of facts and
learning disabilities. Such an approach will assist the concepts. The tables that follow list some of these,
teacher in selecting suitably differentiated methods and suggests appropriate strategies for classroom use.
for the class. If learning activities are to be made
meaningful, relevant, and achievable for all students It is important to remember that not all students with
then it is the role of the teacher to find ways to respond mild general learning difficulties experience all of
to that diversity by using differentiated approaches and these difficulties. Neither is it an exhaustive list. These
methodologies. are strategies which help overcome some of the most
commonly found areas potential of difficulty.
Guidelines Mild General Learning Disabilities / Art, Craft, Design / POST-PRIMARY
11
Guidelines Mild General Learning Disabilities / Art, Craft, Design / POST-PRIMARY
Exemplars
12
Exemplars provided
No. Syllabus Topic Exemplar Title Page
1 Observation and drawing My home and its surroundings 13
2. 3-D Mask Making 35
3. Ceramics First Year Make a model of a bird 42
4. Ceramics Third year Decorative head piece 52
5. Graphic design Research based graphic design 57
Appendices to exemplars 62
Guidelines Mild General Learning Disabilities / Art, Craft, Design / POST-PRIMARY
Resources
Photographs and relevant pictures of the theme, for example Vincent van Goghs Washerwomen on the
Canal Bank (Reed pen and china ink) or View of Arles (Reed pen and Indian ink)
Work by artists who drew from observation, such as Matisse, Cezanne, Rembrandt, Coldstream, da Vinci,
Durer, Giacometti, Pisanello, Hockney, Ingres, and Japanese and Chinese artists
Lead, graphite, and charcoal pencils of varying grades
A range of brush sizes
Papers
Coloured pencils
Still life objects
Guidelines Mild General Learning Disabilities / Art, Craft, Design / POST-PRIMARY
Homework Activity
Activity 8
Homework Activity
Activity 11
Activity 12
Homework Activity
Activity 16
On worksheet 8 students
reflect on techniques used.
Guidelines Mild General Learning Disabilities / Art, Craft, Design / POST-PRIMARY
Worksheet 1
HB
pencil
2B
pencil
22
4B
pencil
Note: A list of words is supplied to students for the folder, and is displayed with illustrations in classroom.
Guidelines Mild General Learning Disabilities / Art, Craft, Design / POST-PRIMARY
Worksheet 2
Mesh-like cross
hatching
Cross-hatching in
two directions only
Short-stroked
cross-hatching
Varied pressure
Guidelines Mild General Learning Disabilities / Art, Craft, Design / POST-PRIMARY
Worksheet 3
Rapid detached strokes Loose cross-hatching Dense cross-hatching Dense lines with even
pressure
24
Note: Samples of all of the above are illustrated on a handout for the students.
Guidelines Mild General Learning Disabilities / Art, Craft, Design / POST-PRIMARY
Worksheet 4
Semi-dry brush
Heavy straight
strokes
25
Curved strokes
Curved cross-
hatching
Rapid brush
strokes
Patches broken up
by gaps
Areas of cross-
hatching with
strokes going in
different directions
Note: Samples of all of the above are illustrated on a handout for the students
Guidelines Mild General Learning Disabilities / Art, Craft, Design / POST-PRIMARY
Worksheet 5
(This is a group activity. Working in pairs/groups will support students who may have difficulty with reading and
understanding the text for this activity.)
Worksheet 5 (continued)
(This is a group activity. Working in pairs/groups will support students who may have difficulty with reading and
understanding the text for this activity.)
Squares
Rectangles
28
Circles Ovals
Guidelines Mild General Learning Disabilities / Art, Craft, Design / POST-PRIMARY
Cubes
Triangles or pyramids
29
Cylinders
Guidelines Mild General Learning Disabilities / Art, Craft, Design / POST-PRIMARY
Worksheet 6
(Activity 6)
Representative textures. Record textures found around the house or in your environment.
Worksheet 7
(Activity 10)
Creating tone with
a) Lead pencil
b) Graphite pencils
Complete this tonal ladder as smoothly and evenly as possible using ONE of your lead pencils.
(A chart should be available to students illustrating variance in shading from light to dark.)
31
Complete this tonal ladder as smoothly and evenly as possible using ONE of your graphite pencils.
Worksheet 8
Homework Activity
Note: These instructions will need to be communicated carefully to the students, as the reading level would
be too difficult. Modelling the activity and working through its stages should prepare them for an unsupervised
assignment.
Reflection
When you have finished your drawing refer to the list below and underline which of the following drawing
elements you have used.
Pair/Group Evaluation
33
5. Which parts of the work did we not like doing?
7. Did the work turn out the way we expected it would? Comment on why it did or did not.
9. What have we discovered about the materials we have used? What was new or exciting?
Guidelines Mild General Learning Disabilities / Art, Craft, Design / POST-PRIMARY
Ask this person to suggest another person in your school who is involved in the school art world.
Resources
Support studies involving visits to museums/galleries that have examples of masks from various cultures
Researching contextual information in libraries, on the internet, etc.
Researching ethnic masks and gargoyles in books
Viewing slides of masks
Guidelines Mild General Learning Disabilities / Art, Craft, Design / POST-PRIMARY
40
Guidelines Mild General Learning Disabilities / Art, Craft, Design / POST-PRIMARY
Notes for a teacher led discussion for the introduction of the topic
Display selection of masks that reflect different cultures and locations as well as pictures of ethnic masks
alongside everyday masks, such as a hurlers mask, a welders mask, a beekeepers mask, or a Halloween mask.
Find out about masks in various cultures. Emphasise that masks are not only visually interesting but also things
that have significant meaning and purpose. As students examine the visuals on display discuss
41
After the discussion (which may take a number of class periods) encourage the students to
Resources 43
Sieves
Rollers
Clay Tools
A variety of small items for impressing into clay
Wooden guides
A water sprayer
Newspapers
Sketchbooks
Opportunities to explore a wide range of both contemporary and historical cultures
White earthenware clay
Kilns
Decorating slip
Body contextual resource material from stains
Guidelines Mild General Learning Disabilities / Art, Craft, Design / POST-PRIMARY
Homework Activity 2
Homework Activity 3
Students can
Weeks 4 and 5
Students are encouraged to
Homework Activity 4
Homework Activity 5
Week 6 47
KEY WORDS Biscuit fired Earthenware How did I make my final piece?
Greenware Coiling Pinching
(Match key
Modelling Glaze-firing Oxides
words with
Decorating Slip Slab building
illustrations.)
Impressing Graffito
Kneading Slurry Kiln Firing
Guidelines Mild General Learning Disabilities / Art, Craft, Design / POST-PRIMARY
Ceramics questionnaire
(The teacher can read or provide a tape of this worksheet to help students to complete it successfully.)
Pair/group activity
b) C
lay is a natural substance
and comes from the
ground.
c) C
lay is a natural substance
and is made from the bark
of a tree.
b) a method of decoration 49
c) Glaze
c) Throwing
50
b) A type of pot
c) A clay-modelling tool
8. Firing refers to a) b
uilding forms using
cheese-hard clay
Resources
Sieves, Rollers, Clay Tools, A variety of small items for impressing into clay, Wooden guides, A water sprayer,
Newspapers, Sketchbooks, Oxides, Whirlers, Glaze, White earthenware clay, Kilns, Decorating slip, and Body
stains
A wide range of contextual resource material from both contemporary and historical cultures
Guidelines Mild General Learning Disabilities / Art, Craft, Design / POST-PRIMARY
Note
Is it art?
Why is it art?
Why is it not art?
Does seeing the headpiece
separately enhance its beauty or
detract it?
Why is this?
What does the artefact tell us
about the values, ideals, and
customs of the artists who
created it?
Class Activity 3
Weeks 4 and 5
Class Activity 5
Homework Activity 3
Week 6
Class Activity 7
A drama with music, based on
artefacts produced, is created
and produced.
The process is discussed and
evaluated.
Guidelines Mild General Learning Disabilities / Art, Craft, Design / POST-PRIMARY
Resources
Pencils, Crayons, Papers, Cards, magazines, Newspaper articles/cuttings, fashion magazines
Water, Glue, Brushes, Calligraphy and typeface catalogues, visuals, felt-tip markers 58
Visits to art galleries and museums that offer relevant examples from various cultures, contextual
information available in libraries, on the internet, etc., cross- cultural comparisons spanning different
historical periods
Guidelines Mild General Learning Disabilities / Art, Craft, Design / POST-PRIMARY
Class activity
Weeks 5 and 6
The students
create a graphic piece
influenced by their research
display their work.
Guidelines Mild General Learning Disabilities / Art, Craft, Design / POST-PRIMARY
Appendices
Appendix 1
The Design Process and an Inventory of Design Skills
These are the skills the student will acquire in engaging in the process of design.
Appendix 2
The following is a sample vocabulary students might need.
It should be accompanied by a pictorial representation of the terms.
64
Mass (Illusion and Actual) Three dimensional techniques
n Mostly solid forms > Carving, casting, modelling, assembling
n Mostly open forms > Computer generated
Appendix 3
Students may use the following issues to structure their research.
1. Identification
Identify the artefact that is being considered as a source for ideas. List the artist, (if possible), the medium used,
the date, and the culture to which it belongs.
2. Description
Describe the artefact in terms of
n sacred object
n used in a ritual or ceremony
n indicative status or membership in a special group?
5. Idea Source
Given the artefacts meaning and purpose in its culture, what aspects, if any, would the students consider using in
their own artwork? Have them explain or sketch how they might use the idea(s).