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SCULPTURE FOR DISTRICT 75a 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.
In this course, students are introduced to the concept of building as artwork and creative expression. Using art materials such as wood, cardboard, foam core, clay, tubes, corks, fabric, paper, styrofoam, tape and glue, students will explore what happens when they attach things to one another using various adhesives, in various configurations. They will problem solve as they deal with height, balance, and utilization of space in the structures they make. Students will work in both large and small scale, and they will work on individual as well as group projects. They will explore ways to add or include color in their sculptures.
This course is appropriate to all special ed populations.
It promotes social skills, frustration tolerance, problem solving and fine motor skills.