Running head: EMPOWERING THE ACTIVE-MINDED

Empowering the Active-Minded Through Art Shawna Caldwell University of Florida

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Empowering the Active-Minded Through Art Introduction There is a rise in the diagnosis of Attention Deficit Hyperactivity Disorder (ADHD) in the United States. While it is doubtful that there are actually more children with this disorder now than in the past, there are certain sociological factors that are intensifying the undesirable behaviors associated with ADHD, leading to a higher number of diagnosis. A negative label can affect the childs self-esteem as well as the way teachers view the student (Cramond, 1995). Given that students with ADHD are often highly creative individuals (Shaw, 1992) that learn best through tactile and kinesthetic instruction (Brand, Dunn & Greb, 2002), the art room is a place where these students can excel. By adapting the physical space, altering instructional strategies, and creating intentional lesson plans, students with ADHD can be empowered through the arts, raising their self-esteem and allowing their talents to stand out. Who are the active-minded Comprising 3 to 15 percent of the student population (Brand et al, 2002; Koerth-Baker, 2013), the active-minded are the students that will not stop talking, fidgeting, or making towers out of glue sticks. They are impulsive, loud, and disruptive. They are busier than the rest of the class put together, and take 97 percent of the teachers energy (McGrady, 2005). Labeled as ADHD, they are told that they are deficient and have a disorder, and within todays educational parameters, these students do not fit in. They often lack social skills and self-esteem (Brand et al, 2002). Getzels and Jackson (1962) found that students with ADHD are not valued by their teachers as much as more conforming, less creative students, as stated by Cramond (1995, p. 2). These negative qualities, however, can be turned into positive attributes if the person is empowered. The student may be impulsive, restless and distractible, but he is also creative, intelligent and energetic. As one student said, ADHD helps in that I can hyperfocus. Its more of a gift. If I can channel the extra energy, I can accomplish more. If you view it as a gift, youre more likely to use it as a gift (Taylor, 2008, p. 5). Reasons for the escalation There are several reasons that can be attributed to the increase in diagnosis of ADHD. In 1997, an overhaul of the Food and Drug Administration allowed it to market more directly to the public, incentivizing the diagnoses of disorders. As knowledge of ADHD spread, and

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teachers and parents learned of drugs that would help, diagnosis became increasingly normalized (Koerth-Baker, 2013, p. 2). Another reason for the escalation, and possibly the most important, can be attributed to the schools educational policies. The No Child Left Behind Act was the first law linking school funding with standardized test results. Consequently, the rate of ADHD diagnoses rose by 22 percent in the first four years after the law was implemented. (Koerth-Baker, 2013). Although those are correlations, not causations, it cannot be denied that the rise in standardized testing is congruent with the increase in diagnosis of ADHD (Robinson, 2010). The cause for this is found in the schools, where the majority of the curriculum and instruction is directed to the logical and linguistic intelligences. When this happens, children who have other intelligences the musical, bodily-kinesthetic, spatial, intrapersonal, interpersonal, and naturalist may gradually disengage from classroom learning (Schirduan, et al, 2002). Cramond (1995) notes that the behaviors associated with ADHD inattention, impulsivity, and hyperactivity - may be exacerbated when the student is involved in learning that is repetitive, unstimulating, and highly structured. Traditional teachers require students to sit still, be quiet, pay attention to lectures and verbal instructions. This is very challenging for students with ADHD, whose hyperactivity, inattention and impulsivity makes it difficult to succeed in this environment. Brand et al (2002) cite multiple studies that show the importance of teaching to various intelligences. ...[R]esearch reveals that many students officially classified as failing have achieved statistically higher standardized achievement test scores in both reading and mathematics when they were taught with approaches and resources that complemented their learning styles (p. 268). Classroom arrangements/space The classroom environment can make a difference in the focus of students with attention shortages. Educators can arrange the classroom space to be more engaging and accommodating for active students. Energetic students that are frequently restless might work better at an easel for drawing and painting, or standing at the table instead of sitting in a chair. If placed in a group, it is best to surround the active student with highly-focused peers (Armstrong, 1999). The peers will be able to ignore the restless behavior, and the active student will be less distracted. Armstrong (1999) also suggests having different types of spaces in the classroom for different energy levels.

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Lighting, sound, and tactile capabilities also have an impact on attention spans. Natural light or incandescent is preferred over fluorescent lighting. Music can also have a calming effect on active students, serving as a musical Ritalin (Armstrong, 1999, p. 94). And a strip of Velcro on the underside of the desk provides tactile capabilities that can replace toe tapping (Hudson, 2009). In a study on optimal stimulation, Zentall (1983) found that students with ADHD needed more stimuli in their environment in order to have optimum output. The unstimulated student was easily distracted and would create their own stimulus through disruptive behavior. In a classroom space that is inviting, stimulating, diverse, and personalized, students labeled ADD / ADHD may be less likely to feel that they need to create a space for themselves through hyperactive, impulsive, or distractible behaviors (Armstrong, 1999, p. 93). Instructional strategies Instructional strategies play a large part of being able to listen and follow directions. Hannah Trierweiler Hudson recommends to [b]e as clear as possible and go step by step (1990, p. 30) when giving directions to students lacking the ability to concentrate. To check for comprehension, ask the students to repeat your directions in their own words. Armstrong suggests calling a students first name before asking them a question, and looking them in the eyes (1999). Assignments should be brief in order to accommodate the students attention span. Longer assignments that are more complex should be broken into manageable parts (Brock, 2002). When students get off task, teachers need to redirect their attention. Sometimes tapping the students desk is enough to redirect his or her focus. Other times, the student might need more clarity. In this case, McGrady (2005) recommends standing beside the student, make eye contact, and explain the behavior that needs redirected. Speak slowly and quietly. Brock (2002) asserts that contingencies need to be in place to reinforce desirable behavior and discourage inappropriate behavior. With these students, positive responses need to be made immediately, frequently and more intensely than with other students. It is essential to give much encouragement, praise and nurturance as these students are easily discouraged (Brock, 2002, p. 3). They need to be frequently reinforced for their positive behavior instead of simply punished for their negative behavior (Brock, 2002). Lesson plans

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Specific art lessons can inspire students with ADHD to perceive their characteristics as a secret weapon. Since the lessons are beneficial to all students, the active-minded individuals do not need to be, nor should they be, singled out. Learning about Howard Gardners eight multiple intelligences, students can look at their learning capabilities in a new light. Students can move from focusing on their learning disabilities to their learning abilities (Schirduan et al, 2008). After assessing their dominant learning styles, students can brainstorm ways to acquire knowledge that is exciting to them. They would research occupations that rely on those skills, create a work of art related to their mode of intelligence and share it with the class. Another lesson that would build confidence in these students is to research famous people that have or had ADHD, either historical figures or contemporary people. The students would find out what their struggles were and how they overcame them. They would then have an option of ways to bring their hyperactive hero (Armstrong, 1999) to life, through such means as a biography, stop-motion animation, painting, sculpture, role-play, etc. The final lesson is making artwork out of inspirational quotes that can help students remember sayings that can become mottos for them. Quotes provide quiet encouragement throughout the day. Summary Art teachers can fill a large void in the lives of students diagnosed with ADHD. Overlooked and marginalized by the schools educational and testing policies, these students exhibit many traits that are desirable to the work force. We need to nurture their creativity and divergent thinking instead of medicating it. They need a place to feel empowered, a place where they can shine. The art room should be that place, but the art teacher is needs to be prepared to meet the demanding needs of this group of students. By teaching to multiple intelligences, altering the classroom environment and instructional strategy, as well as implementing lesson plans that will fight the stigma of ADHD, the active-minded student can be empowered through art.

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References Armstrong, T. (1999). ADD / ADHD Alternatives in the Classroom. Alexandria, VA: Association for Supervision and Curriculum Development. Brand, S., Dunn, R., and Greb, F. (2002). Learning styles of students with Attention Deficit Hyperactivity Disorder: Who are they and how can we teach them?. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 75:5, 268-273. Brock, S. (2002). Helping the student with ADHD in the classroom: Information for teachers. National Association of School Psychologists. Cramond, B. (1995). The coincidence of attention deficit hyperactivity disorder and creativity. Retrieved from http://borntoexplore.org/adhd.htm Harnessing ADHD. (2008, December). Current Health 2, a Weekly Reader publication, 35(4), 5. Hudson, H. T. (2009, November-December). Learning from ADHD: how real teachers and their students have found success in the classroom. Instructor [1990], 119(3), 27-31. Koerth-Baker, M. (2013, October 15). The not-so-hidden cause behind the A.D.H.D. epidemic. The New York Times. Retrieved from http://www.nytimes.com/2013/10/20/magazine/the-not-so-hidden-cause-behind-theadhd-epidemic.html?pagewanted=2&_r=0&pagewanted=print McGrady, M. (2005, January). Adaptations for students with ADHD. School Arts, 104(5), 30. Schirduan, V., Case, K., & Faryniarz, J. (2002). How ADHD students are smart. The Educational Forum, 66(4), 324-328. Shaw, G. (1992). Hyperactivity and creativity: The tacit dimension. Bulletin of the Psychonomic Society, 30:2, 157-160. Taylor Zentall, S. S. (1983). Optimal stimulation: A model of disordered activity and performance in normal and deviant children. Psychological Bulletin, 94(3), 446-471.