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Art for Special Needs Children – Kandinsky-inspired Compositions
This class is a one hour session, designed for children ages 10-15 with intellectual and developmental disabilities. The project is based on Wassily Kandinsky's Squares with Concentric Circles.
Gayla Berry, M.Ed.
9 total reviews for this teacher
3 reviews for this class
Completed by 6 learners
There are no upcoming classes.
learners per class
How does a "One-Time" class work?
Meets once at a scheduled time
Live video chat, recorded and monitored for safety and quality
Great for exploring new interests and different styles of teachers
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Class begins with introductions and an ice breaker. (I will mail the ice breaker before class so that students have time to process responses at their own pace.) Then, we briefly discuss Wassily Kandinsky’s Squares with Concentric Circles. After that, we create our own Kandinsky-inspired pieces! Students will be given step-by-step instructions, but will make the composition uniquely their own by their decisions about color, circle sizes, and the arrangement of colors and shapes on the...
I am a former teacher, current homeschooling mom to a special needs child, and a visual artist. I have a Master of Education. For mixed classrooms of special needs and typical learners, I developed and delivered instruction in art to support the learning of math concepts, scientific ideas, language arts, and social studies. Lessons were individualized and modified for special needs learners, as needed. Examples of individualized instruction/modifications include pairing verbal instructions with visual supports, providing large print directions, repeated verbal cueing, breaking down projects into smaller chunks, modifying requirements to emphasize quality over quantity, providing additional time to complete work, and delivering instruction in small group settings. Now, in homeschooling my daughter, art plays a central role in supporting academics, developing fine motor skills and executive functioning, improving hand-eye coordination and bilateral integration, honing observational abilities, encouraging problem solving and decision-making, enhancing communication and self-expression, sharpening visual spatial reasoning, and increasing focus and concentration. All essential life skills. A small sampling of my artwork can be found on IG @heart_and_hands_art.
WHITE PAPER – 2 pieces, 9”x12”, sulphite construction paper, mixed media paper, or watercolor paper Notes: Paper should be heavy enough to hold paint without buckling. Sulphite construction paper, mixed media paper, and watercolor paper work well. Printer paper and regular construction paper do not. Sulphite construction paper is a better quality construction paper. It is smooth and less porous than regular construction paper. It will support tempera paint without compromising the paper. CONSTRUCTION PAPER – 4 different colors, 2 piece each, 8½”x11 Notes: Regular construction paper is fine, as is the sulphite construction paper. Students will be cutting these pieces of construction paper. We will not apply paint to them. If your child has difficulty holding large pieces of paper while cutting, please consider pre-cutting the construction paper into 6"x6" squares for them. This will enable success without frustration, while still be challenging and engaging. If you choose to pre-cut, you will need to cut four 6"x6" squares in each of the four colors chosen. TEMPERA PAINT– 2 colors Notes: I suggest tempera cakes (aka tempera pucks). Tempera cakes are dry tempera paints that you add water to. The colors are beautiful though not as vibrant as liquid tempera, but they are less messy and the paint will dry quickly. Paint will need to be completely dry before students can glue their shapes onto the paper and complete the composition. If your child does not have tempera cakes, using wet tempera is fine. I will show students how to apply it so that their papers can dry by the time we add our shapes to the paper. However, if you think your child will glob on the wet tempera, I strongly suggest purchasing the dry tempera cakes. (The cakes last a long time even with frequent use, and they're fun to use!) If your child is using tempera cakes: Please have two containers of clean water and a rag (or paper towels) at the ready. One of the waters will be use to wet the cakes; the other, to clean the brush. Rags will be used to dry the brush, if necessary. If your child is using liquid tempera paint: Please have the two chosen colors in containers, ready-to-go, and one container of clean water and a rag (or paper towels) for cleaning and drying the brush. PAINT BRUSH (ES) Notes: Brushes should be large enough to cover a 9"x12" paper quickly. The little brushes that come with kids' paint sets will be too small to do the job fast. In lieu of a container of clean water, your child might opt to have two brushes instead of one. This way, he/she can simply use the second brush to apply the second color of paint. NEWSPAPER - To cover the area where your child is working while painting the paper PENCIL MARKER (or Pen) - Thin tip, for signing the composition CIRCLES – Three different size lids or circular containers (large, medium, small). The largest one should be no bigger than 5” in diameter. SCISSORS that fit comfortably in your child’s hand GLUE Notes: I suggest glue sticks as they are a lot less messy than liquid glue. That said, if liquid glue is what you have, it is fine to use. If your child is using liquid glue, please put a small amount of glue in a container prior to class, and have either a small paint brush or a Q-tip handy so that he/she can use the paint brush/Q-tip to apply the glue.
1 hour per week in class, and maybe some time outside of class.
Please have all materials ready to go for class. For your planning purposes, please note that students will need to a place put the painted paper while it dries. As students will be working at their own pace, some students may finish the composition before class is over, while others may still be working on it when class ends. Students who finish early will have the opportunity to work on a second composition. Either they can create a second piece like the one just completed, or they can make a new composition with a different challenge using the same materials. Students who are still working on their pieces at the end of class time will have done most of the work during the class and will be able to complete their compositions with what they have learned.
Gayla Berry, M.Ed.Teacher, Homeschooling Parent, Visual Artist, Co-Founder of Heart and Hands Art Collaborative
9 total reviews
8 completed classes
I am Mom to an inquisitive girl with special needs who embraces life with joy, humor, and love. I home-schooled my daughter for several years when she was younger, and am now blending project-based, at-home learning with district provided...