The A R T S and Inclusive Learning

1. TheARTSand Inclusive Learning VSA Institute Mesa, AZ January 22, 2011

2. Presenters Kemlyn Tan Bappe Teaching Artist VSA Iowa Nicole Agois Hurel Education Program Manager VSA Massachusetts

4. To explore:  • inclusive arts teaching and learning • the principles behind Universal Design for • Learning • - how arts learning can support inclusion • - arts-based assessments Goals

5. Agenda 9:00 - 10:00      Introductions, goals and agenda, basic elements of inclusive teaching and learning. 10:00 - 10:30    Overview of UDL 10:30 - 10:45    Morning break  10:45 - 12:00    How the arts can support learning and inclusion 12:00 - 1:00      LUNCH 1:00 - 2:15        Arts activity 2:15 - 2:30        Afternoon break 2:30 - 3:15        Arts-based assessments 3:15 - 3:30        "See You Later, Alligator" 3:30 - 4:00        Final debrief, evaluations

6. Students with varying characteristics and abilities participate in shared educational experienceswhile pursing individually appropriate learning outcomes with necessary supports and accommodations.  Agenda What is inclusion?

7. What do you want your students to know, understand and be able to do and why is it important ?

8. For Whom  - What are the students' learning needs (Disabilities, English language learners, emotional/behavioral needs, gifted and talented)? - What are their strengths? - What are their learning styles?

11. How?

12. Universal Design for Learning assists curriculum developers in creating flexible curricula to reduce barriers to learning.  

16. slides about UD

17. Who is the curb cut for?

18. What’s the link between architecture and curriculum? “Consider the needs of the broadest possible range of users from the beginning” - Ron Mace, Architect

19. How do we learn?

20. Universal Design for Learning      promotes the design of flexible curriculathat offers multiple meansof: representationof content expressionof understanding engagementin learning

21. Provide multiple means ofrepresentation The way information and content are presented

22. Provide multiple means of expression How students act upon knowledge and express what they know

23. Provide multiple means of engagement Choice Relevance Challenge Autonomy Self-regulation Stimulate interest and motivation in learning

24. Goals Instructional methods Materials Assessments need to reflect the diversity and meet the learning needs of all students

25. UDL Guidelines UDL Guidelines

26. BrainDance Breath Tactile Core-Distal Head-Tail Upper-Lower Body-Side Cross-Lateral Vestibular

28. Higher order thinking skills Bloom's taxonomy Lower order thinking skills

29. Studio Thinking

30. Compare art forms Skills and techniques Processes

35. miss rosie1           when i watch you 2           wrapped up like garbage 3           sitting, surrounded by the smell 4           of too old potato peels 5           or6           when i watch you 7           in your old man's shoes 8           with the little toe cut out 9           sitting, waiting for your mind 10         like next week's grocery 11         i say12         when i watch you13         you wet brown bag of a woman 14         who used to be the best looking gal in georgia15         used to be called the Georgia Rose16         i stand up17         through your destruction18         i stand up- Lucille Clifton

36. ABC Idea Generation In small groups, create a list of wordsgenerated from "miss rosie" and our discussion.  Each word must begin with a different letter of the alphabet.

37. Themes inspired by "miss rosie"

38. Collage In your small group, choose a theme inspired by "miss rosie" from the idea generation exercise.   Then, create a sizeable visual collage that illustrates thetheme you chose.  Use a variety of colors, materials and textures. 

39. Dramatic Scene In small groups, choose a theme or idea generated from "miss rosie".  Create a list of characters, objects and emotions for your tableaux. Use props from the visual arts table to enhance your tableaux. Stage each character in the tableaux. Animate the scene by having each actor do a movement and say a line reflecting their role. Begin and end with the theatrical neutral.

40. Poetry Writing Choose one of three poem types: 1 - ABC Poem 2 - Window Poem 3 - Wish Poem Working individually, write a poem that reflects your understanding of "miss rosie". You may use words in the “wordbowl” to generate ideas.

42. How can art products serve as evidence of student learning? How can we measure learning in the Arts? How can rubrics support goal-setting and self-monitoring for students?

48. Thank you! Kem Bappe: kemfysh@yahoo.com Nicole Agois: nicoleagois@vsamass.org All documents are available online at www.artandudl.blogspot.com