Question #3

Choose an activity that you would like to do in your classroom, or with a group you may work with in the future. Share with us how you would make this activity UDL friendly. Be sure to identify the age or grade level for which you would be planning this activity.

Have a great week!


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21 Responses to Question #3

  1. Pat Stevens says:

    Hey Inclusive Arts Friends,

    Is it just me, or are there some interlopers on our blog? I don’t understand the comments above having anything to do with question 3 . I’ ll stop in later in the week to see if anyone feels the same.


  2. Sarah says:

    I will do an activity for 3rd graders (7-8 year olds) on hearing by introducing students to the workings of the ear. In order to make the activity UDL friendly, I plan to have the students hold/move objects that represent the parts of the ear. A drum will be the eardrum and pipe cleaners will be part of the cochlea hairs. Clapping hands will be the bones and the brain will be a squishy ball. A paper towel tube will be the ear canal. As the sound moves through each part of the ear, the student will move/hold the item to represent the part of the ear. For example, the drum will be played once the sound arrives at the ear drum. This activity includes movement, language, visuals, and interest. The items will give all students the chance to participate.

    • Sue says:

      Sarah, that sounds really very creative and interesting! I think that the folks will get a real sense of how the ear works that they may remember for life! It is those kinds of activities that support learning. My boss asked me this afternoon to come up with a project for a UDL training that she is doing with the Occupational Therapists at the facility. She wants to make a container/basket to put about 8-10 candies into that can be made with students at various levels with various challenges and strengths. Ten people will be making them, and I will need to get all the materials prepped. I will be pondering it this weekend.

      • Sarah says:

        How did the training go? Did you make different opening sizes and shapes or did you make different container shapes? I would love to hear what you decided to do!

    • Marguerite says:

      I love the use of the objects for your exercise, Sarah. I think it sounds like a wonderful way to illustrate hearing and the ear. I’ve always thought that being physically engaged was an effective way to learn something, especially a process (like hearing!). Great idea!

    • Tim Marsden says:

      I love that idea! What a wonderful way for any student to be able to see, touch, and experience the ear and it’s process.

  3. fsillau says:

    Hi All
    I am sorry for all of this…it seems I still have intruders on the blog….just keep posting I have my tech people working on things. We are going to keep this question up another week to give folks more time to respond.

  4. Sue says:

    Hi all!
    I hope that you will check out this website regarding the arts and the Common Core Standards. Final Public Review of Draft National Core Arts Standards
    Posted from February 14-28. The National Coalition for Core Arts Standards (NCCAS) has scheduled a final public review of the draft PreK-12 arts standards in dance, media arts, music, theatre, and visual arts. The downloadable Excel spreadsheets include eleven overarching anchor standards that align with all disciplines (dance, media arts, music, theater, and visual arts) performance standards. The review will also feature instructional support materials, such as sample Model Cornerstone Assessments, incorporating Process Components and Understanding by Design elements. The review opens February 14, 2014, and closes February 28, at Draft reading copies of the revised standards are now available on the site. I think that you will find this very interesting as you consider the integrating the arts in your work. Looking at the most current research arts and child development ( check out the PDF on Child Development and the Arts ( left side -side bar) really great info and resources!) Even if you are not in an educational setting, I think that in reviewing what are currently accepted as the developmental characteristics for early childhood through college, you will gain some valuable new insights for your own work.

    • Curt Adams says:

      I started a project Monday with my 7th and 8th grade classes. They are going to construct from paper a 3-d form that they will then paint and collage on. It is a fairly complex task that uses a lot of geometry and precision in cutting and folding. Some of the tools they are using are: compass, straight edge, t-square, and scissors.
      The first challenge is drawing the shape so it can be cut out and folded.This is called a net. On Monday I just had my classes practice (playing) using these tools so I could assess their skills using a compass and straight edge. Most of the kids had trouble at first, but they quickly get the hang of it. A few students will need more assistance so the first level of UDL would be using a template. If that doesn’t work I have pre-cut nets. The next possible obstacle is cutting the shape out, In other years I had to provide assistance in this area using my paras, but won’t be necessary this year. Glueing up the form into 3 dimensions will require teamwork of several students. Once they have it in its 3-d shape painting and collaging on it is easy, however they feel like doing it. I will let you guys know how it is going. Today everyone successfully made a triangular prism!

      • Marguerite says:

        We did a similar project in the 3rd grade class I was working with. The gluing/taping of the shapes was the most difficult for everyone. I love the idea of a team working on it together. And I love the idea of collaging on it. So much creativity can emerge with collage! Hope it’s successful for you!

      • Sue says:

        I spoke with Fran about the possibility of putting up images on this blog site. He thought that we could send him images ( set for a website size, not large MG ones) and then put the images here on the site to the left. That way, we could see these really cool pyramids your students are building. I am making some wire sculptures with my 6th-8th gr students that we are covering with tissue paper. “Peace Lanterns”. I have them make 1-2 squares of wire, about 3″ a side and twist the ends together. Then, taking 4 pieces of wire, we twist the 4 together at the top of the wires. Separating the wires, we masking tape the wire squares to the four lines of wires coming from the top twist at about 3″-4″ from the ends of the wires. For some students, that is enough. For others, they take and tape the second square below the first one about 1.5″ away. You now have a pyramid top with the twists, and a square box below. The ends of the wires are turned around into spirals. Then, a pattern is made from the shapes ( triangles and squares) and the pattern is then cut from tissue paper, about a half inch on each side longer than the exact measure of the shape. A bit of glue on the edges, folding them over onto themselves, and the shape gets covered in tissue paper. I bought some neat little fake candles that are battery operated flickers, so when we put the Peace Lanterns over the candles, they glow. It is so cool to see the guys be so gentle with the tissue paper! Tomorrow we will finish them, so I will take pics and post them!

    • Sarah says:

      I looked at the visual arts standards. I like that they left it open to the art teacher to choose the work of art, artist, and medium of focus.

  5. Tim Marsden says:

    As we work our way through the school year I slowly introduce and review specific markings in our choral scores. And as they become familiar with the vocabulary and how the items are used we begin using them more frequently in our rehearsals. Reading choral scores can be difficult for many students so we work really hard in this are which will hopefully lead to musical literacy. We are about to really go deep into some of the articulation marks in one of my choirs (stacatto, legato, crescendo, decrescendo, etc) and as we do this we will use a lot of physical movement to experience what the articulation mark may mean physically so that we might be able to apply that to the music we make. Sampling is another way that I will use to help the kids grasp these concepts, both my sampling and the sampling of other students. We also have some vocal warmups that use creative texts to help teach many of these concepts, (Stacatto is shot and sna-a-a-apy, Stacatto is short as notes can be) catchy tunes and rhythms that will help students memorize the meanings.

    • Sarah says:

      Your catchy rhymes remind of a music teacher who used teasing and taunting bits (na na nuh boo boo) to teach different features in music. I am sure the kids love it!

    • Sue says:

      Connecting the music literacy to movement is great and should help students that are more kinesthetically connected to the world understand the concepts. For more rhythmic students, your vocal warmups should capture their attention! For other students who may be more visual, you might want to put up posters or images in your classroom or as a handout in the music that you give the students. In this picture, you pair the word with a visual image that connects well to the word. If it can be funny or unique, it will catch the brain in an unusual way and stick better than a traditional image. Staccato could be something ( animal or a humorous looking person) on a pogo stick, crescendo could be a picture of a very small person with a large ( SOOO much larger that him!) horn- small end in his mouth and the larger end out the front, decrescendo could be the other directions with the bell of the large horn on the other side of the picture, with the very small person on the other end holding the horn to his ear, and legato, could be someone stirring pudding. Just some ideas…

  6. Pat Stevens says:

    We are working on a project relating to Grant Wood, Iowa’s most famous artist. My 5th graders all chose a photo of a barn with very dramatic skies (wind, lightning, storms etc.)
    My Special Needs kids got to use a template for their barns and were thrilled to be doing, “as good as everyone else!” All I gave them and their Para was the templates and they completed their drawings in oil pastel with fabulous results. I love having my ELP (extended learning kids) participate in art, feeling proud of themselves and enjoying art class.

    • Marguerite says:

      We all want to feel like we’re doing “as good as everyone else”, don’t we? We live in a world of comparison and “I’m not as good as they are” self-dialogue, even into adulthood. So nice to see you providing options and alternatives to help your students enjoy such pride in their work as 5th graders. I think we all need a cheering section some days and someone to help us feel good about ourselves and our accomplishments. Way to go, Pat!

    • Sue says:

      I love this idea, esp with the pastels and blending potential! I bet they are beautiful! In working with an art teacher a few weeks back, she was offended that I was using templates and not encouraging the students to draw their own images. I stated that depending upon the task, I do not always use templates, and most of my students have not become totally dependent on them. The templates support the student structure for the work ahead, and it has been my experience that once a drawing image LOOKS LIKE what they want it to be, they are more likely to make it their own. For some of my students, I have used templates for most of their art making, but I try to give them choices about the kind of template to use. If I am making a house, they can choose an apt, townhouse, ranch style or whatever one they tell me they want support for. She didn’t buy into my rationale, and unfortunately, a number of her students, esp those with learning or emotional challenges, have sorta shut down in art as their confidence has been shaken when they are not as skilled as they would like to be. I feel it is more important to build a relationship of trust with the challenging student that supports their concerns, and then work to find ways that they can build some confidence to work more independently. The confidence can translate into less problem behaviors and oftentimes, more postive interactions with the other students.

    • Aaron Riley says:

      I really enjoy using projects based around Grant Wood. I have often done parodies based on American Gothic, but I think that this landscape/barn idea is good alternative to the exhausted parody.

  7. Aaron Riley says:

    I plan on doing a plaster cast stepping stone with my Art 2-3 students(10-12) grade. Students will create a model using a clay 6″x6″ slab, imprinting their hand along with 5 other items to represent themselves. After a model is made, it will be sprayed with fixative, then a plaster mixture will be poured over top the clay model. The resulting plaster cast can then be painted. I think this lesson can be udl friendly because every student can press their hand into the clay along with other objects to create textures. Any modification can be made by requiring more objects or carved relief objects for more advanced students.