SchoolArts Magazine

OCT 2013

SchoolArts is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts since 1901.

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Page 12 of 54

MEETING INDIvIDuAL NEEDS Free to Be Me Objectives High school students with profound and multiple special needs will be able to: • enjoytheinspirationof a fun and creative book and sing to the rhythm of the text in the book. • usecolorandkinesthetic movement to identify parts of their bodies. • seethemselvesinlifesized paintings they create. • uselargebrushesto move color around the paper as they cover their images with paint. A dab of blue here, a splash of red there, a goopy smear of green . . . everywhere. —Karen Beaumont Pam Clark and Kathy Hubbard aren Beaumont's book, I Ain't Gonna Paint No More! (Houghton Mifflin, 2005), inspired this lesson for high-school students with severe disabilities. The heart of this experience was the creation of a splashy, drippy paintings. Students mixed primary colors to make many others and used large pieces of butcher paper to paint life-sized self-portraits. K body parts (red for the head, green for the neck, yellow for arms, etc.). Next, each student stood in front of a large sheet of butcher paper that was hung on the wall of the classroom as peer mentors outlined their bodies with black permanent marker. Newspaper was spread out to protect the floors and the butcher paper outlines were laid on the floor on top of the newspaper. Drawing the Body To start the lesson, we read the book aloud to students, emphasizing the parts of the body that are painted by the little girl in the book. Singing the song "It Ain't Gonna Rain No More," students identified various parts of the body referred to in the book and selected different colors for different Playing with Color With the help of peer mentors and university students, each student used large paintbrushes and acrylic paint to color the shapes inside the body's outline, using the permanent marker color outlines on the butcher paper as a guide. The paint was poured on the paper in big drips and glops—red, yellow, blue (the primary colors), a tiny bit of black, and most of all, white. This activity was set up like a dance, with the teachers pouring paint and students and mentors moving the paint until the body image was covered. When a portrait was finished, it was lifted up carefully and hung on the wall to dry with newspapers placed underneath to catch any dripping paint. The globs of paint that ran down the paper created interesting drips and dribbles. Assessment Teachers observed student work in progress and asked questions during the lesson. When finished, each student was able to identify that Continued on page 38. 8

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