Highlight 1: STRIVE

Learning from a new perspective

In October 2019 I had the honor of working with PSL Services/ STRIVE, their Community Support Program Manager, Emily Wright, and the people she helps at the facilities (Std. 10). STRIVE helps with life skills for people with moderate to severe learning disabilities (Std. 2). I had never worked with population like this before (Std. 9) but it was a pleasure.

I first did a visit so that I would get to know my students ahead of time, get an idea on who they are so that I could make art lessons for them that would suit their needs and learning levels (Std. 7). I sent out a preview of the lessons to Emily and reflected back the experience to be shared with the artists via Google Docs (Std. 11).

I asked Emily what I could do to help further her programs mission. She suggested something to help with coping skills (Std. 1). I sought out ideas from colleagues and experienced teachers (Std. 9). I came up with a silhouette lesson where the artist could express their feelings into their artwork instead of into an object or onto another person (Std. 5) by mark making.

A lamp was set up for tracing the shadows and the faculties already had a lot of art supplies, but I brought in more and rolls of paper for drop cloths. My class was seven students with various learning handicaps and motor functions. I had notified them in the agenda that I would be tracing their silhouettes (Std. 8). I made sure my artist was as comfortable as possible (the lamp setup was tricky) (Std. 3). There were a few who held off. I didn't pressure them (Std. 1). And of those, a few eventually decided to do the silhouette. Students were also offered to trace their hands if they did not want to sit for the shadow trace. (Std. 2)

The the expressive mark making silhouette was a triumph! My students loved seeing their likeness in silhouette and expressing their feelings into their art. In an informal critique we discussed feelings they were expressing in their work (Std. 6) and how they applied it to the paper.

The printmaking lesson required a bit of set up of stations as well smocks and drop clothes. I demoed how to do the procedure and had a student assist me so that she could show her classmates how doable the project was ( Std. 3, 4). The class was to take their own print and then combine it on a "community banner" (Std. 10 ).