Art Unit:

OVERCOMING ADVERSITY
Inspired by outstanding artists with disabilities
DEVELOPED BY JULIE POTHIER (260325596)

Rationale Every day, we face challenges conditions or events that tend to make our lives complicated. The term adversity refers to those challenges or unfortunate circumstances. Some days, we meet adversity in the form of rather simple problems, like missing the bus or losing our keys. On other days, we have to cope with more serious situations, such as bullying. Adversity can cause great deal of suffering and distress. However, as the Greek philosopher Horace once said, adversity *also+ has the effect of eliciting talents, which in prosperous circumstances would have lain dormant. In other words, it is by overcoming the challenges that we find our true worth and strength and develop strategies to cope with problems we face throughout the rest of our life. During this unit, the students will learn about people who successfully overcame adversity. Hopefully, this will inspire them, as the main purpose of this unit is to encourage students to look at adversity in any field as a surmountable obstacle. They will learn about various disabled artists and some of the techniques that they use in order to create sculptures, collages, paintings, and drawings (and therefore, experiment with various materials, tools, and art techniques). At the end of the unit, the children will set up an exhibit and display their work. They will try to raise awareness and to sell tickets to the exhibit. The profits will go to a school or an organization that empowers people with disabilities.

OVERCOMING ADVERSITY: Unit Structure

Lesson 1: Discovering Disabled Artists' Artworks

In this introductory lesson, the students will be exposed to artworks created by artists living with disabilities. Even if these individuals cope with obstacles that most people cant even imagine, they manage to produce outstanding works of art. The main purpose of this lesson is to get students to realize that having a disability (or facing other kinds of limitation or challenge) does not necessarily keep people from achieving their goals and developing new abilities.

Lesson 2: Getting to Know the Tools of the Trade

In this lesson, the students will familiarize themselves with different tools, materials, and gestures used in the visual arts. The main purpose of this lesson is for students to develop a basic understanding of how to use the tools and materials at their disposal.

Lesson 3 & 4: Exploring a Variety of Art Techniques, Materials, and Tools

In these lessons, the students will rotate between different stations. In each station, they will be invited to use a variety of techniques, materials, and tools to create different works of art (collages, sculptures, paintings, drawings...) while respecting certain conditions (being blindfolded, using their mouth or feet instead of their hands,...) The main purpose of these lessons is to encourage students to continue their experimentation and exploration of different art techniques, material, and tools while trying to adapt and find ways to deal with new "uncomfortable" situations.

Lesson 5: Creating Works of Art Inspired by Artists with Disabilities

In this lesson, the students will be invited to select materials and tools among the ones they have worked with in order to produce an artistic piece. However, they will also have to realize their masterpiece while facing certain challenges or limitations. The main purpose of this lesson is for students to use the techniques, tools and materials they have learned to work with during the unit to produce a final performance task.

Lesson 6: Raising Awareness and Setting up an Exhibit

In this lesson, students will work together in order to set up an exhibit and display their work in order to raise awareness and to try to show people an aspect of disabilities that they were probably not familiar with. The main purpose of this lesson is for students to work collaborately to organize an event and to effectively communicate a message. (This is an English Language Arts lessons - the lesson plan associated with it is not included in the following document)

Lesson 1: Discovering Disabled Artists Artworks

Subject(s) Grade Level Duration Broad Area of Learning Rationale Stimuli for Creation Creative Process Visual Arts Elementary Cycle 3 50 minutes Citizenship and Community Life SEE OUTLINE Myself, Others Inspiration

Cross-Curricular Competency To use creativity

Affective Aspect(s) Respect for the productions of others Expression of his/her sensations, impressions, emotions, and feelings Subject Competencies and Key Features: To produce individual works in the visual arts: - To use personal ideas inspired by the stimulus for creation - To use transforming gestures and elements of visual arts language - To share his/her creative experience To appreciate works of art, traditional artistic objects, media images, personal productions and those of classmates : - To examine a work of art, traditional artistic object or media images for sociocultural references - To make connections between what he/she has felt and examined - To share his/her appreciation experience QEP Essential Knowledges Transforming gestures and their extension, the tools Gesture(s): freehand drawing Tool(s): pencil Language of visual arts As they discuss the pictures presented to them, the students will talk about lines, colours, value, texture, spatial organization and representation... (It is assumed that those elements and principles have been taught and discussed earlier during the school year.) Learning Intentions and Objectives By the end of this lesson, students will be able to: Express their appreciation of works of art produced by disabled artists and comment on the unusual production process associated with their creations; Explain and give examples of different art techniques/accommodations that can be used to overcome disabilities; Make connections between what they felt when they were drawing with their wrong hand and the sample pieces they examined. Materials Literature: The Black Book of Colors (by Menena Cottin) Computer and projector , sample pieces and biographies of disabled artists (see appendix); Pencils and paper. Logistics Prior to the lesson, a presentation (PowerPoint, SMART Notebook...) including the artists sample pieces and interviews will have to be prepared by the teacher.

Lesson 1: Discovering Disabled Artists Artworks

Learning Activity
Introduction Turn off the lights in the classroom. Gather the students in the reading corner (sitting on a rug in front of you). Ask them to close their eyes and to get prepared to let their imagination run free. Read The Black Book of Colors (from Amazon.ca: The Black Book of Colors provides an excellent opportunity for children and adults to explore experiences and perspectives that are different from their own. Through the content and format of this book, readers will begin to understand the experience of a person who can only see through his or her other senses... The content stimulates the imagination... This book also has the value of teaching all readers to appreciate difference and, indirectly, the importance of inclusion). Ask students to open their eyes. Let them observe the book (there are no pictures in the book, only black relief on black paper). Discuss. Were the students able to visualize the story? What helped them? Would their experience have been different if they had never seen before? The story was told from the point of view of a blind person. What other disabilities do the students know about? What kind of obstacles do disabled people have to face? Are there things that these individuals cant do? What about art? Ask the students to get back to their seats. Development Turn on the projector and start showing sample pieces produced by disabled artists to the students. Every time a picture is shown, tell the students a few biographical details about the artist and about the techniques used by that artist to overcome his or her disability (painting with special tools, feet, mouth, other hand...). Ask the students to mention a few thoughts about each painting.

25 minutes 10 minutes

15 minutes

Go back to the earlier discussion. Can disabled people be artists? What can we learn from them? How would it feel to have to cope with a handicap while doing art? Ask the students to get a pencil and a sheet of paper. The left-handed children will have to hold their pencil with their right hand and put their left hand behind their back, and vice versa. Invite them to draw a detailed picture (they get to decide what they want to draw). EXTENSION: The students who finish faster can get another piece of paper and try to draw another picture, but with their eyes closed (no peeking!). Conclusion Discuss. Ask the students to share their pictures and their experience. Are they happy with the result? Did they still have fun even thought they could not draw with their preferred hand? Was it frustrating at times? Why? What challenges did they face? Did they still manage to produce an interesting drawing (YES !). Start telling the children about the rest of the unit. They will learn about various disabled artists (maybe even meet one!!!) and will use some of the techniques that they use in order to create sculptures, collages, paintings, and drawings. It will be fun and challenging! At the end of the unit, the children will set up an exhibit and display their work. They will try to raise awareness and to sell tickets to the exhibit. The profits will go to a school or an organization that empowers people with disabilities. The students could try to contribute to a great cause!

Lesson 1: Appendix
Source (images and text): http://www.webdesignerdepot.com/2010/03/the-amazing-art-of-disabled-artists/

Peter Longstaff Disability: Missing both arms Peter is a foot painter. He creates all of his artwork using just his feet, having no arms. Peters disability stemmed from the drug thalidomide, which was prescribed for morning sickness until it was discovered that it caused deformed foetuses. After living most of his life without arms, Peter considers his right foot to be like the right hand of most people, using it dexterously to open doors and perform many other everyday tasks.

Alice Schonfield Disability: Diminished Capacity through multiple strokes Although Alice Schonfeld is most known for her sculpting work primarily in Italian marble, she is also regarded as an inspirational figure for the disabled community. She has shown a considerable tenacity to work through debilitating illnesses and has done a lot to promote awareness of disable artists. She resides in California.

Keith Salmon Disability: Visually Impaired Keith is a blind fine artist and avid mountain climber. He has climbed over a hundred Munros (a type of Scottish mountain), one of which can be seen in the first painting below. In 2009 he won the Jolomo award for Scottish landscape painting.

Lesson 1: Appendix
Matt Sesow Disability: Missing a hand Just six years after losing his hand as a child in an accident in which a crashed plane severed his arm and took away his dominant hand, Sesow played for the US team in the disabled Olympics in England. While working at IBM as a software engineer, he began painting scenes in oils that were influenced by his traumatic injury.

Michael Monaco Disability: Quadraplegic Michael Monaco is a quadriplegic who paints with his mouth. His work has been featured in global exhibitions and he is a member of the Mouth and Foot Painters Association.

Dennis Francisconni Disability: Quadraplegic Francesconi is a mouth painter that excels at adding a high level of detail in his works, especially considering his method of painting them. He has participated in over 75 exhibitions around the world.

Lesson 2: Getting to Know the Tools of the Trade

Subject(s) Grade Level Duration Broad Area of Learning Rationale Stimuli for Creation Creative Process Visual Arts Elementary Cycle 3 50 minutes Citizenship and Community Life SEE OUTLINE Myself, Others Development: Experimentation, uses

Affective Aspect(s) Respect for artistic materials Active participation in artistic experiences Cross-Curricular Competency To work cooperatively Subject Competencies and Key Features: To produce individual works in the visual arts: - To use transforming gestures and elements of visual arts language - To share his/her creative experience QEP Essential Knowledges Transforming gestures and their extension, the tools Gesture(s): freehand drawing, applying coloured pigments, joining and pinching a malleable material (clay) Tool(s): pastels, paint, paintbrushes, sculpting tools Language of visual arts Lines, textures, colours, patterns Learning Intentions and Objectives By the end of this lesson, students will be able to: Make inferences and try to determine what certain tools and materials are used for by using their judgement and recalling previous knowledge/experiences; Show that they understood how to use a specific tool or material by working with it in class; Share their creative experience by telling others about what they liked and disliked about the materials and tools they used. Materials Station 1: Various texture tools used for sculpting, clay, foil plates, water Station 2: Oil pastels, small squares of paper (15cm x 15 cm) Station 3: Soft pastels, Q-tips, small squares of paper (15cm x 15 cm), paper towels (to wipe fingers) Station 4: Watercolour palettes, small squares of paper (15cm x 15 cm), paper towels , water, different types of paintbrushes, paper/plastic plates to make mixes Station 5: Acrylic tubes, small squares of paper (15cm x 15 cm), paper towels , water, different types of paintbrushes, paper/plastic plates to make mixes, popsicles stick to mix paint Plastic needle, thread, a sock, an easel and chart paper (to demonstrate techniques). Logistics Prior to the lesson, the teacher will need to set up stations by bringing desks together and putting the materials listed above on each cluster of desks. Some time will need to be allocated to clean and tidy up the classroom after the activity.

Lesson 2: Getting to Know the Tools of the Trade

Learning Activity
Introduction Gather students in the reading corner. Ask them if they remember what was discussed during the previous lesson. Whose artworks did the students look at? What was special about the artists who produced the art pieces that they saw? What kind of solutions did these artists come up with in order to solve the problems associated with their conditions? Let the students know that after todays lesson, they will have the chance to experiment with various art techniques, tools, and materials in order to create their own art pieces. However, before they do so, there is one important thing they must do... Take out a plastic needle, some thread, scissors, and a loose-woven sock with a large hole in it. Tell the students that you have worn out the sock and would like someone to help you fix it. Ask if anyone can give you a hand. Most students will probably say that they dont know how to sew. Some might want to try, but will most likely not be very successful. Help students realize that in art, just like in everything else, people must learn how to use tools and work with materials before trying to create something with them. Let students know that during todays lesson, they will learn how to use different sculpting tools, paintbrushes, pastels, and types of paint. Development Stay in the reading corner. Having the students close to you will be helpful. Try not to spend more than 3 minutes on each one of the following categories: Start by showing a few texture tools used in sculpting (lace, rope, rattan, windowpane...). Ask students to make inferences and try to determine what each one is for, and briefly demonstrate how to use each tool. Show them how to use water when working with clay. Next, show a few types of paintbrushes (round, flat, fan, liner...). Ask students to make inferences and try to determine what each one is for, and briefly demonstrate how to use each tool. Continue by showing a watercolour palette and tubes of acrylic paint (it is assumed that students already know how to use gouache). Ask students if they know how to use these two types of paint. What is the difference between them (water needs to be added to watercolours; acrylic has more coverage and mixes very well...)? Briefly demonstrate how to use each kind of paint. Finally, show a couple of soft pastels and oil pastels. Demonstrate how to use each kind (layering, smudging...) and ask students to tell you what differences they see between the two. Why would they want to use one type over the other (ease of use, coherence with theme illustrated...)? Now, separate the class into five groups and send each group to a station. Let them experiment with the materials available for about 10-15 minutes. Afterwards, ask students to clean up their stations and go back to the reading corner. EXTENSION: The groups who finish faster can start cleaning up (unless they didnt put enough effort into their work and need to keep working. If they also finish cleaning early, they can start thinking about what they liked and disliked about the tools and materials available at their station. Conclusion Ask a representative from each station to come up in front of the class and show samples of his/her teammates work and to briefly talk about his/her experience with the tools and materials put at his/her disposition. What did he/she liked and disliked about them? Why?

8 minutes

32minutes

5 minutes

Lessons 3 & 4: Exploring a Variety of Art Techniques, Tools, and Materials

Subject(s) Grade Level Duration Broad Area of Learning Rationale Stimuli for Creation: Creative Process: Visual Arts Elementary Cycle 3 70 minutes + 70 minutes (two longer periods) Citizenship and Community Life SEE OUTLINE Myself, Others Development: Experimentation, choices, uses, adaptation, combination, shaping

Affective Aspect(s): Respect for artistic materials Acceptance of unexpected events Active participation in artistic events Expression of his/her sensations, impressions, emotions, and feelings Subject Competencies and Key Features: To produce individual works in the visual arts: - To use personal ideas inspired by the stimulus for creation - To use transforming gestures and elements of visual arts language - To organize the elements he/she has chosen - To share his/her creative experience To appreciate works of art, traditional artistic objects, media images, personal productions and those of classmates : - To make connections between what he/she has felt and examined - To share his/her appreciation experience QEP Essential Knowledges Transforming gestures and their extension, the tools Gesture(s): freehand drawing, applying coloured pigments, tearing, notching, spreading glue on paper, snipping paper, printing (various objects with gouache), joining and pinching a malleable material (clay), putting together volumes (paper, cardboard and objects) Tool(s): pencils, pastels, paintbrushes, sponges, scissors... Language of visual arts: Shapes, lines, colours of pigments, texture, patterns, volume, spatial organization Learning Intentions and Objectives By the end of these lessons, students will be able to: Open-mindedly participate in artistic activities, explore various art techniques, tools and materials, and accept challenges; Come up with solutions that help them adapt to uncomfortable situations and solve problems; Reflect on their experience by discussing with their peers and writing in their journals. Materials Station 1 (Sculpture): clay, plasticine, sculpting tools, foil plates, water Station 2 (Painting): paintbrushes, watercolours, acrylics, paper/canvases, paper towels, water Station 3 (Collage): magazines, newspapers, construction paper, scissors, glue, popsicle sticks Station 4 (Drawing): pencils, sharpeners, pastels, paper, Q-tips, paper towels Station 5 (Printing): various objects, gouache, paper, sponges Station 6 (Mystery!): pipe cleaners, recycled materials, foam balls, tissue paper, miscellaneous... Journals, scarves to blindfold, labels for the different centres, buckets and pieces of papers with the following challenges written on them (see lesson, DEVELOPMENT section for details) SMARTboard, projector, computer, video: http://www.youtube.com/watch?v=dg_B2r3a5zk&feature=related Logistics Prior to the lesson, the teacher will need to set up stations by bringing desks together and putting the materials listed above on each cluster of desks. The stations should be labelled. Some time will need to be allocated to clean and tidy up the classroom at the end of the lessons.

Lessons 3 & 4: Exploring a Variety of Art Techniques, Tools, and Materials

10 minutes

Learning Activity (PERIOD 1 OF 2)

Introduction Bring students attention toward the SMARTboard. Play the following video (http://www.youtube.com/watch?v=dg_B2r3a5zk&feature=related) in which Marcus Thomas, a quadriplegic artist, describes how he got into arts after becoming handicapped. Discuss. What challenges did he have to face? How did he cope with them? Tell students that today, they will finally get to experiment with various art techniques, tools, and materials. Development Tell students that they will have two periods to rotate between six different stations. They will visit two stations per period (so there are two stations that they wont get to experiment). In each one of these stations, they will find specific materials and tools. They will get to sculpt, print, draw, paint, make collages, and use their creativity to create a mystery object. In each station, they will find a bucket with some folded papers in them. Students will have to pick one of those papers, without looking. On these papers, the following challenges will be written: - Station 1 (Sculpture): blindfolded OR without preferred hand - Station 2 (Painting): without preferred hand OR with mouth OR with feet - Station 3 (Collage): blindfolded - Station 4 (Drawing): blindfolded OR without preferred hand OR with feet - Station 5 (Printing): blindfolded OR without preferred hand - Station 6 (Mystery!): blindfolded

50 minutes

Students will have to produce an art piece, choosing the materials and tools that they want among the ones provided in the station, while respecting the condition on the paper they randomly picked. They will have to find ways to overcome their challenge. Tell them that you have tried a few stations, and show them your work. Talk about your experience (ex. how hard it was not to cheat while being blindfolded, how you had to find a way to stabilize your paper while painting with only one hand...)
Ask if there are any questions, and separate students in six groups. Tell them to start! Every 15 minutes, they will have to stop what they are doing, and spend 5 minutes cleaning their station before they can move on to another one (clockwise rotation). Conclusion The class should already be tidy, since the students had time to clean after each lesson. Show them where to store their work and keep it protected. Take notes of which students completed which stations. Invite students to come in at lunch if they want to keep working. Ask a few students to share their experience. What did it feel like to face unfamiliar limitations while trying to achieve a goal? Was it frustrating? How did the students deal with that? Invite some students to share their work with the class.

10 minutes

Lessons 3 & 4: Exploring a Variety of Art Techniques, Tools, and Materials

5 minutes

Learning Activity (PERIOD 2 OF 2)

Introduction Gather students in the reading corner. Tell them that they will continue the work they started yesterday. Ask if there are any questions or comments, clarify if necessary, and then send students to their new stations. Development (Same as previous lesson)

40 minutes 25 minutes

Every 15 minutes, students will have to stop what they are doing, and spend 5 minutes cleaning their station before they can move on to another one (clockwise rotation). EXTENSION: The students who finish faster can visit more than four stations, as long as they apply themselves in each station.

Conclusion Clean up, if there hasnt been enough time during the lesson. Once the students are back in their seats, tell them to get their journal and write about their experience. They should answer the following questions: 1. What stations did you visits, and what challenges did you complete? 2. What was your favourite station? Why? Which one(s) did you not like? Why? 3. Name at least one problem that you had to face in one of the stations. What solutions did you come up with to solve the problem? 4. What have you learned about overcoming adversity so far during this unit and through the activities done in class? Ask a few students to share their entries.

Personal Example

Lesson 5: Creating
Disabilities
Subject(s) Grade Level Duration Broad Area of Learning Rationale Stimuli for Creation Creative Process

Works of Art Inspired by Artists with

Visual Arts Elementary Cycle 3, Year 1 60 minutes Citizenship and Community Life SEE OUTLINE Myself, Others Development: Choices, adaptation, uses, combination, shaping Focus: Adjustments, maintenance of his/her choice

Affective Aspect(s) Openness for stimuli for creation Acceptance of unexpected events Respect for artistic materials Active participation in artistic experiences Satisfaction with respect to his/her artistic experiences Cross-Curricular Competency To use creativity Subject Competencies and Key Features: To produce individual works in the visual arts: - To use transforming gestures and elements of visual arts language - To use creative ideas inspired by the stimuli for creation - To share his/her creative experience - To organize the elements that he/she has chosen - To finalize his/her creation QEP Essential Knowledges Transforming gestures and their extension, the tools Gesture(s): freehand drawing, applying coloured pigments, tearing, notching, spreading glue on paper, snipping paper, printing (various objects with gouache), joining and pinching a malleable material (clay), putting together volumes (paper, cardboard and objects) Tool(s): pencils, pastels, paintbrushes, sponges, scissors... Language of visual arts: Shapes, lines, colours of pigments, texture, patterns, volume, spatial organization Learning Intentions and Objectives By the end of these lessons, students will be able to: Select tools and materials that they feel comfortable working with; Demonstrate that they understand how to use the materials and tools they selected by properly utilizing them in their final creations; Create a study, well-made art piece that emphasizes process over product (the students final creations might not look as nice as they would like them to be, since they will have to work on them while facing challenges, however, the art pieces can still be well-made) . Materials All of the following materials: clay, plasticine, sculpting tools, foil plates, water, paintbrushes, watercolours, acrylics, paper/canvases, paper towels, magazines, newspapers, construction paper, scissors, glue, popsicle sticks, pencils, sharpeners, pastels, paper, Q-tips, various objects, gouache, sponges, pipe cleaners, recycled materials, foam balls, tissue paper, miscellaneous... Scarves to blindfold Logistics Prior to the lesson, the teacher will have to neatly set up all the materials on a long table. Each childs desk should be covered with newspaper or garbage bags. Some time will need to be allocated to clean and tidy up the classroom at the end of the lessons.

Lesson 5: Creating
Disabilities

Works of Art Inspired by Artists with

Learning Activity
Introduction Gather the students around the reading centre. Tell them that the unit is coming to an end! Tell them that so far, the students have not had the chance to make that many choices during the unit. However, this lesson will give them all the freedom that they want! Well, almost... Explain to the students that over the past few lessons, they have looked at disabled artists work and have come to understand that facing challenges does not keep people from achieving their goals. Sometimes, it even allows them to develop talents they didnt even knew they had! Ask students if any of them has been in this situation during the activities completed in class. For instance, who was surprised by how great a sculpture realized with a blindfold on turned out to be? Who had a lot of fun painting with their mouth and realizing that they could do it? Tell students that during todays lesson, they will get to create an art piece using any materials and tools that they want. The only constraint is that they will have to choose a challenge to face while creating their final production. They will benefit from 40 minutes to work, so they will have the chance to apply themselves and take their time. Let students know that the pieces they will create today will be displayed in an exhibit that the students will organize later. They will be encouraged to invite students from the school, teachers, friends, parents... They might even be able to get a guest speaker to give a speech or members of the disabled community to come see their work. The students will eventually prepare speeches or poems to go with their pieces and to describe their experience. People will have to buy tickets to see the exhibit, so the students will have to promote the event! The funds collected from the ticket sales will be distributed to a school for handicapped children in Montreal or an organization that empowers people with disabilities. This project should get the student pretty excited! Development Give students some time minute to think about the materials and tools they want to use. Tell them to raise their hand when they are ready to pick up what they need, and tell them to wait for you to call on them before getting up, so as to avoid chaos. Let the students work and walk around the classroom to help them and give them ideas. EXTENSION: The students who finish early can either make a second piece, or start working on a poem or reflection that will accompany their art pieces. Conclusion Clean up! Ask the student to tidy up their desks and put away the things they have used. Tidy up the classroom. Gather the children and discuss the concept of process over product. What could that mean? How is the task they just completed a good example of that? If some time if left, start talking about the organization of the exhibit! Set up committees, brainstorm, etc...

10 minutes

60 minutes

10 minutes

EVALUATION

Rubric
Way to Go! (3) Participation The student actively took part in all of the artistic experiences and pushed through the challenges. Almost There! (2) Needs Improvement (1) The student did not actively take part in most of the artistic experiences and abandoned as soon as a challenge arose. THROUGHOUT THE UNIT The student actively took part in most of the artistic experiences, but sometimes seemed to lack motivation when the work seemed too hard. The student always kept an Most of the time, the open mind about working student kept an open mind under unconventional about working under conditions and using a variety unconventional conditions of materials, tools, and and using a variety of techniques. materials, tools, and techniques. FINAL ART PIECE

Attitudes

The student did not keep an open mind about working under unconventional conditions and using a variety of materials, tools, and techniques.

Lessons from...

The student has successfully shown that he/she Lesson 2: Getting to understood how to use the Know the Tools of the materials and/or tools provided by utilizing the tips Trade and strategies discovered Lessons 3 & 4 during the demonstration. The student has taken risks and applied a variety of strategies (ex. Using different texture tools, mixing colours, painting different types of lines with different paintbrushes, mixing pastels in many ways) The student was able to find Lessons from... effective and creative ways to Lessons 3 & 4: Exploring deal with the problems a Variety of Techniques, associated with his/her challenge. Tools, and Materials a) Lessons from... The student can share his/her experience. In his/her journal, Lessons 3 & 4: Exploring the student has provided a Variety of Techniques, answers to all the questions and justified his/her answers. Tools, and Materials The students reflection offers b) depth. The student created a wellLessons from... made piece that reflects effort Lesson 5: Creating Works as well as his/her very good of Art Inspired by understanding of the uses of the tools, materials, and Disabled Artists techniques explored in class.

The student has shown that he/she more or less understood how to use the materials and/or tools provided by utilizing some of the tips and strategies discovered during the demonstration. However, the student has not taken a lot of risks or applied many different strategies.

The student has not successfully shown that he/she understood how to use the materials and/or tools provided. The student did not use the tips and strategies discovered during the demonstration.

The student somewhat able to find effective ways to deal with the problems associated with his/her challenge. He/she found ways to solve some of them, but overlooked a few issues. The student can share his/her experience. In his/her journal, the student has provided answers to all the questions, but has not always justified them.

The student was not able to find ways to deal with the problems associated with his/her challenge and/or simply ignored them. Te student cannot share his/her experience. In his/her journal, the student has not provided answers to all the questions.

The student created a somewhat well-made piece that reflects effort as well as his/her basic understanding of the uses of the tools, materials, and techniques explored in class.

The student has not created a well-made piece. His/her work does not reflect effort. The student did no attempt to use the tools, materials, and techniques explored in class properly.