Modifications, Accommodations & Adaptations
Art classrooms in particular often include a wide variety of students. This
introduction to pottery class is no exception. Students range from freshmen to seniors and they are all at different points in their art education. The majority of students do not have interest in continuing in art but have taken the class as an enjoyable elective. In order to make sure everyone’s needs are met, projects have loose guidelines. This allows for students to find what best suits them. Another differentiation set in place is the fact that there are no solid deadlines and due dates. Since pottery is a long process and goes through many stages, students have to learn to manage their time and keep themselves on track. I have chosen to teach about the technique of slab building. Most students have created a piece of art with slabs before but this will be an extension on their prior knowledge. In my particular lesson, I have given the students the following guidelines:
Students must create a slab built vessel that…
-Has 5+ sides
-Is created by using a template
-Has surface design or texture
-Is 8-12in in one direction
-Uses proper slab building techniques and attachments
These guidelines allow students their own artistic and creative freedom. I have also given the students 3 ways to create a slab so that they are able to choose which method works best for them (rolling with pin, slab roller, or throwing on the wheel). Given the variety of students in this class, I have described below a few students needs and how the lesson is differentiated to meet those needs. These needs range from giftedness to 504’s and IEP’s. Unfortunately I was unable to obtain records of the exact needs, I have recreated a few examples of what I have seen in the classroom before.
Gifted student: This student is advanced in pottery and has a good understanding of most concepts covered in this class. In order to challenge this student in my lesson, I have challenged them to use 10+ sides and to make a paper model to visually see the final product.
504: My example of a 504 in the class may be someone that has a hearing impairment. If this student needs additional help, I would seat them near the front of the room and near my desk where they will be able to better understand what is happening in class.
IEP: My example of an IEP in the class may be that the student works more slowly than other students. In this case, I would give this student extended time on the project. I may also create a timeline for them to follow in order to keep them on track. This may only work though if you have a good understanding about how slowly or quickly the student works.
introduction to pottery class is no exception. Students range from freshmen to seniors and they are all at different points in their art education. The majority of students do not have interest in continuing in art but have taken the class as an enjoyable elective. In order to make sure everyone’s needs are met, projects have loose guidelines. This allows for students to find what best suits them. Another differentiation set in place is the fact that there are no solid deadlines and due dates. Since pottery is a long process and goes through many stages, students have to learn to manage their time and keep themselves on track. I have chosen to teach about the technique of slab building. Most students have created a piece of art with slabs before but this will be an extension on their prior knowledge. In my particular lesson, I have given the students the following guidelines:
Students must create a slab built vessel that…
-Has 5+ sides
-Is created by using a template
-Has surface design or texture
-Is 8-12in in one direction
-Uses proper slab building techniques and attachments
These guidelines allow students their own artistic and creative freedom. I have also given the students 3 ways to create a slab so that they are able to choose which method works best for them (rolling with pin, slab roller, or throwing on the wheel). Given the variety of students in this class, I have described below a few students needs and how the lesson is differentiated to meet those needs. These needs range from giftedness to 504’s and IEP’s. Unfortunately I was unable to obtain records of the exact needs, I have recreated a few examples of what I have seen in the classroom before.
Gifted student: This student is advanced in pottery and has a good understanding of most concepts covered in this class. In order to challenge this student in my lesson, I have challenged them to use 10+ sides and to make a paper model to visually see the final product.
504: My example of a 504 in the class may be someone that has a hearing impairment. If this student needs additional help, I would seat them near the front of the room and near my desk where they will be able to better understand what is happening in class.
IEP: My example of an IEP in the class may be that the student works more slowly than other students. In this case, I would give this student extended time on the project. I may also create a timeline for them to follow in order to keep them on track. This may only work though if you have a good understanding about how slowly or quickly the student works.
