Visual Arts - NCCA

The functions of art are numerous; the above is by
no means an exhaustive list. What is important is
to recognise that, for the student with mild general
learning disabilities, these functions are not always
detected in the same seemingly incidental manner.
Aesthetic considerations influence decision-making.
How a dinner table is set, how food is arranged on
a plate, what we choose to buy are all linked with
aesthetic sensibility. Therefore, a visual literacy is also
about life-skills.
Materials and space
In terms of planning, the media, skills and
techniques to be employed warrant practical and
detailed organisation. It is essential that tools and
materials are efficiently managed. Where possible,
art materials should be available in the classroom in
a specially designated area. An attitude of respect
for the materials and tools should be engendered.
Recycling should be a fundamental theme across the
curriculum. The challenge for the teacher is to find
the balance between fostering regard for the media
to be used while creating an environment that allows
for experimentation with and exploration of paint, clay,
chalks, etc.
When planning visual arts lessons, considerations
(some of which are general and some of which pertain
particularly to the student with mild general learning
disabilities) may include the following:
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using clay: A natural clay should always be used.
Check the amount of clay and, perhaps more
importantly, the condition of the clay. If the clay
has not been used recently it may have become
dry, hard and non-malleable. Ensure that the clay
is plastic enough to model with. Have wooden
boards or cardboard for the student to work on as
clay has a tendency to stick to desks and paper.
Protect flooring with newspaper. Be prepared
to demonstrate, make and correct errors, and
model experimentation and ‘what if?’ behaviour.
Allow time for making and responding. Provide a
variety of visual aids and tools for exploring cutting,
texture making, and so on. The student will need
to be shown how to organise the workspace and
how to attend to cleaning up, choosing what can
be thrown out and what can be recycled. The
student will learn about the qualities of the clay
through the handling and manipulation of the
material. Experimentation and risk-taking should
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Guidelines Mild General Learning Disabilities / Visual Arts / PRIMARY
be encouraged. However, the student with mild
general learning disabilities will need some direct
teaching about how, through examining animals,
objects, people, nature, etc., his/her knowledge
of the world and the relationships within it can
be enhanced. For various reasons, the student
may find it difficult to control the medium and
therefore direction should be given about wearing
protective clothing, using tools safely, and taking
responsibility for one’s own work and workspace.
using paint: As with using clay, consideration
should be given to teaching the student about
preparing the workspace, ensuring the protection
of clothing and the techniques involved in the
process of painting. The care of materials and the
correct use of brushes, tubes of paint, etc. should
also be taught by direct instruction. It cannot be
assumed that a brush will be held properly or that
the student understands the process of washing a
brush after using paint of one colour and before
dipping it into another. It is important to ensure
that the surface/paper to be painted is appropriate
to the type of paint being used. For example,
paint that is very liquid requires paper that is
absorbent. It is important for the student with
mild general learning disabilities to have his/her
artworks exhibited for all to see. This is vital for the
development of self-concept and self-esteem. On a
practical note, while the student is generally proud
of an artwork it is important to encourage him/her
to label all work with his/her name, as there is often
confusion about the ownership of artworks.
using construction and textiles: For work in these
areas, there should be an emphasis on recycled
objects and materials. The student should be
encouraged to shred, tear, cut, and use various
methods of adhesion. Recycled items are an
excellent resource for visual arts learning but
require economical use of space. This can be
in the classroom, a store room or a shared area,
and will require a policy dedicated to organising,
supplying and maintaining the materials for use
across the curriculum. The student with mild
general learning disabilities will need to be shown
ways of manipulating the materials in order to
create something new. Methods of binding,
sticking and joining will need to be demonstrated.
The qualities, characteristics and limitations of
materials, papers, cards, tubes, boxes, and fabrics
should be explored.
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