ART 307: Art for Atypical Individuals

ART 307: Art for Atypical Individuals TEST#1 STUDY GUIDE SPRING 2003 E. Stewart, Instructor

Students should be able to:

Match conditions to the category in the Taxonomy of Diagnostic/Prescriptive Approaches to Art

 LOCOMOTION  ORGANIC / MEDICAL  MANIPULATION  RECEPTIVE COMMUNICATION  BEHAVIOR (INDIVIDUAL)  EXPRESSIVE COMMUNICATION  SOCIAL BEHAVIOR  INTELLECTUAL FUNCTIONING

EXPLAIN, DISCUSS, DESCRIBE: (you will write complete sentences so you demonstrate what you understand (C2) rather than what you memorized (C1))

 The films we viewed in terms of the diagnostic (what populations of atypical individuals were featured in the film), prescriptive (what adaptations were made for those students), and what approach was used from the continuum (therapy to studio). Remember the Newby article and focus on how the outcome (art object) is viewed.

 Films: “Clay in a special way”, “We’ll show you what we’re gonna do”, “Oh yes, these are very special children”, and “Gravity is my enemy.”

 Some of the skills learned in art which also contribute to learning to read (you must have 2 or more).

 The differences among “handicap”, “impairment”, and “disability”.

 How art therapy and art education are different and how art education and art studio approaches are related (From Marilyn Newby’s article Meeting special needs.)  The two traitsGood and Brophy indicated successful teachers use to minimize classroom disturbances

 The intellectual ability range of the emotionally disturbed student. NAME (You can list these)

 Three factors to consider when making adaptations.

 Four things to consider when planning lessons for learners with exceptionalities which are also good teaching practices.

 another term for Developmentally challenged or delayed

Define and give identifying characteristics:

 Developmentally Delayed  Behavior Disordered  Autistic

Define:

 Diagnostic/Prescriptive Process  Adventitious blindness  Congenital blindness