1. The ARTS and Inclusive Learning VSA Institute Mesa, AZ January 22, 2011

2. Presenters Kemlyn Tan Bappe Teaching Artist VSA Iowa Nicole Agois Hurel Education Program Manager VSA Massachusetts

4. Goals To explore: - inclusive arts teaching and learning - the principles behind Universal Design for Learning - how arts learning can support inclusion - arts-based assessments

5. Agenda 9:00 - 10:00 Introductions, goals and agenda, basic elements of inclusive teaching and learning. 10:00 - 10:30 Overview of UDL 10:30 - 10:45 Morning break 10:45 - 12:00 How the arts can support learning and inclusion 12:00 - 1:00 LUNCH 1:00 - 2:15 Arts activity 2:15 - 2:30 Afternoon break 2:30 - 3:15 Arts-based assessments 3:15 - 3:30 "See You Later, Alligator" 3:30 - 4:00 Final debrief, evaluations

6. Agenda What is inclusion? Students with varying characteristics and abilities participate in shared educational experiences while pursing individually appropriate learning outcomes with necessary supports and accommodations.

7. What do you want your students to know, understand and be able to do and why is it important ?

8. For Whom - What are the students' learning needs (Disabilities, English language learners, emotional/behavioral needs, gifted and talented)? - What are their strengths? - What are their learning styles?

11. How?

12. assists curriculum developers in creating flexible curricula to reduce barriers to learning. Universal Design for Learning

16. slides about UD

17. Who is the curb cut for?

18. What’s the link between architecture and curriculum? “Consider the needs of the broadest possible range of users from the beginning” - Ron Mace, Architect

19. How do we learn?

20. Universal Design for Learning promotes the design of flexible curricula that offers multiple means of: representation of content expression of understanding engagement in learning

21. Provide multiple means of representation The way information and content are presented

22. Provide multiple means of expression How students act upon knowledge and express what they know

23. Provide multiple means of engagement Choice Relevance Autonomy Self-regulation Stimulate interest and motivation in learning Challenge

24. Goals Instructional methods Materials Assessments need to reflect the diversity and meet the learning needs of all students

25. UDL Guidelines

26. BrainDance Breath Tactile Core-Distal Head-Tail Upper-Lower Body-Side Cross-Lateral Vestibular

28. Bloom's taxonomy Higher order thinking skills Lower order thinking skills

29. Studio Thinking

30. Compare art forms Skills and techniques Processes

35. miss rosie 1 when i watch you 2 wrapped up like garbage 3 sitting, surrounded by the smell 4 of too old potato peels 5 or 6 when i watch you 7 in your old man's shoes 8 with the little toe cut out 9 sitting, waiting for your mind 10 like next week's grocery 11 i say 12 when i watch you 13 you wet brown bag of a woman 14 who used to be the best looking gal in georgia 15 used to be called the Georgia Rose 16 i stand up 17 through your destruction 18 i stand up - Lucille Clifton

36. ABC Idea Generation In small groups, create a list of words generated from "miss rosie" and our discussion. Each word must begin with a different letter of the alphabet.

37. Themes inspired by "miss rosie"

38. CollageCollage In your small group, choose a theme inspired by "miss rosie" from the idea generation exercise. Then, create a sizeable visual collage that illustrates the theme you chose. Use a variety of colors, materials and textures.

39. Dramatic Scene In small groups, choose a theme or idea generated from "miss rosie". Create a list of characters, objects and emotions for your tableaux. Use props from the visual arts table to enhance your tableaux. Stage each character in the tableaux. Animate the scene by having each actor do a movement and say a line reflecting their role. Begin and end with the theatrical neutral.

40. Poetry Writing Choose one of three poem types: 1 - ABC Poem 2 - Window Poem 3 - Wish Poem Working individually, write a poem that reflects your understanding of "miss rosie". You may use words in the “wordbowl” to generate ideas.

42. How can art products serve as evidence of student learning? How can we measure learning in the Arts? How can rubrics support goal-setting and self-monitoring for students?

48. Thank you! Kem Bappe: kemfysh@yahoo.com Nicole Agois: nicoleagois@vsamass.org All documents are available online at www.artandudl.blogspot.com