Teaching Art to Students with Visual Impairments

Current Thoughts You are told you will have a student with a visual impairment in your art class. What is your initial reaction? What are some potential benefits? What challenges do you anticipate?

Definitions Visual Acuity – number that indicates sharpness/clarity of vision Visual Field – area you see when looking straight ahead Low Vision – visual impairment that cannot be corrected by surgery or lenses Legally Blind – 20/200 or less in the better eye with best correction - Visual Field of 20 degrees or less in the better eye Light Perception – can see light and darkness, can differentiate between day and night Total Blindness – no light perception from

Eye Anatomy

Glaucoma

Cataracts

Diabetic Retinopathy

Retinitis Pigmentosa

Macular Degeneration

Congenitally or Adventitious Congenitally blind – since birth Adventitiously blind – vision lost in course of one’s life (early, mid, or late)

School Team Members  Teacher of the Visually Impaired (TVI)  Direct instruction to student  Collaborates with team  Materials adaptation  Orientation & Mobility (O&M) Specialist  Teaches skills that are needed to move safely and confidently throughout one’s environment  Paraprofessional  May not have formal training, but is with the student throughout the school day

Why arts education?  Creative expression  Builds self-esteem  Part of the human experience  Deepens understanding of the world  Learn about other cultures  Builds fine motor skills  Following directions  Focus/attention  Collaboration  Perseverance

Activity #1 Learning Through Touch  Pick one paper bag and open it. Do NOT look inside. Use your hands to “see” what it is.  Draw a picture of your object.  You may use your hands to exam the object as often as you want, but you may NOT look at it.  You may work alone or with a partner.

Instructional Strategies  Preteach how to use materials safely  Preteach how to organize a work space  Allow tactile exploration of materials as appropriate before/during/after the lesson  Allow student to stand close to a demonstration  Involve student in the process from start to finish  Explicit instruction – students with visual impairments do not learn incidentally  Physical Guidance – hand-over-hand, hand-under-hand  Describe/explore part-to-whole  Promote independence, fade assistance when able  What is the objective of the lesson? How can student meet this objective?

Multisensory Materials Auditory Add bells to paintbrushes Verbal descriptions of process and final project Tactile Add sand to paint Sprinkle sand or glitter on wet paint Use texture papers Color on bump board Olfactory Scented markers Add scent to paint Draw attention to natural scents of materials *Use trays to define space

Environment Sit student in groups with peers Ends are easier to find Keep clear pathways Keep furniture and supplies neat and organized in a consistent fashion Label materials, spots on shelves Alert student to any changes Push in chairs! Close cabinet doors!

Activity #2 Back-to-Back Drawing Partner A is the teacher and Partner B is the drawer. Partners sit back-to-back with Partner A holding the card. Rules 1. Partner B cannot look at the card. 2. Partner A must describe the picture using words only. No gestures. 3. Partner A cannot draw or use physical guidance. 4. Partner B cannot ask questions or ask for clarification.

Communication  Call the student by name during group instruction  Verbalize visual elements of a lesson (illustrations, posters, movies, demonstrations, modeling, writing on board)  Use descriptive words and be specific. Avoid saying general phrases such as, "over there," or "like this”  Speak naturally. Do not avoid the words “look,” “see” or “watch”  Speak directly to the student. Do not speak through the Teaching Assistant.  Describe the environment: Name the students sitting at his table, describe what the other students are doing  Pair student with partners who are able to provide verbal descriptions  May need to prompt friends as well

A Basic Color Wheel  Primary Colors: red, yellow, blue  Secondary Colors: orange, green, purple  Red and yellow make orange  Yellow and blue make green  Blue and red make purple

A Cautionary Tale…  Read the article, “This Was No Art Lesson” by Merry-Noel Chamberlain  What were some good aspects of the lesson?  What could the instructor have done better?

Resources  APH InSights art competition  Art Beyond the Eyes: A Handbook For Visual Art Teachers Working with Students with Visual Impairments by Daryl Lussen Wilkinson (2014)   Art Beyond Sight YouTube channel   Information on touch tours and audio descriptions  Perkins School for the Blind 

Resources   Texas School for the Blind and Visually Impaired    TommyEdisonXP YouTube Channel 