children’s voices and visions: lessons fr om an ar t t eacher

Stockton Rush Bartol Foundation A documentary of Lynne Horoschak: 1999 George Bartol Arts in Education Fellow Foundation About the Bartol The Stockton Rush Bartol Foundation has supported the arts and culture in the Delaware Valley since 1985. The Foundation established the George Bartol Arts in Education Fellowship program in 1991 to honor the late business and civic leader, George Bartol III. Committed to the powerful role the arts play in developing the skills and engaging young people in learning, the Foundation developed the program If you are luck y, you had a teacher as a way to bring attention to and document outstanding efforts in arts like _Ly_n_ne_ H_or_os_ch_ak_ at least once in your life… education. The Foundation also created a fund to underwrite the documentation of the fellow’s Instead of collapsing under these challenges, Lynne uses them to create new opportunities. work through audio, video and contents: …A teacher who recognizes each child’s She fights the isolation of most art teachers by 01 printed materials. Introduction ...... 01 talents. A teacher who challenges the everyday. building bridges to other curriculum areas, A teacher firm enough to set limits and confi - collaborating with classroom teachers at every An Artist’s Life ...... 02 dent enough to let students find their own level. When there were no materials available way. A teacher who sees assets, not disabilities. for second graders to study Greece, she and Behind the Lessons: A Philosophical Q&A ...... 04 other teachers made them. Now all second The arts develop assets that children need — The Stockton Rush Bartol Foundation awards graders study from a book made by their peers. from creative problem solving to fine motor its George Bartol Arts in Education Fellowship skills. And when Lynne teaches art, they make In Action: The Artist in the Classroom ...... 05 to call attention to outstanding efforts in arts Unable to afford trips to museums, she creates connections to their own culture and those education. The Foundation was pleased to her own Gallery Walks in the classroom and fills of their classmates, promoting authentic Inspiration… ...... 07 award the 1999 Fellowship to Lynne Horoschak. the halls with artwork. experiences and understanding.

…and Lessons ...... 08 Lynne epitomizes this dedication under any Her own approach to teaching has become circumstances. But, picture the environment more complex, stretching her abilities to For almost 25 years, Lynne has reinvented Special Needs Students: No Throwaway Children ..10 in which she works. Today, only 55 percent of combine technique with curriculum, the arts each day at William Loesche Elementary School, Philadelphia public schools have an art teacher with anything and everything. When her day using art as her “universal language” to teach Tips Toolbox ...... 12 and that is likely to decline. The average is done, she travels to Moore College of Art young people who are recently arrived from For more information, annual budget for art supplies in elementary and Design to share her experiences and other countries or who may do their work tact: schools is 200 to 500 dollars per 500 to 1,000 teaching strategies with tomorrow’s teachers. from a wheelchair. Every type of learning is con students, or about 50 cents per student per encouraged and celebrated. year. Elementary school art teachers teach six Through the George Bartol Arts in Education Stockton Rush Bartol Foundation classes or about 200 students per day. Fellowship, we applaud and recognize Lynne’s Lynne Horoschak’s work demonstrates what The Belgravia commitment to her students and community. education, not just arts education, should be. 1811 Chestnut Street, 3rd floor At the same time, it’s hard not to question We at the Foundation are proud to share her how the arts have declined in schools even work with you. . Philadelphia, PA 19103 as we know the important role they play in 215-557-7225 the healthy development of children. Beth Feldman Brandt, Executive Director [email protected] Stockton Rush Bartol Foundation cation. ound a vo job and f ng for a own.” ent looki e of its “I w on a lif “This was my first experience with children of Lynne, who is also an adjunct professor at Moore It took many races and backgrounds,” she says. “I fell College of Art and Design, says a positive in love. Here I was, teaching art to children and attitude helps her keep her enthusiasm up. “She is fun,” adds Rob Mcardle, a fellow fifth an artist’s offering them the delight I had experienced as “What I love is that she inspires the kids,” grader and art club member. “We made a wave a child in a rural Pennsylvania community. After “What keeps me happy in my job Maureen adds. “She hangs all the kids’ artwork and put pictures of little poems around it.” that summer, I knew what I was called to be: 30 years later is that I never around the school. That gets me, cause I love to an art teacher for children from all parts of allowed myself to get discouraged see their artwork on display.” “We like to do all the art stuff, like drawing our society.” by lack of behavior, lack of with the oil pastels,” adds Jeremy Gilford, a Lynne Horoschak loved art from the time she supplies, or lack of support from Her work has garnered her outside recognition: first grader who’s also in the art club. was in elementary school. But she never Her first job out of college was in North administration,” she says. “A lot She has been a semi-finalist for the wanted to be an art teacher. Philadelphia and, like many an art teacher, of teachers gripe and complain, Philadelphia Public School District’s Celebration Adds Maureen: “She teaches at their level. She she started with arts and crafts on a cart. and their teaching suffers. I keep of Excellence in Teaching Award; a finalist for takes the time so that the kids can understand That is, until one summer during college when my focus on the children.” the Rose Lindenbaum Award; an exhibitor what she’s talking about. You can see it in their she went to work at the YWCA New York City “I was lucky,” she says. “I didn’t know how at the ALMA Gallery in Philadelphia, the art, that they are so excited about it.” . Kids camp in the Catskills. hard I was working. I had to do a lot of Everyday she learns from her students. Celebrate the Arts show in Doylestown, Pa., organizing. I kept a lot of lists.” and the Painted Bride in Philadelphia. She “I went looking for a job and found a life. “I am still excited when I watch a 10-year-old also won a grant from the Philadelphia Arts in 02 career,” recalls Lynne, who has taught art In 1976, she joined the William Loesche discover the magic of perspective or the glow Education Partnership to teach the Renaissance to Philadelphia elementary school students She pursued the craft of art through high Elementary School, which is located in the far on the face of a 7-year-old who proudly through the arts to fifth graders. 03 for more than three decades. “It took on a school and spent a year after graduation as an northeast section of Philadelphia and is made exhibits her drawing of her Greek temple life of its own.” exchange student in the Netherlands, staying up of students from many diverse cultures dedicated to her mother. I never tire watching Lynne’s students are wide-eyed and shy when near Vincent Van Gogh’s birthplace. and languages. a child’s self-discovery.” asked why they like her (“Because she’s nice,” The Trucksville, Pa., native first discovered her says fifth-grader Alyse Greco). But their love for art on Thursdays at age six, when the “Art was everywhere and I was “Art is truly a universal language,” says Lynne, And, her students never tire of her. “You can enthusiasm for what she teaches comes art teacher would visit her elementary school. enchanted and amazed,” she who holds a master’s degree in art education really see that they love her,” says Maureen out in their short but quick answers. says. “I touched the trees from Temple University and has done additional Schneider, parent of two Loesche School “I never missed a Thursday,” she says. Van Gogh drew.” graduate studies at Temple, the University students and a lunchtime aide in the cafeteria, “She has after school clubs,” says Alyse, who “I couldn’t wait to find out whether we of the Arts and the University of Alaska. which is one door down from the art room. has been a club member since second grade. would be drawing something from our During the summer of her sophomore year at Her goal has been to make her class as special When she’s out for a day, the kids ask, “She gives us very nice projects. She lets us imagination, hearing a story, or seeing Moore College of Art, she got her first taste of to her students as her own Thursdays were in “When is Mrs. H coming back?” make decorations for student shows.” something special that she brought into teaching art at the camp in the Catskills, and elementary school. our classroom. For a six year old, it was a was hooked. magical time.” “To see Lynne floating around the classroom with a smile is to see what teaching can be at its very best,” says Miriam Foltz, co-president of the Loesche Home and School Association. “Her smile is inspiring and her energy remarkable. She translates all that into an energy-filled environment, in which her students can create and flourish. She is available — always — when it comes to assisting in something that will benefit the students.” behind the lessons : In Action: a philosophical Q&A Q: What else do they tell you? e s A: They sometimes tell me, “Last night I played th arti t in the classroom Every day, in every lesson, Lynne Horoschak art with my sister and taught her what you draws upon a strong set of philosophical taught us yesterday.” Students who come back principles to help bring out the artist in every say they still do art and they tell me, “I still have “From a horse’s mane?” a student responds child. Here is how she explains them. that clay piece that I did in second grade.” correctly.

Question: Your resume includes your students’ “My son Steven tells me about One student put in her college application what After the slide show, everyone gets down to awards and accomplishments as well as your own. what he is learning in art I wrote in her autograph book: that she was a making art. Using oil pastels, they draw animals That shows how proud you are of them. What child for all seasons. Another girl in high school On a Tuesday morning, third grade students like the ones they have just seen. Lynne tells do you think makes your approach to teaching and he consistently amazes me. — a member of the National Honor Society — file into the art room and are transported back them the work will continue into the next art work? They don’t just draw. Lynne could nominate a teacher who had made an 30,000 years. Teacher Lynne Horoschak darkens week’s class — they’ll crumble up the paper is teaching these little ones impact in her life, and she nominated me for the the room for a slide show. “Way back then, and then paint it with watercolors, transform - people made art in their homes,” she says. ing it into a cave painting. Answer: I believe that every child is a learner about famous artists and Who’s Who Among America’s Teachers . The idea and that there are no throwaway children. that she chose her elementary art teacher just “Where did they live?” I believe every child is an artist. Through praise artistic concepts. One night my blew me away. “Did they draw fish?” she asks as she looks at you can pull out the artist and creativity in each son explained to me the concept The students raise their hands enthusiastically. their work. “Camels? No. Draw what you saw. “In caves,” answers the girl who the teacher Goats and horses and bulls.” child, the self-confidence that they can create. of negative space, using the Q: In the end, what do you hope art brings to the students? pointed to. Some children can draw and others can create a layout of the bubbles in his “This is good. Now, make the legs darker,” wonderful piece of three-dimensional art. I vary bubble bath as an example.” A: I hope to unlock the potential for each child “Sixty years ago in France, boys were playing she says to one student who has autism. ball with their dog. The ball rolled into a cave the media so that everyone finds success. And, in - Parent Miriam Folt z through the visual arts. To give them the power “Are you going to color it in?” she asks 04 finding success, it will build up their self-esteem. to express what goes beyond the spoken and and inside they found paintings on the walls,” another. 05 Lynne says as she shows slides of impressive written word. To give them the confidence to be Q: You’ve been known to use real art terms even images. A lone horse. A herd of horses. Q: How do you encourage students to develop the wonderful people they are. To enrich their Forty-five minutes later, the students are to kids in kindergarten. Why do you think that’s A group of animals, including horses, goats and finished. They hand in papers (“Are your names their skills? lives with beauty and truth and enable them to important? bulls. The children ooh and aah at the slide of on the back?”) and line up to wash their hands. contribute to the good of the world. a bull with long, curved horns. The bull’s body A: I make a big point at the beginning of the A: Part of the joy of learning for kids is showing seems alive because the artist ingeniously used Before they are dismissed, she has a last set of school year that the marks the children put on Through expressions in art, through enjoying art, off what they’ve learned. If they can use terms the natural contours of the cave wall to questions: What country were the cave paintings the paper are good because they are the only through appreciating one’s art and the art of like negative space, complementary colors or enhance the animal’s life-like picture. in? (France) What colors did they use? (Earth tones ones who can make marks like that. What they others, we can discover our humanity. It can all perspective, or name things like styles of Greek like browns, blacks, reds and yellows) Why did do is just as good as other’s. I work at guiding begin with a child and an art teacher. columns or art, they will. One child said it best: “Why would they paint animals on their walls,” they draw animals? (Because they ate them.) them to look at their environment and how “If you know the big word — use it!” she asks. “Why would animals be important artists throughout the ages have interpreted to them?” The lesson comes full circle. what is around them into art. It’s fun when they report back to me about art in the rest of the world. Jeremy, a second “That’s what they ate,” a boy answers. continued… When the children see that art is connected to grader, told me that the columns in his bank everything and that you can take art out of the were Ionic columns. He learned that in our “What’s this part of a horse,” she asks, art classroom, it makes it more of an impact on ancient Greece lesson. pointing at a mane. them, about what they can do and what art is. I teach them that they are constantly making When they all call out the answer, she holds up artistic choices, in how they dress, braid their her hand. “You have to raise your hands and hair, how they arrange their rooms, etc. pretend you’re in school. Now, what did they One child said it best: “If you know make their paint brushes out of? Where could When perfectionists complain that they can’t do they get hair?” something, I tell them, ‘you can’t make my marks the big word – use it!” and I can’t make yours.’ I focus on what they do well. …continued More than 750 students take Lynne’s art class at the Loesche School. Although they always learn about art — whether it is about art principles like perspective and color theory or about artists and inspiration… different artistic styles — many times they also learn about history and science.

Lynne synchs her art lessons with the academic All children are artists. They thrive in the lessons the children are learning in their other processes of exploration, creation and discovery. classrooms through the district’s five-year-old Since the children already know the lesson’s Core Knowledge curriculum. First graders learn Art teachers are the guides for that journey. They objectives, they can discuss things such as: Was the about Egypt. Second graders study ancient introduce children to the artistic skills of looking, artist successful in mixing the greens for the jungle? Greece and Japan. Rome is the third grade’s topic. analyzing, translating and committing to a physical Lessons can be inspired by everyday events, like Why or why not? Which piece of art do you think Fourth graders study the Middle Ages and fifth form through sculpting, painting, crafts and draw - birthday parties and doctor’s office visits. They captures the feeling of a jungle? Explain. graders wrap up their elementary career with ing. They help students understand the elements can rise from emotions or the senses. They can the Renaissance. “There were no materials, so we’re creating a of art such as line, texture and color and principles celebrate how we are alike and how we differ. Take time for both emotional and intellectual book using this year’s second grade students’ of art such as repetition and balance and experi - They can coordinate with what is being taught in responses and always give the artist time to respond Sometimes linking academics to art requires artwork and writings”, Lynne says. “We’ll take the menting with various media and learning how to other classrooms. They can also be drawn from to the comments. “Once,” says Lynne, “the bell rang research and extra work. Last year she worked book and give it to the second graders next year use them effectively. the latest exhibit at the art museum or from an to signal the end of the period and I summed up with the second grade teachers to create teaching and say, this is what the students did last year.” exhibit’s newspaper articles that you saved from four by saying we would begin a new project next week materials for the art of Ancient Greece. There is a lot going on in an art classroom beyond years ago. You can turn to current local and world and I had a bit of a mutiny! There were still some She started her teaching career as many art what just meets the eye. Art is a unique course of events from the Philadelphia New Year’s Day parade artworks that hadn’t been discussed and the class 06 teachers did: By doing cute projects without study in that it has multiple purposes. First, every to the Olympics. Ideas can be drawn from artifacts of was not going on until we covered each piece. 07 much content. lesson explores an artistic skill in a different medium, an ancient culture, from 1,000 donated ping-pong I was delighted.” technique or style. Second, every lesson has the balls, or from pure art techniques, like wet-into-wet “As I grew up as a teacher, the work became chance to open discussions and reinforce subjects watercolor or printmaking. Luckily, one idea leads to It’s important to know your students, she adds. more complex,” she says. “I’m at the point where studied in other classrooms. another. And, don’t miss your most potent idea bank “Base your lessons on their prior knowledge. I hardly present a lesson in which a famous — the children! They can come up with wonderful Build on what they already know. Don’t say that piece of art is not included. And, 50 percent is Finally — and perhaps most importantly — ideas for lessons. something looks ‘like an ocean’ if your students correlated with an academic lesson and 50 students can use what they’ve learned to create have never seen an ocean. Know your students.” percent is technique and 100 percent is based an artwork that communicates what they need For Lynne Horoschak, the art of her teaching is on self-expression.” . to say in their own unique way. grounded in drawing the children into discussions about what they are learning. “Always ask questions When planning an art lesson, ideas can be to lead them to learn what you want them to learn,” found everywhere. she says. “Let them discover. No lectures. No yes and no questions.

“Not only do the children enjoy talking and writing about the work of Rousseau, Pippin and Hokusai, but they love talking about their own art and that of their classmates,” she adds.

“When my son Steven and I were walking by pictures of Egyptian cat goddesses hanging on display in the “I would have once told you that children school, he said, ‘Nice bastets.’ I was floored. I didn’t only want to draw in the art room. know that was what they were called!” I was wrong. They love discussing and writing, too.” -Parent Miriam Foltz …and lessons aching Academic Links: Greek Urns te Correlating your lessons with what is being tips! By asking direct questions the children begin to studied in the classroom is an effective look. They become excited about what they see. way to model for the students that art is Slides or overhead The following sections feature They are anxious to tell you of their discovery. truly everywhere. the questions Lynne typically Encourage dialogue between the students. Opening Discussions: transparencies are asks during the course of the This can be directed to kindergarten through For example, show slides of Greek urns when the Mr. Prejudice lesson. In general, the process fifth grade, depending on the questions you ask. children are studying ancient Greece. Ask, what do Some of the most fruitful discussions involve wonderful ways to follows the same pattern: You’ll be amazed how much they know. you see here? The children know it is a Greek vase controversial works of art and subject matter. engage the children in She introduces the topic, Then, you can create lessons about textures such because they have seen them in their classroom. When a safe atmosphere is created in the art shows slides, asks questions, as the following: Another option is to look at and discuss two room and the children know that their opinion is looking and discussing demonstrates the art technique artists whose work is similar, perhaps two Continue with, what was its use? What is it made valued and they know where the boundaries are and then the children get to • Printmaking using sandpaper as a plate is a Impressionists. Lead the children to discover how from? What colors do you see? Find patterns on set, discussion of racism, AIDS, and drugs prove to art. For the younger work making art. wonderful method to involve texture and light plays an important part in these works. the vase? Where are they? What is in the middle be insightful and constructive. grades, six slides may introduce printmaking to young children. of the vase? Draw the outline of the vase with You can also explore what makes one artist’s style your finger. Horace Pippin’s “Mr. Prejudice,” which is in the be all they need to Exploring Texture • Use the schoolyard as a source of various unique. For example, look at the rich jungle scenes Philadelphia Museum of Art, is a perfect work of The sense of touch is exciting to children and textures for crayon rubbings. It’s fun for the painted by Rousseau. Ask the children, what colors Show four or five more slides of various Grecian art to begin such a discussion. A little background whet their appetite and exploring the world of texture through art only children and helps them realize that art does he use? Name them. What colors would you Urns with similar questions being careful to have on Pippin’s life and times helps set the scenes for inspire them. Often, enhances that excitement. Think of ways to happens outside the art room. use to mix them? Trace around the shapes he used the children note the differences in size, shape, the students. introduce texture. Feel your hair. Describe it. Feel for leaves, for flowers. Where is the light and pattern and subject matter in the center. Then the entire 45-minute your skin. Describe it. Feel the desk. Describe it. • Use Romare Bearden collages as an inspirational shadow? Ohhhh there is none? So that makes they will begin to have a feel for what they Say to the students: Look at this painting for one class time is taken with 08 reference point for students to create a collage these colors “flat” colors. This is a chance to teach are discussing. minute. Don’t say a word, just look. What do 09 How do artists show texture in a two-dimensional with many varied found textures. them what “flat colors” means. you see? What does it represent? Name the the discussion of slides work of art? The children love “Don Manuel” by After, the children design their own urns, using occupations you see represented in the painting? Goya, who is a master of painting various types of After the children have discussed the Rousseau Greek-like patterns. The difference is that they What do they have in common? What is different in an upper class and textures. Ask the children to name and point to Artists and Art Styles jungle scene, comparing it to a Monet landscape draw something from their own life instead of about them? Encourage the children to talk to the textures they find. It’s important to note that When talking about a specific style of painting or clearly demonstrates the difference in styles. from the lives of the ancient Greeks. one another. What is a Ku Klux Klan member? they are disappointed children enjoy getting out of their seats to point an artist, it is helpful to use two paintings that are What did they do? Why? when the period ends. to something in answer to a question. So when either similar or different to make the point. You can also build lessons around abstract artists Another interesting lesson can be built around they like something, capitalize on it! like Wassily Kandinsky, who explored the use of life-sized murals of Egyptians, pointing out their Bringing this discussion to the present is impor - For example, if the lesson is to be creating a lines, shape, color and repetition. Use markers as very stylized portraits. tant. Racism still exists and needs to be talked Ask how do artists show texture in a three- still life, looking at a Cézanne and a Picasso side well as wet-on-wet and wet-on-dry watercolors. about. Using art as a starting place encourages Since you are leading dimensional work of art? Find a good example by side to examine what is the same about the responses, questions and concerns. this discussion in the dark, or two and have the children compare them. paintings and what is different. Then, the children take a contemporary social be sure to preview your Ask, what type of paintings are these? What issue that they are concerned about and express makes them a still life? Which artist painted it in the style of Pippin’s “Mr. Prejudice.” . slides to ensure they are more realistically and why do you say so? What in the right order and objects to you see in the Cézanne? In the Picasso? Draw with your finger where objects overlap. right position so you Where has the artist chosen to push the objects off the paper? Which artist used pattern? Point to can immediately begin it. Where is the light source in the Cézanne? The your thought-provoking Picasso? What colors are used in each painting? questions when the projector goes on. special needs special needs students: teaching tips Create different levels of lessons since ay children special needs kids have such a wide range no throwaw of abilities. Know what each student can do — who On a Wednesday morning, seven Lynne teaches seven classes of children with autism and those who are severely and profoundly can cut with scissors, who needs help and six-year-old children with who needs a special pair of scissors. severe autism and three aides disabled. She also works with high-functioning autistic students who are mainstreamed into the begin the day’s lesson in Lynne Use pre-cut shapes if needed. Horoschak’s classroom. regular classes. Whether the children work with an making aide or on their own, the focus may be hard won ed in the process of Keep the projects under 15 minutes, since Getting them involv but the rewards may be great. “Where does the rainbow fish live?” she asks, what’s important.” that’s their typical attention span. Plan holding up a cutout fluorescent orange fish. art is more than one activity for each period. The students point. “That’s right. In the water.” “Teaching social skills to high functioning children with autism is an important part of their regular education,” she says. “ The regular education Use different textured materials such as As always, she starts with a demonstration. “Eye,” she answers. sandpaper, felt, fake fur, and cotton to The children watch her expectantly. Lynne draws In the second class period, the atmosphere is children begin to see beyond the sometimes strange behavior to the person who makes art, keep the kids interested. It especially a seafloor with an oil pastel. “Put all this ground Finally, the teacher adds details like scales, bubbles different, although the lesson is the same. The works with children who are severely and at the bottom of the ocean. Make some water. and seaweed at the bottom. “That’s what they class has six- to nine-year-old children who are just as they do. The children learn to focus on their similarities, and perhaps through this profoundly impaired since they respond I’m going to use two colors. What color is need so that they can have some dinner,” she classified as severely and profoundly impaired to touch. this crayon?” smiles. With a flourish, she takes her picture to the (SPI). Some are able to hold the crayon or marker interaction a little more tolerance will be born in this world. front of the room. “Ready now?” by themselves while others are unable to move. Do hand-over-hand with SPI Kids. For 10 “Blue,” answers one girl. Although the children make little noise, Lynne’s While she teaches the special needs students the 11 “For severely and profoundly impaired students, same lessons as other students, how she teaches autistic children, you can have them On goes the black light and the children ooh and energy doesn’t flag. For wheelchair-bound trace over a pattern. “Good talking,” Lynne responds. “What do I have ah when they see that the waves, the seaweed, children who can’t move their hands on their own, I work hand over hand with them since they’re at changes. “There’s a wide range of abilities with to put in my ocean?” the ground and the fish all glow fluorescently. Lynne and the aides help them draw the seafloor the six-month-old developmental stage,” she says. autism,” Lynne says. “I motivate them the same “It’s all about getting a reaction from them. Some way as most regular art kids. I ask them a lot of With SPI kids especially, talk directly to scene, hand-over-hand, filling in the paper. They them to respect their humanness. Another child holds up a magenta-colored fish. After taping down the pieces of paper so they drop glue onto the backs of the fish and then help parents have said to me that they’ve never seen simple, directed questions. We do exercises in Lynne glues the fish onto the paper. don’t slide, Lynne checks on everyone’s progress. the children pat the fish in place. Pat…pat…pat. an art teacher work with the SPI students. They detail. They love to watch me draw. They can’t would just sit there and read the newspaper. create what they saw at a baseball game Sunday. For SPI kids, touch them, telling them “Press harder, Abbie…. Nathaniel, go get a glue Hand over hand, Lynne helps write Anna’s name that they look pretty. Treat them with the “What does this fish need so it can see, bottle…. Good scales, Eric!” on the paper. These are kids that can’t go back and tell their They copy what I do.” parents that they didn’t learn anything today. same respect and courtesy that you show Samantha?” your other students. Although there are disruptions, such as when Special needs children are important to Lynne. Some teachers think, they’re not going to learn Some of her proudest moments as a teacher have one child throws a tantrum because she cannot “There are no throwaway children,” she insists. so why teach them?” come when she worked with special needs kids. “One girl — who never spoke — said hi to a sock Respect an autistic child’s need to avoid keep an eraser, the students are kept involved in “It doesn’t matter whether a child will never touch and eye contact. It’s easier for you making art and then delight in seeing the pictures move his hand on his own to create his own Instead, Lynne looks for victories in the puppet she made. Gracie talked! Amazing. Now everyday lessons. when I pass her in the hall, she’ll say ‘Horoschak’ to adjust your behavior than for them glow just like Mrs. H’s. artwork or that another with autism can’t sit to adjust their own. still long enough to complete the task. Getting really low. Another student named Chris was “SPI kids are so slow that they won’t give you a drawing — and boy, could he create — and I said them involved in the process of making art is Glitz and flash are also good. Go for what’s important.” hug and say, ‘Oh, Mrs. H., I love you,’” she says. to him, ‘Chris, this is such a better drawing.’ He “But what I can get is a smile. They have enough smiled and said thank you. Those were the first mirrors or glitters or shiny papers. However, be careful — some children of a personality to them that you can tell if they words I ever heard him speak.” . have a cold or if their medications are changed.” will try to eat anything. Use non-toxic materials. Make sure the glue is edible. Butterscotch pudding makes a great finger paint. Go for tactile projects: mold salt and flour dough, make hand prints and fingerprints. With the Gallery Walks, I try to have the students tips “talk about the elements of design toolbox Mrs. H’s Art Room Rules .01 Follow directions ait • and their personal, Teaching: .02 Raise your hand and w Create Gallery Walks. Hang art lled on to be ca reproductions in the art room, hall • Be consistent isuse or destroy emotional reaction .03 Never m or cafeteria. Students look at the supplies art art and fill in “Looking Log” forms • Laugh! Walk into the art room and be .04 about the name of the painting • to a work of art. mmediately seated If you hear my voice clap once… i and the artist, the medium, the • hildren often tattle...he did this – she did 5 Do not fight, curse or tease if you hear my voice, clap twice… C .0 types of lines, colors, the feeling There is a wonder - orking at teaching a n my classroom and I don’t ever want to go that....and you are w i that the artwork gives, etc. beyond lesson and keeping 33 students in control. two claps. fully exciting hum Time out for 20 individual he/she dids • Always try a lesson first to see if • becomes a bit overwhelming. I have found If you have three steps in a lesson, always it works. Use the materials and that a simple “Thank you for telling me” Teaching Art: end by retelling the students t when the students supplies that the children will he first step. usually works to keep all parties happy. • en express themselves Remember — childr be using. • through art. Teach cooperative learning. Children need engage in this • Children love to clean up. Use it as • to learn to work toge 12 Use bulletin boards and exhibits as ther. 13 a reward. • hole paper! activity. Good Color in the w teaching tools. • When you get complaints about “he/she • Learn from your students. • rd on your crayons. • copied” say, “Take it Press ha If all the artwork looks the same, as a compliment.” things happen. you have a problem • lessons. What could . • Honestly evaluate your • Everyone’s “marks” are good. When a child says, “I messed up,” answer, Discoveries are demonstrate differently to you do, say or • Learn “Tell me where and let’s try to fix it. How re names. make the lesson more productive, mo • Scan art from reproductions onto would you do it differently?” made. Intellectual exciting and more interactive? encies. Use them for motivation. • transpar Special Needs Children are not • Writing has a place in the art room throwaway children. They, too, are as well. • Be sure to use good quality slides of ated art Ch debates occur. • Never turn down any don God’s beloved. ildren enjoy writing about their work, em first to ensure artwork and preview th supplies. Once I thought, “what can I do whether it’s answering prepared question- ht order and not that they are in the rig with 1,000 ping pong balls?” Now that they naires or responding to questions posed by Good stuff. The ds. upside-down or backwar have been used, I wish I had more! the teacher. period always • PRAISE! • Talk art talk! at least ends before they • Post “Art Room Rules” where all the • me lesson Call the children artists. Teach the sa e the children can read them. fferently. board. Hav dren learn di words on the are finished. • ample for the Chil rite key ooking, ALWAYS make an ex erent ways. W ey learn by l • When you mean, “Everyone look up here,” ey are using. hree diff trate. Th children from the supplies th t words. Demons Reporting their y, “Everyone look up here.” Not say the sa student d doing. “everyone up here.” Say what you mean. g it eaking an • Demonstrate a technique, han listening, sp findings in the up to talk about it and then take it tell me?” You’ll get • Try not to say “Who can down so they won’t copy. a better response with, “Tell me” or “Let’s next period see what you remember.” is recommend”ed. Literally from day one I stress that we all look different and it is a good thing. How boring otherwise! Because we are all different, all our marks are going to be different – no better, no worse, just different. Because the child makes the mark it is good – because he/she is good. All the reproductions in my room help to constantly reinforce this. “Even famous artists paint differently. I work at creating a safe atmosphere where everyone can feel free to risk a little. Experiment. When a child may ask another child to draw something for him/her I go into my riff, ‘you are the only person in the whole world that can make art like you make art - how wonderful for you!’ And it usual”ly works.