SchoolArts - January 2012

MEETING INDIVIDUAL NEEDS
All Our Different Hands
Have Talents to Share

Recently, students from the spe- cial education school where I teach were chosen to create an art installation for a display window of a local art gallery. Their installation, entitled All Our Different Hands Have Gifts to Share, raised public awareness about the abilities and strengths of special-needs students. Who better to demonstrate that special-needs students can make significant contributions to the community than the students themselves?

The gallery, an important venue in the local arts scene, donates display space to nonprofit organizations for public education. Although the gallery regularly sponsors worthy causes as part of its socially responsible business model, we were the first to be invited to participate. That honor meant that my students’ installation was seen daily by hundreds of people over two months in a professional art space.

Adrian Watts-Driscoll

Conceptualizing the Message The project was created cooperatively by a multi-aged group of students from our inclusion elementary program and upper school, which serves students with significant developmental and physical disabilities. Students identified our theme as “Who we are, what we do, and how we do it.” I presented them with an assortment of mixed-media supplies, and they strategized on how best to symbolize their big idea using those supplies.

Process over Product To ensure maximum participation regardless of limitation, I divided up the tasks. One of the most important things I do when teaching special-needs students is to incorporate multi sensory tactile supplies whenever possible. I’ve also learned to focus instruction more on the creative process than the finished product. This not only increases participation and joy, but often produces better products.

Some of my students are vision impaired, so one of our first steps was to mix sand into acrylic paint for tactile stimulation. These students applied the mixture with their hands to canvases, creating a lovely background of blue sky and green landscape that they could feel.

Another group researched important local landmarks and buildings, then collaged images of them onto the background area of our canvases, creating an illusion of perspective. Glue outlines were applied around the cityscapes, enhancing their tactile dimension.

Other students drew and painted a neighborhood based on historic New England houses. A third group used portraiture skills to add their classmates into the foreground. Some drew freehand, while those needing more support traced three-dimensional acrylic face molds with modified drawing tools.

Some students researched birds and made air-dry clay sculptures based on real and imaginary species.

Feathers and
paint were added
and the birds
were attached
to embellished
branches. Finally, students with less
mobility acted as models for hand
sculptures made from fast-drying plas-
ter gauze.
hanging bird sculptures symbolizing
freedom through creating, and plaster
hands with art tools demonstrating
how we do what we do. Information
pamphlets on special education and
outpatient services were also provided
at the reception
and in an outside
box for interested
passersby.
The wonder-
ful response to
the project and
opening proved a great success. Most
importantly, my students really enjoyed
the creative process and were so proud
to see their finished art. Community
feedback was overwhelmingly and
glowingly positive. In conclusion, the
whole experience truly provided proof
that all hands really do have gifts and
talents to share!

Who better to demonstrate
that special-needs students can
make significant contributions
to the community than the
students themselves?

Celebrating Good Times We celebrated by inviting students, family, faculty, board members, and the general public to a special artist reception at the gallery. The completed mixed-media group artwork included a background of painted and collaged canvases representing the community,