Accessing the Arts Everyday July 15, 2014 Amy Hourigan MT-BC Ball State University

My Background Elementary School Teacher - 9 years K-5 + Choir Music Therapist – 5+ years Clients from 2 months – 100 years Currently – Children and adults with developmental disabilities VSA of Indiana Prism Project Adjunct Faculty – 5 years Ball State University Preschool Music Teacher – 5+years 2 & 3 year olds

Overview of Presentation Purpose …

Overview Incorporate arts terminology “use it or lose it” Advocate for students to receive meaningful curriculum in arts classes.

Overview Therapeutic Arts vs. Arts Education Zone of Proximal Development Domains of Learning Universal Design for Learning

Therapeutic Arts vs. Arts Education Music Skills & Vernacular Visual Art Skills & Vernacular Dance Skills & Vernacular Theatre Skills & Vernacular

Therapeutic Arts vs. Arts Education Music, Theatre, Dance, Theater Client’s Interests Client’s Goals Meaningful Experience to address life goals of individual

Therapeutic Arts vs. Arts Education Music Therapy Concepts Music is time oriented Look this up at home

Zone of Proximal Development Comfort zone Education AND creativity.

Zone of Proximal Development

Find a friend and discuss… How does the ZPD affect your classroom?Any area of learning… (5 minutes)

Cognitive Communication Emotional Motor Social Domains of Learning

Cognitive Domain The ability of a student to receive, process, and commit information to memory. (Davis, Gfeller, and Thaut, 1999)

Cognitive Domain Challenges in the arts : Multi-step directions Processing delays Long term memory Learning styles

Cognitive Domain Motivating adaptations: Student choice Digital video for students to view at home

Time for theater, music and dance… Music – popular music with two step directions, counting game, Ilove my little rooster Theater – directing game

Communication Domain Receptive Language Expressive Language Cognitive Functioning

Communication Domain Receptive language refers to the ability of student to receive and process/decode information. Receptive Language

Communication Domain Expressive language is the ability to use symbols of language to express thoughts. (Lewis & Doorlag, 2006) Expressive Language

Cognition as it relates communication Receive through sensory receptors (i.e. ears, eyes, etc.) Commit to Long Term Memory Understand and Process Information Express Understanding

Challenges & Adaptations Use visuals Reduce # of directions Short demonstrations Peer buddies CHALLENGES: Distractions Extensive vocabulary Assessing comprehension Interpreting vocalizations Support

Time to be artistic… Who Fed The Chickens? Who Stacked The Hay? Who Milked The Cows? Shaking Game I Know a Chicken On This Fine Day 1. I DID (TWICE) 2. SHE DID (TWICE) 3. HE DID (TWICE) 4. SHE DID (TWICE) 5. WE DID (TWICE) 6. THEY DID (TWICE)

Time to find a new friend.. How could you incorporate one of the cognitive/ communication ideas or strategies mentioned in this segment in your work with students in your classroom?

Emotional Domain Emotional challenges that can be addressed with the arts… Regulating emotions Anticipating change Transitions

Emotional Domain Part of what we do as artists may not be easily accessible – emotions, language, intent, non-verbal expressions may need literal explanation.

Emotional Domain Let’s pair the arts with emotion....

Time to find a new friend… How could you incorporate one of the cognitive/ communication ideas or strategies mentioned in this segment in your work with students in your classroom?

Quick Review Zone of Proximal Development Arts Therapies vs. Art Education Domains

Motor Challenges -

Challenges and Adaptations Multiple levels of ability Motor planning Limited movement Adaptations – When possible let the students manipulate any materials, avoid making the art for the student. Music – Loud and soft game Visual Arts – clear contact paper (gross motor) Dance – Spin and Stop Theater – follow your nose

Social Domain Challenges Inappropriate affect Lack of understanding of social cues Communication challenges Appropriate atmosphere/reverse inclusion Developmental delays Adaptations Provide literal translation of slang and social/emotional cues Rehearse social situations Sharing materials, conducting Theater - Magic Wand Visual arts – Collage Dance – Scarf Dance

Variability is the norm Environment Why we should apply UDL to the arts? A.k.a What Special Educators have always known. Variability is the norm Environment Variability is systematic and predictable Glass, Meyer & Rose (2013 Harvard Educational Review, Vol 83, No.1, Spring 2013)

UDL: Glass, Meyer and Rose Each principle reflects one of the major types of variability critical to learning the arts…

UDL: Glass, Meyer and Rose There is variability in the way individuals… Sense and perceive the elements of art and construct meaning from them Express themselves through art Value the experience of art and are motivated to engage in them

UDL: Glass, Meyer and Rose Options and built-in supports Zone of proximal development Techniques and technologies This will not only change arts education, but art itself.

Group work…