Allison Schellenger: Changing the Internal Conversation
Transcript of Allison Schellenger: Changing the Internal Conversation
A case of study of how accommodations to art education can teach personal strategies, and promote academic advancement in a student with Attention
Deficit Hyperactivity Disorder
Thesis Presentation Moore College of Art & Design
Allison M. SchellengerAugust 9, 2014
Personal Experience
My goal is to develop, define, and utilize teaching strategies to improve behavior and attention in students displaying symptoms of ADHD.
Inspiration & Intent
Scott: The Participant
First grader High energy, loves to
make his classmates laugh
Throughout the semester he began missing more class time and not completing assignments.
How could I help?
How can we, as art educators, help students to
overcome negative feelings and behaviors that are outcomes from their struggle with ADHD?
How can art teachers motivate and build a student’s confidence through projects in the art room?
Research Questions
Through art, how can art educators develop skills
that translate beyond the art room and improve the well-being of students with ADHD?
How can we improve a student’s self-concept and self-esteem through art?
How can we improve a student’s social skills and behavior? How can we reinforce these skills through projects utilizing adaptations?
How can educators ensure the emotional well-being of a student and create a safe space within the art room to inspire students?
Research Sub-questions
“The mind of individuals
with ADHD as a symphony where the complexity of the brain’s processes and functions prevents the symphony from playing as a whole. In other words, the conductor is not properly communicating with the band” (Brown, 2008).
What is Attention Deficit Hyperactivity
Disorder?
Students with ADHD often have “the incapacity to accurately
interpret, and then follow established rules required in social or school situations often results in interpersonal conflicts with authority figures or peers“(Henley, 1998).
“The art classroom can be a place for developing critical
thinking. The difference is in careful consideration of goals and techniques by applying insights and skills that teachers develop over the course of their professional lives” (Henley, 2011).
Creating a safe space in the art room.
The art room presents new opportunities to open new forms of communication and allows students to gain awareness and ownership of their actions.
Benefits of Art for Students with ADHD
Greenberg (1999) claims, “Children as well as adults
with ADHD, particularly if undiagnosed and untreated, develop a number of coping strategies.”
Early intervention to prevent future struggles. Equip him with his own set of tools to find success in
the classroom. I believed that he would best benefit from one-on-
one instruction.
Why Choose Scott?
The approach to this case study concentrated on gathering data
on one particular student, the first grader Scott.
My role will be that of an action researcher in the classroom with a primary art teacher, following their curriculum. I will work with the student individually. This is to identify strategies and materials that could possibly keep the student actively engaged or distracted.
Research Methodology
Scott and I met two to three times a week, in class, one-on-
one sessions during school hours, and during his after school program for 45 minutes. Interviews Observations Artifacts Photographs Audio Recordings
Research Methodology
Informal, Formal Interviews, & Discussions
Observing the participant in various classroom settings and on one-on-one situations allowed me to understand how the participant behaves and reacts to different teaching styles, learning environments, and with his peers.
Observations
Data will be collected through artifacts Student artwork Photographs of interactions in the classroom and other
work
Artifacts
Checklists & Choices
Special Supplies
Sketchpad Individual Sharpies Brushes Paints Stickers Special Scissors Canvas board Modge Podge
Utilizing the special supplies made the experience for Scott unique. Despite the fact his friends were playing at aftercare, he was able to focus and enjoy the art project due to the presentation of special tools I gathered just for him to use.
Special Supplies
My Own Sketchbook
First lesson utilizing the “special supplies.” One-on-one setting Scott was surprised to have his very own
sketchbook. Scott’s favorite drawing tools are Sharpies. “What am I supposed to draw?”
Findings
Big Green Pocketbook Lesson
Findings
Scott displayed an increased focus, visible confidence, and a distinct empowerment during this lesson. Unlike prior lessons, where he was one of the last students to begin working, he was the first to finish the assignment.
Leaf Study Lesson
Steps Importance Notes
Discussion/Step given by teacher: Setup our table
Choosing our table and seats helped Scott control his environment.
Choose a different table than the last time, made sure I had a seat that the sun was not in our eyes.
Step #1: Write our name and classroom number.
Make the paper his, help him stay organized.
Begin to take ownership of his work.
In-between discussion/teacher step: “Can you write the date?”
To create importance in each work of art he creates, and help associate his work with other artists.
“When an artist draws really cool things they like to remember when they drew it.”
Step #2: Pick one leaf to draw.
Another choice allows him to actively participate in each step of the creation process.
Had to go back to study each lesson to pick which one was right for him.
Findings
Question Prompt/Response Purpose“What do I do?”“Can I do…?”
“You are the artist, you decide.”
Help Scott to understand as long as he is following the directions and/or checklist, he can create whatever he wants. He has the power to decide the direction of his art. Help him take ownership of his artwork.
“What should… look like?” “Use your imagination.” Usually, Scott would close his eyes and visualize what he was supposed to draw. Allow him to either make-up or recall what something looks like.
“What should I do next?” “What do you think you should do next?” “What is next on the checklist?”
Scott was forced to think critically, and decide what is next without my help. Foster independent thinking.
Findings: Prompts
Spring Garden Collage Lesson
Findings
Utilized our “special supplies”
Mixed paints Recalled information This lesson shows
growth in Scott’s ability to work independently.
Shows his creativity and focus
Data of Overall Behavioral Changes
Pre-Behavior Post-Behavior
Distracts classmatesPulls classmates away from work
Works with classmatesPositive conversations during lessons
Sent out of the classroom frequentlyMisses class and directions
Leads the classHelps classmatesUsed as a positive example by teacher
Trouble remembering or following directionsNeeded prompting
Independently works on assignmentsHelps classmates remember assignments stepsPrompts classmates
Rarely finished projects Finished all projectsAssignments completed with greater detail and thought
Less enthusiastic about workUnmotivated to begin assignments
Wanted to take work homeImmediately wanted to share work with the art teacherEager to begin work
Does not follow directionWorks through cleanup
Helps others to follow directions and stay on taskMotivates other students to cleanupDoes extra cleanupTeacher special helper for handing out materials or collecting materials
Modification/Strategy Why
Checklist Helped Scott to stay on taskThe directions were always visibleBroke down the project step-by-step
Choices Increased Scott’s Involvement in creating artGave him ownership on assignments
Discussion of Assignments Made subjects relatableBroke down creation process
One-On-One Sessions Individualized instructionAddress areas where Scott struggled
Personal Artwork Critique Learn how to feel pride in his artworkGain appreciation of creation processRemember how hard he worked
Use of Empowering Vocabulary Highlight importance of creating artworkBuild confidenceEmpower the studentMotivateIncrease productivityCreate positive connections
Overall FindingsImproved Peer Interactions
Increased Classroom Participation
Increased Involvement in the art process
Active Leader in the Classroom
Positive View of Self
Increased Focus
More Independent
Completion of Projects
Utilizing one-on-one sessions, students can learn about
themselves as a student and as an artist. I have learned that as an educator, for my future
classes, that there is not just a single tool, adaptation, modification, or strategy we can utilize as educators to ensure the success of our students, but the incorporation of these together.
Creating a meaningful and special experience for each lesson allows students to view assignments as fun, rather then another assignment.
Plan of Action
A big thank you to Scott for all of his hard work, dedication, and effort
during this entire process.
Thank you