BOOKMAKING FOR DISTRICT 75

a note about art projects adapted to special ed populations: Enabling the students to independently explore art materials through sensory-motor investigation takes precedence over expecting the students to create a cognitive product.  Some of the courses allow for more pure material exploration (painting, paper sculpture, collage, sculpture), others are more likely to result in a cognitive product (bookmaking, personal power banner), while others naturally combine both (printmaking, drawing).

Introduction of concepts and vocabulary is calibrated to the language skills and developmental levels of the students in each individual school and classroom.  It should be noted that artistic concepts (figure/ground, absorbency, transparency, opacity, viscosity, etc.), though not explicitly discussed in a lesson, can be experienced by the students as they explore the art materials introduced by the Teaching Artist.

This residency introduces students to a multi-week art process that involves creating sequences, both in the art-making process and in the narrative process that helps define an object as a book. These sequences can be solely visual/pictorial, or can include words.  Students can choose their own subject matter.  They will develop a record of their exploration of the subject, and create a structure that allows them to put the record in a sequence – scroll, pages, cards, folded accordion, etc. Students will interact with the sequence they have created by unrolling, turning pages, arranging cards or unfolding, depending on the structure they chose.  Students will share their books with other students.

This course can be adapted to all special ed populations, though the conceptual complexity of the sequence and structure will be adapted to developmental levels.

This course promotes decision making, fine motor skills, patience and social skills.