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

2. 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

3. Overview of Presentation
Purpose …

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

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

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

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

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

9. Zone of Proximal Development
Comfort zone
Education AND creativity.

10. Zone of Proximal Development

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

12. Cognitive
Communication
Emotional
Motor
Social
Domains of Learning

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

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

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

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

17. Communication Domain Receptive Language Expressive Language
Cognitive Functioning

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

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

20. 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

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

22. 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)

23. 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?

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

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

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

27. 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?

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

30. Motor
Challenges -

31. 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

32. 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

33. 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)

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

35. 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

36. 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.

37. Group work…