ERIC Number: ED335281
Record Type: RIE
Publication Date: 1991-Mar-22
Reference Count: N/A
Art for the Mentally Retarded: Methodology and Techniques for a Broad Based Approach.
Kelchner, Thomas A.
Many aspects of discipline-based art education (DBAE) can be used with mentally retarded students and the effects of this approach can be exciting and fulfilling for them. Art criticism activities improve mentally retarded students' visual awareness, verbal skills, and ability to think independently. They are able to progress through the steps of art criticism, describe, analyze, interpret, and make judgments. Philosophical questions such as, what is good art, or where should art be shown, also can be addressed. Art history activities can include finding clues to discover which art work is older, using mathematics skills to develop timelines, discussing fashion and other relics depicted in art, and employing other methods of basic historical inquiry. Studio activities should be balanced between two dimensional and three dimensional experiences. A minimal number of objectives should be set for each class period. Lessons should build on concepts taught in the regular classroom and be presented in units to help students learn from repetition. Students should be involved in making choices, solving problems, and talking about art. Teachers should expect and encourage students to succeed as a positive attitude and atmosphere helps build self-esteem. Some artists suitable for individual lessons and units of study include Andy Warhol, Andrew Wyeth, Henri Matisse, and Vincent Van Gogh. (KM)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Identifiers: Discipline Based Art Education
Note: Paper presented at the Annual Conference of the National Art Education Association (Atlanta, GA, March 20-24, 1991).