Art Education

Approach

Art has always been a part of my life. It is something I enjoy seeing and doing. I recognize that not all students have had the same positive experiences (or any) regarding art. Creativity, unique solutions, experimentation, and risk-taking are encouraged. Students are exposed to a variety of art materials, skills, and methods, including computer graphics. Imagination is valued right alongside realism and observation. Projects and activities are designed in a way that discourages conformity. Both process and product are emphasized. Rubrics are common forms of assessment, particularly for more involved projects. I especially enjoy teaching art to young children. I feel that if I can get students past the crucial age of grades 3-4 when the “I can’t draw” statements begin to occur, they may become lifelong enjoyers of art, whether it is actual participation or art appreciation.

I organize my units around themes, many of which expose students to art from diverse cultures, including those representative within the classroom and from my different travels. Informative displays of student artwork can be seen around the school, through printed school publications, and electronically (i.e. Animoto shows shown during special events and Artsonia student online gallery).

Collaborating with classroom teachers has been a rewarding experience, building off their concepts and units, as well as devising ways to differentiate needs of students. Regardless, the practicing of developmental art skills and expectations is carefully and naturally interwoven. Students report that they feel challenged but supported, love working with such a variety of art materials, and leave feeling more positive about themselves as art makers and appreciators.

I have found the document camera, LCD projector, and Interactive Whiteboard to be excellent demonstration tools in the art classroom. I have also utilized a combination of the iPad on a stand and projected via AirPlay to be a flexible solution for demonstrating and sharing resources.

"Your class did the magic and made my athletic boy enthusiastic about art not just as a passive audience, but as a producer." Jonathan's mom 5th grade

Clay

One of the student's favorite art materials is clay. This malleable material is especially successful with kids who have attention challenges and those who feel limited by their drawing skills. I have found that many students, after doing a project in clay, are more willing to take risks in subsequent lessons.
Students have been exposed to different finishing techniques, such as glazing, tempera, and oil pastels/thinned black tempera.

"My husband and I were impressed by how our daughter applied her learning at school in a creative and independent way. She was able to articulate her project to her cultural understanding of South Indian kolams. We appreciate your talent and dedication to your craft, as an artist as educator." parents of Klara, 4th grader

Weaving and Fibers

Students find weaving to be soothing and often ask to do a second one. Starting in PreK, developmentally appropriate fibers/weaving projects have been designed. Students are excited as they apply and build upon fibers skills learned in previous years.

For most, the third grade stitching project was the first time they had ever threaded a needle. Students loved learning progressively harder techniques and were overheard in the following school years commenting to classmates how this was their favorite project.

For the 4th grade cardboard loom weaving project, students were inspired by collected weavings from my many travels, photos of weavers (including males) in action, a multimedia presentation, and examples from previous years. A printed handout was an invaluable resource during the weaving process and student reflective statements on Artsonia.

Although many students have initially found weaving to be challenging, they report a special feeling of satisfaction and accomplishment as they master a technique and reflect upon the finished product. I have found fibers projects to be particularly impactful for boys and students with learning and emotional disabilities.

Technology in Art

Technology is an integral part of the art room and is utilized for presentation, research, assessment, reflection, classroom management, and creation. Students use the technology available within their grade level, such as iPads, smartphones, iPod touches, and laptops.

Collaborative Art

Spring mural - PK3, PK4, K

Although they often require more preparation, coordination, and unique management skills, collaborative art projects are an invaluable experience for students. Children learn to practice vital skills such as team building (everyone's input is required), compromise, setting goals, and understanding group dynamics. They practice communication (including listening), peer mentoring/tutoring, patience, develop respect for others (and varying skill levels/abilities), and establish a sense of community.

The art classroom is an excellent place to practice teamwork on a daily basis. Students realize that when each person on their table takes responsibility for a different aspect of the cleanup process, things run more smoothly and efficiently. With clear expectations, modeling, practice, and reinforcement, students become more autonomous.

"What I found out [while stepping in and observing your lesson] is that an excellent art teacher is a perfect role model for how teachers can make learning accessible to every student: step by step modeling of how to do it, an example of what to aim for, vocabulary clearly defined and illustrated, and an encouragement to face the task at hand." an ESL teacher

Adaptive Art

Training
BA Art Education and Art Therapy
MA Assistive Technology

Some Types of Special Needs Individuals I've worked with,

Autism (including one Autistic Savant)
Traumatic Brain Injury
Spina Bifida
Cerebral Palsy
Prader Willie Syndrome
Strokes
Congenital missing limbs
Visual Impairments
Hearing Impairments

Cognitive disabilities
Schizophrenia
Manic Depression
Oppositional Defiance Disorder
ADD/ ADHD
Tourette's
Asperger's
Gifted & Talented
Alzheimers

One boy (with cognitive disabilities) proudly poses with his group's project before taking it home

Matisse Torn Portrait by 3rd grader with Cerebral Palsy

Levels of Impairment: Mild to Severe/Profound (i.e. a 14-yr old at a 0-2 month developmental level). Many of the children (particularly those at Gaenslen School) had multiple disabilities.

Settings:

Self-contained classrooms
1:1 sessions
Full or partial inclusion
Nursing Homes
Mental Health Institutions

Adaptive lesson example: Seeking to find a project a boy with cerebral palsy would excel in, the Matisse Torn Portrait project (pictured above right), which didn't require the use of scissors, was liberating for the boy and others.

"In her interactions with students, Ms. Enderle is challenging, supportive, reflective, and eager to find ways for her students to be successful. Through these many experiences, I have witnessed Ms. Enderle's professionalism towards students, staff, and peers, her commitment to whatever goals and directions she sets, and an incredible patience and persistence." Sue Loesl, Adaptive Art Specialist MPS