ChandonHammersmith

11/12/15
Modification,Adaptions,Accommodations
Inthis2Dimensionalartmakingclassroom,thereisacombinationofstudentsofall
gradesandalllearners.Studentsrangingfromtheirfreshmanyearandfirstartclass,developed
freshmanartists,artisticallydevelopedupperclassman,andalsoupperclassmenthathavenever
takenanartclass.Thelearningabilitiesandstylesareallovertheplaceduetostudentsbeingat
differentdevelopmentalstages.Thesubgroupsofstudentscannotbedividedevenlyandallhave
differentlearningstyles,perspectivesofinformation,andassignmentinterpretations.Thereare
alsostudentswhoacquireadditionalinstructionandassistanceintheclassroom.Onlyone
student(Student1)hasanIEPintheclassroomandalwayshasanaidpresenttohelp.Thereis
oneotherparticularstudent(Student2)whommyteacherandIareconcernedhemaybeshould
acquirea504Planbutdoesnotyetobtainone.
ThestudentwithanIEPhasworkedwithhisaidforawhileandsitsinthebackcornerof
theroom.Thestudentusuallyfollowsinstructionsasbestaspossiblebutdoesneedtobe
redirectedontasksometimes.Hecompletestheassignments,bendingtherulesinhisownway
whichisgreat.Heisanexceptiontothetypicalgradingscalewhenitcomesevaluatingworkdue
tohisslightlydifferentiatedcriteria.Hestillfollowsdirectionsandreachesgoalsandlearning
objectives,butcompleteshisworkinadifferentmanneranddistinctiveway.Hisartworksmay
notbeproportionaloruptostandardsofotherstudentsaroundhimbutheparticipatesand

createshisownversionswhichisgreatandshowslearning.Hisownversionsarecreativeand
canbeinterpretedjustlikehisotherclassmatesart.
Inorderforthestudenttomeetallneeds,hisaidneedstostepinandparticipatewiththis
studentmore.Theaidkindofjustblendsinandsitstothesidedoinghisownthing,itseems.
SometimesStudent1willfinishhisdrawingsveryquicklyandbegintowonderaroundthe
classroom,distractingotherstudents.Iredirecthimbacktohisseatandcreateanother
assignmentorideaforhimtodraw.Hisaiddidnotseemtotakenoticeinthedistraction.It
wouldbemorehelpfulasateacherifthisaidwasconsistentlypresentphysicallyandmentallyin
orderforthisstudenttoreachhishighestsuccesslevels.
Formetopersonallyaddresshisneedsfurther,Iwillcontinuetogettoknowthisstudent
anddiscoverhislearningstyles,abilities,andinterestsmorethoroughly.ThenIwillcreate
relevantbackupplansandactivitiesforthisstudenttodoifhefinisheshisworkearly,orjust
getscompletelyofftaskanduninterested.Thatwaythestudentwillalwayshaveanartactivity
thathecanbeinterestedinandstayfocused,completingartandworking.
Anotherstudent,Student2,doesnothavea504Planbutmaybeneedtobeaddressedby
theIEPteam.Thisstudentcreatescreativeartduringclassbutdoesnotalwaysfollowthe
expectationsandguidelinescorrectly,asmoststudentsdo.Heseemsverytalentedandgiftedin
hisown,uniqueway.Hekeepstohimselfbutalwaysdoessomekindofartworkinclass,just
drawingandnotdisruptinganyonearoundhim.Hewillinterprettheprojectsinhisownwayjust
likeStudent1,whichisgreatandevidentiallyshowscreativity,butalsobringsupthequestions
ofhimreachingeachlearningobjectiveandalsohisabilitytofollowinstruction,discipline,and

requiredguidelines.Itissuccessfulthatheissteppingoutsideofthebox,andrestriction
guidelines,tocreateoriginalworksofartbuthemayneedsomeadditionalassistanceinorderfor
himtocompletelycompleteallrequirements,learningobjectives,andspecificexpectationsand
rules.
FormetomeethisspecificneedsIwillcontinuetoobservehislearningandcreating
stylestodeterminewhatworksbestforhim.Iwillcontinuetoallowhimtointerprettheprojects
inhisownwaysoIdonotputadamperonhiscreativethinkingandabilities.InadditionIwill
askStudent2questiontohelpguidehimbacktotheoriginalassignment.Forexample,the
studentsweresupposedtocreateadrawingoftheirhandwithoutliftinguptheirpencilandhe
createdacreativedrawingofhishandbutIcoulddefinitelyseehelifteduphispencilcountless
times.Icouldsay,Hey!Thatisanicedrawing,howaboutmakingonejustlikeitwithout
pickingupyourhand?Thatwouldbeawesome,canyoutrythatforme?AlsoIwillfollowup
ondiscoveringmoreaboutapossible504Plantoputinplacetoensurethestudentislearningto
hisfullestpotential.
Forthefirstfewdaysofclass,studentschoserandompartnerstogettoknowand
interviewandthenpresentedthemtotheclass.Bydoingthis,studentswereabletodiscover
interests,backgrounds,andexperiencesthatwerepersonalandsimilartothem.Afterallthe
interviewswerepresented,studentswereabletochoosetheirfinalseatofthequarter.Thisway,
eveniftheydidnotknowanyone,theycoulddiscoverpeoplewithsimilaritiestothemand
hopefullymakecomfortableseatchoices.Ifthestudentsabusedthisprivilege,interventioncould
betakenandstudentscouldandcanbemovedtomychoice.

Manystudentsarenotvisuallearnersandsinceartisavisuallanguage,timeisspenton
facilitatingstudentstolearnandinterpretconceptsvisually.Itisanimportantskilltohavebut
somestudentsstruggleveryhardunderstandingandcreatinginavisualway.Activitiesare
introducedlikeusingthesensestohelpthestudentsdraw.Forexample,whatdoesitfeellike?I
encouragestudentstotryandrepresentwhattheyarefeelingsoifitsasoft,furryblanket,how
willyoudrawnandrecreatethattexture?Studentsalsoparticipateinmultipleexercisesand
warmupsbeforetheirprojectssotheygetthefeelfordrawingandinterpreting3Dobjects
aroundtheminto2Dsubjects.
Alongwitheachproject,studentsreceiveaprojectdescriptionthatincludeswhatthey
willbeassessedon.Thissetsupguidelinesandexpectationsforeachstudent,allowingthemto
understandiftheyhavereachedeachpieceofeverygoal.Thestudentsalsogradethemselves
whenitcomestoevaluatingartworkalongwiththeteacher.ThisissoIensurethestudentand
theteacherareonthesamepagewhenitcomestogradingandunderstandingtheassignment.
Hereweseeifweagreeonspecificcriteria,andifthatisthecaseIdonothavetodiscussit.
Whenwedonotseeeyetoeyeonacertainpoint,thisgivestheopportunityformetodirectly
addressthespecificpointandcontinueon.
Overallallstudentscreateartintheirownpersonalways.Whenstudentsinterpretthe
projectsdifferently,itisbecausenoteveryonethinksthesameandeveryonehasdifferentways
ofdoingthings.Thestudentsinthisclasswithspecialneedsdoagreatjobofparticipatingdaily,
creatingart.Otherstylesoflearnersdotheirbesttryingtoworkandcreateinavisualway,even
ifthatisnotthebestandeasiestwaytheylearn.Thebestwayformetoensureeachstudents

needsaremetistofullygettoknow,learn,andunderstandeachindividualstudent.ThiswayI
canincorporateeverysinglestudentsneeds,abilities,andaccommodationsasawholeineach
2Dartlesson.