What questions do you have?

Grab a post-it.

Write your thoughts down.

Share it on the poster.

Arts & Inclusive LearningTennessee

Jaehn Clare, VSA Georgia Kati Blair, VSA Massachusetts

Goals & Objectives

Inclusive, arts-Integration and arts instruction requires persistence and risk-taking.

Arts processes can serve as inclusive strategies and promote self-agency in students with and without disabilities.

• Moving our bodies• Making art • Reflecting on arts processes as inclusive

strategies• Creating next step plans 

What are we doing today?

What is your definition of disability?

Mary's Powerpoint

 

Take a Break

Engagement (The Why)

Stimulate interest and motivation in learning

Sculpture

1st roundChoose a word.Think about what you want to express and show it with your body.

2nd round With your partner, choose who will be the art material and who will be the sculptor. Look at the UDL posters you may pick any word anywhere on the paper to express.

3rd roundPick a term from your envelope.Build a tableau without speaking to each other.Share the tableau with the whole group.

What do you see? Representation

EngagementExpression or Action

What do you see that prompts you to say that?

What else do you notice?

What did you notice?

7. Provide options for recruiting Interest

7.1 Optimize individual choice and autonomy

7.2 Optimize relevance, value and authenticity

7.3 Minimize threats and distractions

What did you notice?

8. Provide options for sustaining effort and persistence

8.1 Heighten salience of goals and objectives

8.2 Vary demands and resources to optimize challenge

8.3 Foster collaboration and community

8.4 Increase mastery-oriented feedback

What did you notice?

9. Provide options for self-regulation

9.1 Promote expectations and beliefs that optimize motivation

9.2 Facilitate personal coping skills and strategies

9.3 Develop self-assessment and reflection

Time for Lunch

Exercise Your Perception

• Work with a partner.

• Don't show the image to your partner. 

• Describe what you see without using the proper name (if you know what it is), be as accurate as possible, use descriptive words; measurements, angles, textures, comparisons, etc.

• Draw what you hear.

• Switch roles with your partner.

• Discussion: How close is your image to what your heard? What were some ways to your success or barriers that you faced? How did you feel in the process? Problems?

Representation (The What)

The way information and content are presented

Reflection on Representation

Review your UDL lens provided before the start of the lesson.

What are you already doing that addresses the guideline or checkpoints?

Discuss with your partner and write it on a post-it. 

Share by posting it under the guideline.

Take a Break

Expression (The How)

How students act on and express what they know?

  Bookmaking

Step 1: Choose your materials

Assorted papersStick or pencil (binding)

rubber band or yarnScissors

Assorted design materials

Step 2: How to put it together

2. Punch two holes 1. Trim assorted papers

3. Attach binding

Step 3: Design the cover of your book

Adaptive tools & strategies that meet physical needs

Reflection on Action & Expression

Review your UDL lens provided before the start of the lesson.

Which checkpoints did you experience?

Discuss with your small group.

Take a Break

Thinking of today’s workshop, moving forward in my own practice

I see myself  . . .

Small group action plans

o What are some of the specific barriers to learning in your work context?

o Which of these barriers could you effectively address in your own work?

o How can you use some of the strategies and skills offered today to address those barriers?

o What other resources (human, material, financial, metaphysical…) do you need to create, enhance and sustain inclusion in your own work / practice ?

www.vsaarts.org

http://artandudl.blogspot.com/

http://www.cast.org/

http://www.udlcenter.org/

Resources