Stories from the Field: Visual Arts & UDL



thumbs up just remember to unmute and I hope you're all ready to join us from the field because we have a really exciting conversation today we often hear what does UDL look like and practice and sometimes we'll get questions like okay Nina can you integrate UDL and visual arts and today we have we have experts from the field who are ready to share what UDL looks like in their visual art classrooms and what's really exciting about this is that what they have to share what they have to share can really be applied across content areas across disciplines across age groups so if you're a high school teacher an elementary school teacher middle school teacher we hope you're here we hope you share this recording with your colleagues because this professional learning community is fabulous they've been meeting together for the past couple of years we're so lucky to welcome them today and they're going to share some of their stories some of their struggles and some of the lessons learned in their UDL journeys so our goal is to really share their stories and hopefully make connections for how all educators can implement UDL so before we get started and before I introduce them I do want to again make sure that you all feel that you're able to contribute to the conversation so you can open the chat panel from the center of the top of your zoom window and just be sure to choose all panelists and attendees from the drop-down menu from above where you type so that everyone's able to hear your words again you can turn the closed captions on if you want and if you're listening to this recording at another time we'll make sure to say out loud what's typed and in the text chat so whether you're on the phone or listening to the recording later you're able to access that content in the in the zoom chat window we also invite you to share through Twitter so if you are listening to the recording at a later period of time please feel free we'll we'll always get back to you through Twitter so you can use the hashtag cast PL or the @ cast underscore UDL handle and we do have a digital handout today as well so it's an alternate representation of some of the information and there our resources that are available for you to be able to dive deeper into some of the content from our panelists and so that link is provided to you right there in the chat box it's a bitly link that you can all be able to access so without any further ado I guess if you have any questions please feel free right now to start typing in the chat box but I do want to get started because these stories are very exciting it's my my honor to be able to introduce Liz Byron who's led the art of variability team so Liz thank you for being here and I'm hoping you can really kick off and share an overview of the scope of this work and and we'll just jump right into the conversation thank you so much Alison you're so happy and excited to be here and before we get into the examples of UDL in the arts I just want to give a little bit of information about our PLC which stands for professional learning community today's presenters are part of a PLC of visual art teachers in Worcester Public Schools Worcester if you don't know is an urban district approximately 45 minutes west of Boston the PLC is part of a collaboration with VSA of Massachusetts VSA is a non-profit and they focus on providing arts based experiences to populations with special needs I was hired through VSA to lead the Worcester PLC because I have previous background in UDL visual art and special education our PLC is Allison had mentioned is creatively named the art of variability it is comprised of two reflective and dedicated administrators and nine extraordinarily devoted visual art teachers as well as three VSA team members so we meet once a week via a Google hangout we have weekly assignments and several times a year we participate in day-long workshops and we're currently finishing our second year of this PLC I cannot say I can never say this enough but these teachers are really unique in their exceptional inquiry there application of UDL and their growth mindset we're so grateful and we're so excited to share with you five different UDL visual art stories I feel like we need a drumroll here because it really the energy the enthusiasm just so that you know you all hear the first time I had a conversation with this PLC it move I mean I had goosebumps I decided we have to get this story out we have to share what they're doing so thank you for joining us today thank you for being here I'm not gonna talk anymore I'm gonna let people keep going well this is the team that you were just talking about we have Katie and Kate me Liz and Lizzie and um we're each going to be presenting a unique take on UDL individual arts while we do this the person who goes before the next will be introducing the next presenter so I'm just gonna briefly mention Lizzie Fortin right now because she will be going at the end Lizzie will be introducing Katy and she is a Worcester public school visual art teacher and will be like I mentioned presenting at the end so Lizzie why don't you go ahead and introduce Katie thanks Liz this is Katie Walsh it's thirty thirty or teaching art for the Worcester Public Schools high which is K through 12 at three different schools in the district to over 500 students per week he feels very fortunate to have discovered UDL so early on in her career and is always seeking ways to remove barriers in her classroom and honor her art cart UDL has given Katie students more autonomy voice in their and voice in their artwork and she loves seeing her students so excited about bringing their ideas to fruition when she's not in the classroom katie is painting watercolors wood burning or working on a mosaic katie is currently attending the summer master's program the creative pulse at the University of Montana where she's studying interdisciplinary arts and education and can I just before you start Katie how cool that you're also on an art cart I just think again using that we don't care where you're working and teaching and involved with learners we can still bring this bring this to mind bring this to action so alright thank you guys UDL is great on the car and in the room both and thanks Lizzie and thank you all so much for being here with us in this segment I'm going to tell you how I created a reference library that I use in my art room as well as Mobley on my art cart so that my students could easily access relevant visual references for their artwork so as educators our teachers are not we know how important it is for us to make sure that our work is relevant to our students and it's exciting and we know that the more relevant it is to them the more engaged they are in the process of making it and have more voice and ownership in their work in turn I'll just show the little picture of the UDL guidelines as you're talking about relevancy I jump right away I'm thinking about that engagement guideline and right there on the UDL guidelines so I often receive questions from my students and I'm sure some of you other art teachers can relate questions like how do I draw bb8 from Star Wars or how can I draw this character from Fortnight in my landscape and questions like this can definitely become a barrier for both teachers and students so when students have an actual visual reference right in front of them they have a more accurate representation of the image they want to use in their work and it helps them hone in on their observation drawing skills as well so I have listed here the two barriers that I faced in my classroom relating to this for that students did not have the access to relevant visual references to use in their artwork nor did they have the technology readily available to them that they needed so my solution was to create the visual reference library and it's a series of three-ring binders of laminated images that are categorized by subject matter so each binder is labeled with an image that represents its content as well as the written title on both the spine and the cover so students can easily access images that are relevant to them and include them in their artwork and it does not require a Wi-Fi symbol so they're there and it's always available for them to use in my classroom but it's not a requirement so I really had to listen to my students and asked them you know what was relevant to them and I had to listen to what they were asking me to draw them frequently and that's how I determined a lot of the categories for the binders but it's important that you all know this didn't happen overnight I didn't just like print all these images out and throw them in there it's been a process of reorganizing and reflecting that's led to this extensive resource so what started out originally as simply piles of laminated images in baskets progressed into subcategories and then a more organized approach with the binders so for example I started out with a pile of animals and then I threw all the animals in a binder but that was just too broad of a binder so I had to turn them into animal subcategories like Vivian's birds reptiles animal outlines then that way is a little more clear where to find the reference they were looking for so well and can I just pause you right there Katie so it's so interesting to me is sometimes you know educators will say I want to see what it looks like in a classroom and you might walk in and you might see a pile of binders by the window and just think that that doesn't like look that doesn't look like anything new that looks in fact quite old and dated it's not the latest technology so I think what's so brilliant about this is the way you describe that really clear goal and that barrier that your students were saying and you started recognizing that that was something that could be designed in the environment you took the tools and resources that you had and helped co-construct it with them and then you needed you know additional organization which again starts to think about you know options for physical action and you were thinking about how the information was represented there's a there's a perception component to it so again while it looks like something that you'd see in any classroom the thought behind it is so intentional totally thank you so much for bringing up that point and they really did become a necessary step for me in organizing the visual references that I found myself so and it constantly is this revision and how can I remove my barriers so to keep my binders is up to date as possible and in tune with what my students want I do keep a running log on the inside cover and students can write the name of a specific Pokemon for example that they don't see already and I'll print it out laminate it and put it into the binder not always as quickly as they would like but I try to get it in there as fast as possible and some students have you been drawn references at home on their own time for me to include in the binder and they bring it in which is awesome because it's created this really cool student ownership of these binders that I really had never intended for them but I see students using each other's references all the time which is really great that has this whole life of its own now and it's almost building towards that expert level your what do expert artists do well they're out collecting those images and there's they're bringing them in and they're studying them and looking at them and so again you're really supporting high level art art skills through the very subtle tool that's in the room and like we mentioned before many of us you do folks were always asking ourselves how can I make this more UDL and this is what I've constantly been asking about this project because I see a barrier and I try to address it and it is a work in progress so one way that I've made it more UDL early in the year you'll see the image on the left I created a sort basket at one end of the library so that way if a student was unsure where their reference came from they forgot what binder came from they can put it in there and then that way we don't have a bird ending up in the transportation folder or something like that no I do have a few helper students that help me throughout the week they come in and they help me sort it out back into the binder set takes a little bit of the work of sorting off of me and hat and the students are actively engaged in that so also you'll notice the picture on the right the stickers on there I'm working on creating a color coding system to make it easier for those sort of students so the red dotted images go into the red dotted binder so that's the next step very cool and that again just thinking uni and UDL way there are the options for perception so they can access it through words they can access it through color codes they can talk about it together work on it with you that's just it's a very intentional system that's going on on here thank you and finally here are some examples of artworks from across various grade levels that I teach that have utilized images from the reference library and when when students use these references it's amazing how much their confidence goes up in their ability and their artistic ability their drawing ability and instead of using their schema and assuming what something might look like they have it right in front of them and can look into say for the shapes they see and the honing and on their observation drawing skills and to be honest with you sometimes they aren't drawing from observation sometimes they're tracing and I'm okay with that if the goal of the lesson is not about drawing from observation if they need to use that as a support for them to get to the next level and build that confidence in their work then I'm okay with that and it was Picasso who copied all of the masters for years and years right before he definitely made it his own saying so overall you know UDL has really allowed me to Zhai in my classroom in a way that resources are available and easily accessible to students it's also helped me to engage students in creating artwork that is relevant and exciting to them and really what else could a teacher f-4 engage learners so next we're gonna talk with Ann Ann has done an amazing job of implementing the growth mindset and UDL in her art room Ann Rico ski is the visual art educator at Chandler magnet elementary school in Worcester where she teaches grades K through six this is ants if you're teaching she attended Clark University where she received her master's degree in art and an is excited enthusiastic about her students ownership of their artwork which she tributes to her work with UDL she believes that UDL has the power to transform other classrooms and educational institutions she'll be sharing with us her lesson on visual art and the growth mindset yes and thank you for joining us and if you all have any questions that you would like to ask Katie feel free to start adding those into the chat box if you want to learn more and again feel free to visit the resource document where again you can kind of see you know Katie's email is there you can see the other presenters and then some of the core content that we're sharing is also available in that digital handout so please feel free as we're going along you can kind of see how the patterns going to work so please feel free to add some questions that you may have for Katie and we'll chime the course of conversation for being here I'll let you pick up I'm going to be talking about the lesson I designed using UDL to explicitly teach the growth mindset in the art room last school year one major barrier I faced was the belief from some of my students that they were not artists along with this came crumpled papers and tons of wasted materials and frustrated faces I have to say I was definitely one of those faces in elementary school thank you I look to you deal specifically engagement Check Point 8.4 increase mastery oriented feedback under this checkpoint it says to provide feedback that models how to incorporate evaluation including identifying patterns of errors and wrong answers into positive strategies for future success from here I developed my learning goal this goal was for students to understand and demonstrate growth mindset thinking in art class and all again just pause you just a second because the growth mindset is right there actually Carol Dweck's work is one of the few researchers that gets its own checkpoint within the sustaining effort and persistence guidelines okay thank you also I wanted my students to understand that our classroom culture is founded on the belief of the growth mindset that mistakes are opportunities to learn grow and create beautiful things and that through practice and hard work we can become better artists when I talked about the growth mindset with my students I discussed the process by which learning happens I gave the example of when you're born you don't know how to talk or walk or read but that through practice you can gain these skills and through doing that I think I broke down the barriers of the fixed mindset allowing my students to realize that no one is born smart or not smart but that intelligence is something that grows you mean you were born an artist [Laughter] so then I connected that to art for the students and we talked about being born as an artist or not an artist but that really the practice is what does it practice allows all people to grow in their artistic abilities and then I think they're doing that my students really started to realize how much they had already grown from like a few previous grades to the point they were at now and they were also able to see like potential for the future so to support my student learning I use the book beautiful loops and the video Austin's butterfly these tools allowed my students to connect with the growth mindset thinking and the link for both the book and the video can be found in the resource guide I should also mention that this idea was inspired by another our educator who I saw present at naea and a little bit more about the book is that beautiful ooop celebrates mistakes it's a book that's all about mistakes and uses them as a jumping point new artistic discoveries in Austin's butterfly is a video about a first-grade boy who is learning to draw a butterfly from observation he uses feedback from his peers as well as practice and hard work to improve over time so I also look to the MCAS standards to further support my lesson design and highlight particular standards for each of my grade levels that I taught it with a link to the MCAS standards I use can be found in the resource guide as well and again I can't help but to think how much this process could translate I was a science teacher and I'm again thinking I want beautiful oops in my science class and I want that growth mindset in my science class so again really thinking about that this is really scaffolding that lifelong learner which is invaluable for us to be able to to give to our learners yeah and it's something that I feel like students can immediately connect with to probably at any age so what I did was I created an oops box by collecting student artwork that was going to be recycled or thrown away due to mistakes and then I also did create some oops is myself using a copy and so students were able to choose an oops from the box and transform this oops into something beautiful new or different using a variety of tools for action or expression and actually I didn't think of this but we could ask our participants right now to just look around them right now it's something that's maybe spilled or I know I actually spilled some coffee one of my handouts here that about today what could you maybe make a beautiful oops out of that you would have thrown away that you would have maybe recycled and we could have you actively do that right now but in the interest of time we'll keep talking but please you know look around and glance and see what you could turn into a beautiful oops this slide that you guys are now seeing shows a series of images I used when I modeled the lesson for students the image in the upper left hand corner was the herbs that I started and then you can see how the artwork progresses along I also use the dinosaur in the middle to model one way to problem-solve when you accidentally create an oops on an oops the double oops can equal a very dynamic product at the end thank you a couple of you are noting you know just a couple comments that your foreign six-year-olds love the beautiful oops book they turn their mistake into beautiful oopsies especially when writing and drawing so again thank you Teresa and Jennifer for bringing out you know this doesn't have to be limited to drawing and into art but you're really thinking about writing and someone just said they refold it a sticky note into a plane so it can be great for adults to do too and thank you also to Wendy too noting you know kind of thumbs up to Austin's butterfly and how you're incrementally co-creating the soft technology of organizing the graphics this was for Katie to help interrupt a students creativity in open mindset so I just want to thank you all for a couple of of those comments before we see the next beautiful oops my students working on her oops so she's transforming a coffee stain into an artwork of a bird with a flower I took photos of this students transformation process and I shared them with my other students in my all of my classes as an exemplar students are super engaged with this because many of them knew the artist and this in the lesson each photograph that you guys are seeing was on its own side slide which heightened the anticipation as like students were eager to see what would come next and what she would create so they really enjoyed watching that unfold yeah and again kind of just tying this to the guideline some of the language that you're using you know really thinking about how it's authentic and relevant so again when it's their own stood their own peers being able to do it that's got to be very empowering it's not some famous artists and who has books but it's someone right next to you turning a coffee stain into a bird and that's pretty remarkable and the other one that you noted was just the importance of having those model examples and I often think of that in terms of options for expression and communication when we think of how we're building fluencies with graduated levels of support so it's almost like when you see one of those models not only do you want to copy it like we talked about with Katie but you kind of want to push it further which is what Wendy was commenting on in the chat box as well so that is really exciting I love how you're building the enthusiasm to it like what what's gonna come next okay so now I'm gonna share with you some examples of student work for more examples you can view the full link and the resource guide so this student concluded his artist statement by saying that he felt great about how his artwork turned out and that he had faith in himself since my implementation of this lesson it's been a very regular thing for my students to bring up or refer to the growth mindset in my art room they're excited about problem-solving each other's Lutz's feedback of others to improve their artwork so just to ask you a very not fun question but one that we get a lot from the field is you know where's the data around the efficacy of UDL so how would you I mean just in terms of what you've observed from this this approach do you have an answer to that and this I have not asked her this ahead of time so anything so I really wish I could have like a video camera like constantly rolling in my classroom but I do like I try to jot down notes about times that it does come up I recently showed my students the video Caine's Arcade which is about an elementary school student who over the summer transforms his father's workplace into an arcade using cardboard boxes and I had student in my class raised her hand and just be like oh my goodness Kane is exhibiting the growth mindset and so I was just thrilled when she said that or you said that and just like I feel like if I continue to document times like that at least in writing that will be like proof of my work that's and it is those are the little moments as educators that's the evidence for me that can be read that's invaluable I mean just hearing this kiddo here say I feel great you know what might that have felt like in other contexts and other environments it's very powerful it's very powerful yes so it is my aim through the implementation of UDL and teaching growth mindset that I'm empowering my students with an understanding that they can learn and grow in all areas of their life so I'm really hoping that they do transfer this outside of the art room as well and I'm going to now end with one more example of student work and this is an iguana by my student Allan he created this with an ink stain and sharpies and this is fitting because one of our PLC members is focusing on integrating art with science her name is Kate and I'm going to introduce one more thing so again just thinking across disciplines where are those oops moments where are those oops moments in a history class when have you know rulers may had oops moments that they could have turned into anything again I think this is really something that can translate across disciplines and as you're able to gather as you've done here and really gather evidence of student work and how they are transforming those and understanding those and sharing them as models with each other that level of conversation that can really elevate in the classroom to focus on those expert level skills so thank you for sharing that and and again you all hear from the audience please feel free to start adding thoughts or questions both for Katie for Anne for Liz about this PLC now as you all may be starting to think more and more about how this again thinking about how different Katie's work is from ends but yet they're still meeting together they're still using UDL as the framework they're using their own goals to think about barriers so yes without any further ado thank you so much in and Kate take it away okay so I'm gonna introduce so Kate egg Nozick is an interdisciplinary artist who views her role as an educator as a facilitator for 21st century skills the integration of art and ecology are at the center of Kate's teaching and personal pedagogy she combines her experience in design sculpture and cultural management to provide a full spectrum of exploratory options for students to manage and manifest personal success in and out of school UDL has given Kate a strong foundation to build an interdisciplinary space for student-led inquiry across disciplines she will share some examples of art and science integration developed over the last year awesome there's just Kate before you begin there was just a comment that I think is we're saying thank you all for sharing some of your own personal artwork with the introduction I do think that's really it is really fun to see your own your own style your colors and and that's really added a nice component here okay Kate for real now all right thanks Anne and Alison yes so I have been teaching in the public education system for two years and I made a few observations pretty quickly I noticed the isolation of the visual arts is a special outside of great specific curriculums I noticed student learning habits that worked in opposition to fostering creative process and the waste of precious resources and little recognition of the waste stream within that process in my work as an artist hinges on that relationship of art design so I started thinking about why that wasn't working sort of within the school system so I started my own year-long inquiry into waste both the materials and the opportunities to integrate some of these ideas together and I started thinking about the fact that the creative process and/or the art process and the scientific process really mirror each other they have the same steps in terms of observation reflecting and creating a hypothesis and then developing something and then of course that's a cyclical cycle that continues to work through revision and is a major part of any creative endeavor so this disciplinary separation was a huge barrier for me as an educator and I could see how it was a huge barrier for my students so I decided that I would try to adopt some of these UDL strategies as a blanket strategy within integrating science and art curriculum and I thought that it might be a way to embody a second form of primary sources for my students within things that they're already learning in their classroom but for some learners they have more access to it visually or by working with it in other ways so I did this in two ways I collaborated with teachers in the second grade and I started to use my art club time as an opportunity to let the students lead a progression that I would sort of foster through this observation hypothesis and experimentation strategy so our goal was to encourage action well my goal was to encourage experimentation in mindfulness towards environmentally conscious practices with this science and art integration and I love how you've gone from a very concrete goal like to have less waste to something that's really expert and against transcending cross disciplines and across systems even that are that are present in your site fabulous yes break the system it's sort of nice so initially we started working together the second grade teachers and I collaborating specifically with their science standards we picked one unit order that I could help them embed some of the learning from science within an art class but also as a separate integration block per week so it was pretty straightforward we identified their standard I tied it to one of my standards and we moved forward our first unit was habitats it was pretty collaborative for both the students and the teachers it was fun to sort of see together how the students reacted to us working together and so then it add into landforms which is a direct standard that they need to create a model in 3d in their science standards but within the art standards we have describing characteristics of the natural world which they had already started to think about within habitats so I thought it was a great opportunity to move from 2d to 3d and just keep pushing that sort of reciprocal revision impressive thinking about how something looks 2d and how it becomes 3d and then once it's 3d how does it continue to change so we started using their own observations about landscape and land and expressions of form I gave them a lesson on meeting and pinch pots and then we started talking about concave and convex and how a landform is really a change in the surface of the earth so we started there and the students you can see at the top picture their observations of landscape this is a collaborative process where they were drawing a landscape based on whatever landforms they could think of of course is directly related to what they were talking about in their science curriculum the picture to the right is their drawings and their initial 3d landforms derived out of a pinch pot form and then on the left is their experiment once they started thinking about what that form looked like they added more color and detail and diagramming then they colored their landforms so you can see sort of the full spectrum of that whole process here and again that the way that you combine both the art with the science in that cycle makes it so concrete well then it's fun because like we kept talking about this cycle right that it's really important to keep re visioning or reabsorbing and thinking about how something can get better just a part of the creative process but it was nice to see them do it through science instead we move from that into engineering and the science standard that we are trying to hit was about specific materials and their intended purpose but I was really focused on repurposing objects and making something new out of something old which of course really directly to my ideas about waste so we started with recycled materials you can see in the top pictures these little forms that the students had they were just sort of sorting through a bunch of trash that I had collected you were just observing strength and quality standards and thinking about how they might make it stand up by itself and they could sketch or record in writing then we reviewed bridge structures you can see in the bottom right corner a drawing that a student did including I gave them directions on how to draw different types of bridges then they designed their own bridge like an engineer would make a design in the maybe I had a binder of bridges I don't know we haven't discussed so then they applied that bridge to a realistic environment where that ended up was the image on the left that they experimented in collaborative teams with building a structure out of the found materials which you can see is just cardboard old straws paper clean or pipe cleaners and paper tubes they had to make it stand by itself it had to support the weight of one pair of scissors and it could not use tape or glue so a complete success where the students have fully embraced this sort of experimental process within their science thinking but also as an artist thinking about like the failure is a possibility and not the endpoint again connecting there with Ann's work and the growth mindset yes very much so so with my older students I was really trying to push a little bit less structured in terms of the teacher instruction and really let the students lead the inquiry so I started with my third and fourth grade and I just pulled out a bunch of old construction paper scraps that I had and we talked about it they played with them they separated them into color groups and so we started thinking about what could we do with all of these crumbs of paper and we arrived at making paper so the students did some research curated by me somewhat but mostly just started carrying up paper and diluting it in water and starting to think about a suspension and all of those parts of science that they were studying elsewhere but how they could turn that old paper into new paper even more important within that process was the fact that they were starting to ask questions like where does paper come from what is it made of why do we waste so much in like what why aren't we doing this across our whole school so you can just see within their process and I had some really great videos which I have to put up on the resources page but um the students really owned this process this is a process that happened with a different group of students every week so the students owned the process of sharing the steps with each other so that everybody got a chance to make paper throughout this is about a half a year so two quarters with – there's a really a great question here that I'm just gonna I'm going to ask all of you but not ask you to respond yet but just to start thinking about the question of if you have a student with physical challenges how does some of this design help support you know again the variability in physical abilities that we have in our classroom so again not to have just had that percolating as we continue the conversation I posed a similar question to my fifth and sixth grade students and I just opened up a giant bin of old markers it was left to be my knee by my predecessor and so I just said what do you think we can do with these things and basically they just said throw them away which of course was not so I gave them pairs of pliers and asked them to dissect the markers and see what happens inside a marker so as soon as they opened them up they started understanding how a marker works and why it dries up when you don't leave the caps on so they started editing their own process and then they developed a sort of a lab report for other students on how you could make ink out of the old markers so you can see them at the top doing their observation of what the markers made out of the one image on the right was them diluting the markers in different amounts of water and they figured out that like 250 milliliters was a good dilution to get a nice ink so they started by then draining that out or straining that out and using it as a liquid watercolor then they started asking questions like wool this is great as liquid watercolor but what about tempera paint and what about um watercolors so they started using cornstarch and flour and salt to make their own paints and solid and more opaque forms you can see on the left this image of these two boys who are fully engaged and enamored with this idea of making paint out of this product that it had produced by themselves and so um I think my takeaways as an educator about this are that the art room has really turned into a space that environment that I was seeking that it's understood that we're promoting rigorous experimentation risk-taking and that is a place where you can synthesize your skills and your knowledge as assets um but the students have taken it so much further they have started this infinity arts group which you can imagine the metaphor there but they are did they develop us do a school-wide collection and distribution network to take all of the materials from different classrooms and bring them to the art room and make new materials from them and start a store if they can then sell the products back to the students as a reward system and they want to like go on Instagram and Facebook but so it fully encompasses engagement and has gone far beyond what I've ever imagined it's so different than compliance to zero-waste it really has gone as you mentioned I'm so happy that you mentioned that it's it's about rigor it's about high expectations it's about going for gold and going beyond where you think it may by giving students again that choice that autonomy to be able to take it where they want to go amazing thank you so if you all could continue to to add questions and thoughts in the in the chat box and we're gonna keep moving just in our interest of time okay well so speaking of engagement I'm gonna do things my colleague Liz who is a full inclusion K to 8 educator visual art teacher at Gardner pilot Academy in Boston Public Schools serving a high need in diverse student body she has a master's degree in our education from Harvard Graduate School of Education and a master's degree in special education from Leslie University she has a book coming out this summer on UDL and visual art published by Cass yay and her primary art form is sculpture and oil painting she will be sharing with us a lesson and focus on engagement in the visual arts thank you so much am i muted I am thanks so much Kate and thank you so much for sharing that my UDL story starts with instructional challenges or barriers and the students that I've been teaching have been engaged in a unit on 3d construction the instruction had been UDL to the best of my ability yet my perception of what they needed and what the barriers they face were wrong the curriculum had led students to a place where most were frustrated almost all students wanted to make a house cut out of cardboard and they had a predisposed idea of what it should look like this really left them frustrated beyond the productive struggle they argued with each other they didn't share materials they didn't collaborate and the materials they were using were not viewed as having multiple uses and so you could think about it as artistic tunnel vision curriculum and learning environment had generated negative reaction to class which is not what we want obviously and this is really important because the barriers were in the content and lessons not the students I needed to do something differently but I did not want to just abandon the unit and goal you know they could have blamed the students we absolutely said you know what they just aren't getting it they should just know that you can do lots with cardboard and you they even asked for this unit on cardboard it's their fault it's not I presented it in some way that wasn't working so it led me to gamify the 3d construction unit in a series of art lessons that mirrored the reality TV show chopped part of our PLC in addition to focusing on UDL has also focused on culturally responsive instruction or CRT in connecting UDL to culturally responsive teaching esra a Hammond who's a an author that we read and and had assignments on she's a CRT guru she named gamifying lessons as one of the key ways to making lessons more culturally relevant and so our chopped was also an attempt to further deepen the cultural responsibility of my lessons so you can go to the next slide if you're not familiar with chopped in this case in the art classroom the premise is simple students are in teams of two to five each team gets a bag of mystery materials and they have 15 minutes to make a work of art with only those materials all bags have the same materials and pictured here are the bags from one of the lessons and their contents laid out on the table and you can go to the next slide before beginning I activated their prior knowledge I asked them to share out what they know about the TV show chopped then I presented students with this slide which outlines the goals and the rules of the game teams were given 30 seconds to determine a team name just real quick and we use free online timer which has two representations of time the digital countdown and a yellow circle which gradually becomes more full as time passes and I personally as a teacher I project my slides onto a whiteboard so it's kind of like a fake smart board and I wrote their team names on the whiteboard into a grid which was on the slide being projected I rewrote the goal of the lesson on this slide to ground their work and the rubric used for scoring was made clear before they began and then we used it at the end to judge their work which is very executive function support excellent thank you I had learned about chopped at a conference and the concept was great but the way it was presented to the student at least at the conference was really written with barriers for my particular students so before I present it chopped I didn't use it the cookie cutter away it was presented at the conference and you go to the next slide my really needed multiple means of representing for an actor and expression and engagement and like he just noted executive functioning to understand this new game to fully engage in it and be successful and I wanted them to reach the goal of being able to approach 3d construction in a novel way so it helped reset their perspective on what art could be but without UDL I think it also it might have crashed and burned and anyway the exact UDL checkpoints I used and how I use them there in the resources guide where I've listed access to a Google Doc word were in out kind of the thinking and the strategies behind all of it and we also anchor everything to the National core arts standards so all of also my co-presenters we all start with the barriers the goal and standards so everything is tied together you can go to the next slide Allison so I chose to share this lesson with all of you because it's applicable to all grade levels with adaptations depending on developmental need it's also a concept you could employ in other subjects and I have found that the progression rubric pictured on this slide by Katie Novak and Kristen Rodriguez is incredibly powerful tool and reflecting on my own practice if you haven't already looked at it definitely look at it it's in the resources document as the end goal in expert practice if you look at their rubric it often includes the word empower so this is something I aim for but I think some of this lesson didn't empower students in all the ways I had hopes it directed them toward being empowered in art but in reality I had to take the UDL lessons I had implemented and Ida step backward because those lessons had inherent barriers so I'm working towards that empowerment but being honest with myself of where this lesson took them wasn't completely there and you go to the last slide these were the final results no what they create were some of the final results from the top from left to right and top to bottom we have a pig a taco and drinks and abstract a piece that was front and back don't know what it is and who there was a person or a face and in short while I had originally planned with UDL my lessons and approach to 3d art making it was not working for my students and gamifying the project and infusing it with collaboration while keeping the options for creating broad brought the students back to being engaged in visual art and more open-minded about the creative process its have set the stage for empowering them to create more complex pieces in art you can see all this and more and the resources document and I just would love to introduce our next presenter knowing we are nine minutes left ten minutes left in our a presentation is that okay with you Allison we're gonna go okay Fortin who's gonna be sharing the progression of her application and understanding of UDL over the course of three years she is a high school art educator at North High School in Worcester Lizzie's a mixed-media artist who has committed a daily practice of creating a collage a day UDL has breathed life into her practice as an educator and as a human Lizzy is passionate about student-centered learning and removing barriers so all students can access curriculum she believes that relationships with students is the key to education Lizzy's gonna share her progression of understanding and implementing UDL within a social issue or unit take it away Lizzie thank you so in my first year of understanding and using UDL I did a unit on social issues with my foundations of art students the goal for this unit that year was to create an artistic response to a social issue using materials and media of your choosing at the time I was pleased with his goal and thought it allowed for lots of options I also created a PowerPoint to share artwork with students and had students create a proposal using lots of different methods like conferencing voice recording and on paper unfortunately the outcomes were heavily biased on what I had chosen to share many students found relevancy with him a goal but many did not I heard a lot from students within that year most issues don't affect me upon reflecting on this unit I realized that I was successful using the guidelines for for communication but I was super text-heavy the resources I shared and one of the students to use weren't accessible at all they were long long long websites on a sheet of paper so they weren't hyperlinks or QR codes and honestly the goal was not clear the next year I thought about what I had learned before and started to deepen my understanding of the guidelines and my implementation of them I also was responding to the presidential election results while planning this lesson so I altered my goal for students to create a piece of art that responds to a social issue through causing a viewer to interact think or react so instead of just a PowerPoint with flat images I incorporated videos and had students reflect and answer questions I also incorporated more relevant artists the outcomes again were mainly successful students had definitely found room for their voices within and reflecting on the second year I found that I had done a better job of providing options for perception so I used QR code and videos I definitely increased relevancy in value for students especially in response to the election results but I could have improved my feedback for students and students were not able to reach part of the goal the portion about causing a viewer to interact think or react I just hadn't planned or scaffolded that in any way so moving into this current year this year right now I looked hard at the past two years the goal and the guidelines and I focus heavily on options for sustaining effort and persistence comprehension and executive function I really looked at where I had fallen down and planning in the previous years and worked hard at those areas so my goal did not change at all but my planning for the entirety of the goal did so again I use a slideshow with videos and contemporary artists except this time I very Tower response would be so some would be private in notes and other responses would be public on a post-it so some of the responses were to questions like have you ever really thought about how it might feel in another person's skin gender or religion what might be different about your life I also searched for relevant contemporary artists that mirrored my students and their backgrounds and their interests so we looked at work such as aiwei ways piece that wraps migrants life jackets around Berlin's Konzerthaus and Hank Willis Thomas's interactive installation truth we also watched spoken word poetry by Mae todo Val Y and loud as hell and dairy Simpson and Scott boss Lee's poem the first time I realized I was black students responses to this day of hard watching listening responding and reflecting were things like why can't we do more stuff like that this was the best day of class so far and that was late which is my favorite thing they said second part of my goal was a huge focus of my planning I wanted to ensure students knew how artists engage viewers so we looked at a lot of work I had them all printed out so students could touch them and they curated the images together so they saw how artists interacted with viewers they shocked viewers and they intrigued viewers they collaboratively took notes and they shared out their findings this of information help later on when students were creating their work and how they could become master artists or expert artists and they reached their goals by looking at those that they had started before they worked on their pieces and so also creating interactive artwork was imperative in making the goal relevant and engaging as students entered the room on different days I gave them sheets of paper one with the hashtag I wish my teacher knew and one with the hashtag I need they filled them out and they put them in the room some are poignant heart-wrenching I need people to not think every Muslim is the same while others were typical high school I need I need clear skin good grades and healthy friendships I wish my teacher knew that sometimes I don't understand something I don't usually ask them to explain again and I wish my teacher knew that students learn differently that some students can work by listening to their own music and how to interact with students to get to know them the research students did in the past had certainly been lacking in accessibility and relevancy but I knew I couldn't possibly find or support every social issue so I created a symbaloo board with a variety of resources I wanted them to understand what a good resource looked like and I wanted them to dig into those resources and I wanted them to figure out what they could do with the information so I shared with them podcasts and videos and websites in that symbaloo board the student outcomes were stronger this year in idea generation and in depth student understand understood the topics they were working with like the piece on the left the student wrote in her artist statement my piece is on gender inequality and the abuse of women all over the world I chose this because it's an issue that I've always been interested in I finally got the time to learn more about it on the right it is students were making connections from the research into their own lives and the artists statement from on the right says this art artwork depicts racism between white Americans and African Americans what is obvious is the same administrator saying two different things to both men in the picture the next slide and students were connecting the artists we had looked at to their work the student artists on the Left used a similar process to Kara Walker utilizing a silhouette to simplify portions of his imagery while also focusing on race and the hatred he is experienced for being black students know how to represent their ideas and engage the viewer in ways I was so impressed with the students on the right created an interactive piece at hung in the hallway prompting the school community to respond to the question what do you think of when you see me with the imagery of a woman wearing a hijab next slide Oh Lizzie this is crazy this is soul moving and they're getting comments like that from from the viewers as well so I'm gonna let you keep going so in closing I want to share that my understanding of UDL has grown deeper in the past three years and so is my implementation the first unit I shared was not a failure by any means and this year's unit is not the end of this work either by constantly reflecting on the learning and the goals while also continuing to deepen my understanding of UDL the better I support my students becoming expert learners and expert artists and all of the resources so there's tons of resources that I left on the resource page so there are two links to my blog that has every resource I used and lots more student examples and we do want to emphasize that this is meant our goal to be the start of the conversation with these teachers with you all and with the field so this is just the beginning so we can have you all back again we could feature you know one at a time I feel like this could be an entire five-part series there are again five actions that we really hope that you all are able to think about in connection to each one of the guests today so thinking about the barriers in your classroom use the guidelines for solutions try it out goals can be a content or growth mindset craft clear student goals across disciplines without means embedded read reflect on and use the UDL progression rubric and this one just be patient with yourself as Lizzie described this is a process that's iterative it requires deep reflection and deep thought and and conversations with each other we can support each other in conversations with our students in the process and so we really please do share connect with these folks they've shared their emails they've shared Twitter accounts please reach out we do want to thank you all for being here and Liz has a book coming out called art for all planning for very variability in the visual arts classroom and you can pre-order today from cast and save 20% on your entire order so if you just share if you enter the code art web 18 during checkout 20% will be taken off your entire order so please visit cast cast publishing for more information and there are other ways that you can get in touch so we have an annual our annual supposed symposia excuse me coming up I'm really choked up coming up this summer July 30th to August 1st here in Cambridge Massachusetts some great resources on our aim center new teachers sign up for a free online course on making accessible educational materials maybe that will help get to the question again that was asked earlier by one of the participants and cast is hiring and please donate to cast we are you know always trying to change the world and we want to hear from you so we do have a concluding survey for some feedback again you can let us know about how this webinar is if you want more of this and ideas for future webinars and I want to thank the guests for this quote – when a flower doesn't bloom you fix the environment in which it grows not the flower and I think your story is really reflected that you are there to really think about how each of your flowers are blooming and given that it's finally spring here in New England I know you all are moving into summertime I hope that you're able to take a chance to reflect on your practices connect with each other you all thank you so much I mean I'm getting very choked up this group is a powerful group they have done this on their own on their own time because they care about it and each one of their students is benefiting from it so so thank you all so much for being here today Liz do you want to say anything final as well this group of teachers is amazing and what blows what will blow your mind is that these are only four of the PLC members every single one of our PLC members is just is mind-blowing ly good not just on implementing UDL but at being reflective authentic real down-to-earth grounded in the standards looking at barriers having a growth mindset and yeah I get choked up too is I love this group very Wooster public schools obviously come visit us reach out and please again let us know what you want to hear next and we will continue these conversations thank you all so much have a great afternoon thank you thank you we'll stay on for a couple more moments if there are questions from the field but we recognize that we're a couple minutes past 5:00 so please feel free to head on in your day it is five o'clock here and and so we'll hang on if you if you all do have any questions but otherwise please feel free to log often and thanks for joining us

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