DRAWING FOR DISTRICT 75 –  with pen,  pencil, marker, and oil pastel 

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 is appropriate for all special ed populations, allowing for varying degrees of intentionality in the mark-making, and recognizing that the scribble is a recognized stage in human artistic development.

It promotes eye-hand coordination, independence, decision making and social skills.