Problem Based Learning

PBL Artifact Template

1) Driving Question (12.5 points)

What is the value of art? This question was designed to get students to think about art in a more personal way. It is an activity that can allow students to express and then reflect on their personal view of the value of art. In an indirect way it can expose them to art therapy and how art can be therapeutic. There are no specific standards that we are going to use since they all will be different and flexible for each student depending on  their IEP and their related services.

2) Grabber (22.5 points)

In order to give the kids a baseline and some prior knowledge about art we will use a class period for the kids to view art created by artists with disabilities, whether they happened to be autistic, had physical disabilities, or specific learning disabilities. Seeing these pieces can offer excitement and inspiration for the kids as they start to experiment with art. Without creating a bias we will set out all different types of mediums, crayons, markers, paint, pencils, pastels, and clay. We will give minimal instruction based on using these materials in  however they would like. This allows the kids to have a lot of independency in creating their own art piece. Depending on the severity of the disability we will accommodate and prompt them as needed. This is a hands on activity and can be the spark to an interest in art. This can also allow the kids to express their emotions in ways that words may not be able to.

3) Culminating Activity (65 points)

This activity will come after the grabber, they can pick their favorite medium and will be instructed to create an art piece. Whilst in progress they should reflect on emotions, meaning, and thoughts behind their piece. Some things they can think about are “why did you choose those colors? Why did you use that medium? What’s your favorite part about your piece? What was the hardest part? What does this mean to you?”. Once the projects are completed we will set up the classroom as an art gallery and have the kids stand by their pieces with their reflections. We can have either other grades, staff, or parents come in and “visit” the art gallery. This can allow them to collaborate and verbally express their reflection and meaning behind their piece. Obviously IEP’s and the severity of the disability will be taken into account and modified.

The teacher will grade their project based on three general ideas:

1. Did they create an art piece?

2. Did the student create a reflection?

3. Did the student give a presentation to the best of  their abilities?

The extent to which they are graded will be based on their IEP’s and level of ability.