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Art as a Learning

Jessica Ewers
#4

Art Helps Writers


Improve:
-Spelling

Strategy

Why Art?

Many students have writing jitters. When


students are asked to either retell a story or
-Story Retelling
answer a writing prompt they often are
intimated by filling a blank sheet of paper.
-Test Scores
When they do turn in their writing it may not
-Concentration
be at the grade level. This is where art can be
-Confidence
used. Drawings, playdoh, watercoloring, or
even multimedia can be used to create
Types of Art:
artwork that can serve as an outline for the
-Drawings
story students want to tell. Then they can
-Watercoloring
reference their artwork when they are putting
pen to paper. Research has shown that art
-Playdoh
used in a prewriting setting for students with
-Multimedia
learning disabilities has improved their
interest in reading and writing and increased
Who can Art Help?
their test scores (Gauthier & Schorzman,
Art can be used as a learning strategy in your general education
classroom and students with LD, ADHD, EBD, high-functioning Autism,
communication disorders, orthopedic impairments (depending on
severity), and the deaf/hard of hearing.
-Syntax

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issue, date

How to Use Art For Writing

Teacher Instructions:

Provide students with materials you wish for them to use for their artwork, such
as markers, watercolors, crayons, map pencils, playdoh, writing utensils, and
blank paper.
Give students a clear direction of what they should be creating. You can have
them do a retelling of a story that they have recently read or a new writing
prompt.
Be specific. Tell students what exactly you want them to depict. For example,
you can do who, what, where, and why? Have this prompt visibly accessible for
them!
Model for the class that they will be answering the prompt with their artwork.
Show them your artwork!
Tell your students they will then use their artwork as an outline for their writing.
Show them your writing!
Monitor the room to ensure that directions are clearly understood and if any
guidance is needed.
Have students share with the class their artwork/story before they write their
story down to ensure the prompt is answered.
Have students write down their stories using their artwork as their outline.

Student Instructions

When creating your artwork with whatever materials you would like make sure
that you are answeringPatricia
each part of
the prompt
100% with your(Dunn,
artwork! 2013,
who
has dysgraphia

p.233) used drawing to the left to write the


paragraph below

The kids and the mom and dad were thinking that they should
go to the park to have a picnic. It will be so much fun for them.
References:
They brought sandwiches and grapes and a drink called lemon
juice.
It was
sour. It
was at sunset.
It wasforat
the picnic
family.
Cortina, M. A., & Fazel, M. (2015). The Art Room: An
evaluation
of a targeted
school-based
group intervention
students
with emotional
and
behavioural difficulties. The Arts In Psychotherapy, 4235-40.
They went home and took a bath. They were so happy. They
had
a little
playtime
at their
house.
Then they
went to
bed.
Dunn, M. (2013). Using Art Media During Prewriting:
Helping
Students
with Dysgraphia
Manage
Idea Generation
Before Encoding
Text.
Exceptionality, 21(4), 224-237.
They had a good dream. Their car was green and tallow and
blue.
I think
they and
willcomprehension
have a good
time.with
The
whole
familyCEDER
likes
Gauthier, L. R., & Schorzman, E. M. (2012). Promoting
reading
engagement
for students
learning
disabilities.
Yearbook, 41-49.
the sunset.
Hariri, A. A., & Faisal, E. (2013). Effects of teaching art activities by using the playing method to develop skills in preschool children with attention
deficit hyperactivity disorder. Journal On Developmental Disabilities, 19(1), 79-89.