When a Picture is Worth a Thousand Words

Art education is essential for children who are hard-pressed to find success in school. Not only does art play a key role in helping children learn more about self-expression, the skills learned in art transfer into other subjects and help foster positive self-esteem.

Trent, age 12

Art should be an indispensable component of education for all students. For a multitude of reasons, students with learning differences can benefit in particular. Many of my students learn best through hands-on experiences and repetition. The arts, by nature, incorporate the visual, kinesthetic and auditory modes of learning. Through art education, students learn about self-respect and teamwork, how to be independent thinkers and problem solvers, and that success is within their reach. They learn to see the whole world from a new perspective by encountering a different type of “language” that is universal.

The cornerstone of our art program is student choice. The choice-based classroom encourages students to take ownership of their work. I create an atmosphere that encourages exploration and celebrates discovery. After I introduce new media, students may or may not choose to engage with the material. They have the freedom to access the new concepts when they are ready.

Garvin, age 11

The classroom is organized into centers where the students have a variety of materials from which to choose. They are responsible for setting up and cleaning up their workspace. As students work, I discuss their choices with them and ask questions to help clarify their ideas and brainstorm solutions. At the close of class, students share their discoveries with the other students.

Students are encouraged to think about what kind of artist they are – are they working from imagination, memory, observation or emotions? When students want to display their work, they compose an artist’s statement explaining their creative process. This step is important because it encourages reflection in the young artist.
Students tend to gravitate to certain centers where they become skilled and can then teach other students. One student commented in his self-evaluation that he enjoyed painting the most. He felt he was becoming pretty good at it, when before he felt unable to paint well. I have seen this student, who has great difficulty focusing, take increasing ownership of his work as the year has progressed.

Forsyth, age 9

Our art program utilizes “arts infusion” where art activities are connected with regular classroom topics of study. We explore patterns and ratios in math while creating paper quilts; build a box city while learning about the differences between urban, rural and suburban communities; create animal sculptures while learning about animal classifications; or create bas relief friezes or façade sculptures while learning about ancient Greek and Roman architecture in social studies. Providing a non-verbal, kinesthetic avenue for approaching the academic subjects reinforces the concepts students are learning. Arts infusion is also a time when I have students work with media or materials that they don’t usually choose during art class. Students enjoy a multi-sensory array of experiences that are tied to their personal vision of the world and connected to their academic studies.

-Beth Ensign, Sophia Academy

Griffin, age 12

In my 10 years of teaching art at a school for children with special needs, I’ve observed many children coming to our school feeling “broken” due to unpleasant school experiences. Given the complex nature of learning, my first priority is to allow art to foster self-esteem and empower children to communicate their ideas through a visual language. Art should simply make kids feel good.

Students approach the creative process in a way that reflects their learning needs. It is critical, therefore, to structure class to cater to these needs. For example, most of my students need plenty of time and repetition to truly understand and process a new concept. By breaking down lessons into smaller steps, I help students experience success as they move onto the more complicated parts of the lesson. Writing instructions on the board, demonstrating the steps and having students repeat back instructions throughout the demonstration helps them focus and increases understanding. Sometimes students need to know the end result of a project in order to understand the importance of the early parts of the process. In this case, I show a partially finished work to show the bigger picture of the project.

Josh, age 16

While each art lesson touches on a unique technical skill, it is the overall artistic process that involves the skills that will follow students throughout their lives. The process of making art involves creative thinking, brainstorming, planning, organizing a thought, communicating an idea and completing an assigned task. I incorporate a variety of media in my program, but I tend to emphasize drawing, painting, clay and printmaking.

Printmaking is a frequent favorite because the process is by nature filled with surprises. I never let students throw “mistake” prints into the trash. These prints become the images we play with, printing on top of the first color or using oil pastels to redefine the image. These “mistakes” often become the student favorites. Utilizing these prints reinforces persistence and flexible thinking.

Charlotte, age 11

Observational drawing is important because students are forced to slow down for periods of time and truly examine the details of their surroundings. When asked to draw a leaf or an insect, they begin to really notice the intricate structure. Having to draw a self-portrait can be extremely uncomfortable and, for some students, this involves an element of trust in themselves and willingness to take a risk.

Out of all the media, clay seems to be the general favorite among my students (although I take care with tactilely- defensive students). Like drawing, clay also nurtures children’s ability to slow down and carefully consider craftsmanship to prevent their work from literally falling apart. Creating a structurally sound work of clay requires students to exercise their problem-solving skills. For students who struggle with self-expression through language, art can become critically important. The arts are an alternative where I can provide children with a vocabulary beyond words with which they can explore a world that has more than one answer to a problem.

-Jennifer Turko, The Howard School

Enrique, age 12

I teach a wide range of students with learning differences. Many of these students excel in art partly because they think “outside the box.” This approach is an asset in art because it is fundamentally inherent in creative thinking processes. These students are usually confident in their ability to conceptualize the art lesson and seem to have their approach in mind even as I am introducing a project idea.

I try to use several ways of delivering my lesson to my students and to help them visualize their ideas. I often give information about a new project by using a PowerPoint presentation to create excitement, interest and motivation. The students then make sketches of their projects after I have explained the task fully. Handouts and visuals are available on their tables as they work. I also demonstrate how to do the project before they begin working with the materials. I use written directions on the board and I demonstrate each part of the lesson step-by-step. By using several different teaching methods, I can teach to the learning strengths of all of my students.

Jackson, age 10

Art enhances self-esteem for all students if it is explored within a nurturing environment. A quality art lesson invites students to focus on visual “problems” that have many answers. In this way, students with learning differences can excel because there are so many ways to express an idea. Art class is a place where students do not have to feel afraid to take risks because creativity and original thinking are encouraged. Opportunities abound for students to feel that they are successful. Art teachers display their students’ work to recognize their achievements. I have noticed that my students with learning differences are some of my most experienced art show participants.

Self-expression is achieved through creating a classroom environment where students have choices. In art production, students have choices ranging from style and subject matter to media and technique. When students make choices such as these, their personal voice emerges. I am constantly amazed at the variety of unique ideas my students come up with! I experience beauty on a daily basis. When I look at their artwork, I am reminded that art is about welcoming, respecting and cherishing differences.

Brittany, age 9

Art enhances spatial and critical thinking skills that are essential to succeed in other subject areas. At the elementary level, it is important to give students exposure to different media, styles and techniques. Also, highlighting master artists and their styles makes learning about art fun while increasing the students’ knowledge base. Art history is popular because children love to learn about the mysteries of art-making by people who lived long ago.

“Real life” skills that are developed include: linguistic (talking about art/critiquing art), logistical-mathematical (using proportion/ balance), spatial (composition/aesthetics), kinesthetic (small motor skills), interpersonal (respecting the views of others), intrapersonal (self-expression), and naturalist (observation).

By enhancing self-esteem, encouraging self-expression, and improving “real life” skills, art contributes to the overall educational experience of each child. Perhaps best of all, the kids think they are just having fun!

-Liz King, Sagamore Hills Elementary

Jeffery, age 13

As an art teacher at a private school, I have the privilege of working with small groups of children who have learning challenges. My unique perspective on teaching comes from my background in special needs. I approach each lesson as an educator and an artist.

At the beginning of the year, most students enter the room with trepidation. Art is historically difficult for students with fine motor struggles, spatial acuity and a lack of trust in their own imagination. For many of my students, art equals failure. But not anymore!

One of my first projects was the study of Jackson Pollock. The students loved his paintings and how he slung paint to produce them. Yet when it came time for the students with serious sensory issues to sling a brush loaded with paint, I heard “What if the paint gets on my hand?” and “Oh no! My face!” After I took all the preventive measures that could possibly be taken, they each gave it a try. Some lost their inhibitions and really got into it. Others managed to complete their piece with less comfort and pleasure, but with a sense of overcoming an obstacle.

Alex, 12 Will 10, Jon, 10 and Francis, 13

We have recently completed self–portraits. Oh, how the students dreaded the thought of trying to draw a face – let alone make it look like their own face. I came right out and told them that I would not let them fail. We went step by step and we moved very slowly, starting with how to draw a circle. For many of them, this step alone was very difficult. Each part of the face was taken separately, and each student had a mirror handy for reference. I had them relate each body part to something they were familiar with: eyes are like a football, the nose can look like an L. As a teacher, I must say that one of my happiest times was when each group finished. The pride and accomplishment of each student was something to behold. I also have no doubt that there are some very happy parents who treasure these portraits.

Nathan, age 13

The art room is a mini-cosmos of the “real world.” Students must still overcome challenges, problem solve, interact socially and support one another. I encourage them in appropriate social interaction. When we critique each other’s work, the students remark only in a positive way. Instead of a disingenuous remark, they often come up with truly enlightened thoughts.

We will be having an “Evening of Celebration” at the end of the year. Each student will have one project to enter in a juried art show. On that evening, parents will see the astounding accomplishments of their wonderful children! I have seen tremendous growth in self-esteem. The change in attitude, from negativity to joy and ease, is heartwarming. It is my hope that the good feelings generated in the art room stay with them throughout their day.

-Joey Kiernan, Eaton Academy

Lane, age 11

Kids love art! They love making stuff. Art is full of excitement and instant gratification. There is always an element of mystery because you never know exactly how your project is going to turn out. Not to mention the fact that you get to use tools and supplies that you don’t get to use anywhere else. In art class, there is no “right” answer. Let’s face it – art is the greatest class ever!

My students are smart, creative and fun kids who have trouble with reading and writing. Children with dyslexia especially enjoy art because it’s a way to express themselves without having to use words. If you’ve spent the school day tackling academics, it’s a relief to change gears and express yourself in a different way.

Over the years I’ve found a simple but effective way to accommodate and encourage different learning styles at all grade levels. Almost every project is broken down into these four steps:

I show the children examples of what is possible.
I give the kids concrete “how to” directions.
I show the students variations on the basic drawing.
I tell them it is now time to “Smother with Color!”

Ian, age 7

The first project we do is literally called “The Confidence Drawing.” It is wonderful to watch a child’s face light up when she sees what she has created, especially if she hasn’t experienced success with art in the past. From that moment on, she knows she can make something beautiful. That kind of success builds self-esteem. I find that once a child gains confidence and self-esteem, she is more willing to try new things and take chances. This confidence doesn’t just stay in the art room. It spills over into other classes and their lives outside of school.

When starting any project it’s easy to become overwhelmed with all you need to do. I have my students figure out what is needed, then start with the big stuff, saving the details for last. Don’t draw a bird one feather at a time. Draw all the big shapes first – the body, head and wings. Save the feathers (the details) for last. The same skills apply to other classes. For example, if you have to do a book report, start with an outline (the big stuff) and then you can start writing the sentences (the details).

Maggie, age 9

Since art is full of choices and decisions, it makes children better decision makers and problem solvers. Children are told what to do most of the time so I like to use art as a way to empower my students. I teach the children that they are in control and they have to make their own decisions. When working on projects, I make suggestions but the students know that ultimately they are responsible for their actions. This freedom and responsibility is a fun and exciting experience for students that carries over into their everyday lives. They learn that good decisions lead to great results.

-Steve Shaw, The Schenck School

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