Empowering the active-minded through art A plea to art educators to embrace the unique abilities of active-minded students and assist them in viewing their challenges and abilities as gifts.

Who are the active-minded? Labeled as ADHD, these students can be viewed in positive or negative ways.  Do you see them as distracted, disruptive, unintelligent, impulsive?  Or do you find them to be creative, energetic, passionate, detail- oriented, able to think outside of the box?  Here's who THEY say they are...(click to open link) Here's who THEY say they are...(click to open link)

Use easels so the students can stand. Place active-minded students next to students with strong focus (Armstrong, 1999). Seat active-minded students in the back or on corners so they have room to stand without interrupting others (McGrady, 2005). Place Velcro on the underside of the table so the student has a tactile outlet during instructional time (Hudson, 2009). Classroom Adjustments Active-minded students need environments rich in stimuli for the greatest amount of production. Without external stimuli, these students will create their own stimuli through unwanted behavior (Zentall, 1983).

Deliver instructions slowly, and one step at a time (Hudson, 2009). Check comprehension by having students paraphrase the directions and repeat them in their own words (Hudson, 2009). Short assignments are recommended (Brock, 2002). If the assignment is more complex, break it into short, manageable pieces (Brock, 2002). Call a student by their first name before asking a question (Armstrong, 1999). Have a second and third assignment ready for them to explore the material at a deeper level, as they may finish their assignment far sooner than others. Instructional Strategies

Hands-on Experiences “When kids labeled ADD/ADHD are allowed to use their hands to express what is in their minds, they may well be able to produce some very creative, unexpected results and display positive traits that were hidden under a landslide of negative behavior (Armstrong, 1999). POSSIBLE MEDIUMS ClaySoft pastels PaintsGraphite CharcoalDigital Oil pastelsPipe cleaners Paper macheWire sculpture GlassPrintmaking Torn paperBeadwork

Traditional educational institutes require mostly linear and logical intelligences. Many students diagnosed with ADHD are spatial and naturalistic thinkers. Art education is a place where predominately spatial, naturalistic and kinesthetic thinkers can excel. By knowing their predominate learning style, students and teachers can make learning relevant (All above information from Schirduan, 2002) Multiple Intelligences

Lesson Plans To Empower “If they can do it, so can I!” HYPERACTIVE HEROES Students will research famous people that have also been challenged with ADHD and find out how they overcame their obstacles. Allow the student multiple options for bringing the hero to life, such as a bibliography, photos, stop-motion animation, painting, sculpture, role play. (Armstrong, 1999)

Lesson Plans to Empower Instead of defining their disabilities, focus on their abilities. Find Your Dominant Intelligence Students will determine their dominate intelligences by completing an assessment based on Howard Gardner’s multiple intelligences theory. After discussing the strengths of the various learning styles, the students will create a work of art that illustrates how they learn best, coupled with their passions.

Lesson Plans to Empower Find an encouraging saying to give you strength. MOTIVATING MOTTO Students will find an inspirational quote about overcoming obstacles. They will then turn the quote into a work of art, combining the quote and a subject matter that the student is passionate about.

Armstrong, T. (1999). ADD / ADHD Alternatives in the Classroom. Alexandria, VA: Association for Supervision and Curriculum Development. Brock, S. (2002). Helping the student with ADHD in the classroom: Information for teachers. National Association of School Psychologists. Harnessing ADHD. (2008, December). Current Health 2, a Weekly Reader publication, 35(4), 5. Hudson, H. T. (2009, November-December). Learning from ADHD: how real teachers and their students have found success in the classroom. Instructor [1990], 119(3), McGrady, M. (2005, January). Adaptations for students with ADHD. School Arts, 104(5), 30. Schirduan, V., Case, K., & Faryniarz, J. (2002). How ADHD students are smart. The Educational Forum, 66(4), Zentall, S. S. (1983). Optimal stimulation: A model of disordered activity and performance in normal and deviant children. Psychological Bulletin, 94(3), IMAGES AND VIDEO Einstein, Albert. [Online image]. (2012). Retrieved March 26, ADHD-Brain.com Elliott, R. [Online image]. Multiple intelligences image. Retrieved March 27, Retrieved from Ferrante, L. [Online image]. (2013, December 6). I am me with no apologies. Retrieved from Griessel, S. [Online image]. (2010, February 24). Girl working with clay. Retrieved from Nordstrom, A. (2012, August 13). The art of ADD manifesto. [Video from Art of ADD website]. Retrieved from References