Tom’s learning in and through art

Tom is an artist

Student Tom Date February/March 2008
Observer Sue (teacher aide)
Steffi (teacher aide)
Annie (ORRS teacher)

Learning goals

  • Tom will participate in, and complete, an art activity alongside his peers.
  • Tom will complete an art activity over a number of sessions.

Tom’s class was learning about insects and everyone was learning to draw a large insect. All work was completed in the classroom alongside Tom’s peers.

Session 1: All the children were drawing chalk lines for two big insects on A2 sized paper. I told Tom it was time for drawing with the other children. One of the children got a piece of paper for Tom and it was placed on his desk. Tom’s group asked, “What’s Tom going to draw?” and I replied, “I don’t know. Let’s see what Tom wants to draw”. Tom happily held the chalk and let me guide him with a rough outline and then made a lot of the lines and shapes himself.

He drew lines that looked like two big wings. He drew the wings outlines independently and I provided him with hand-over-hand support for the body and some of the left-hand wing. He made circles on his own. In fact, we could not tell which ones were Tom’s and which were mine. One of Tom’s peers said, “Look at your cool butterfly, Tom”. I said to Tom, “You’ve drawn a butterfly, Tom”. The children were really positive about Tom’s work. After the lesson, I drew over Tom’s faint chalk lines with a vivid pen so that he could see the outline for the next stage of work. I stayed true to the lines he drew. (Sue)

Session 2: I placed Tom’s picture in front of him. I had some dye and gave Tom a big paintbrush. He took it. I placed his hand onto the paper about 40cm from his body and Tom started painting. He moved the brush in a circular motion. He moved his hand closer to his body. I moved his hand further away from him. He did more painting. I said, “Well done Tom. Good work. We can go to the computer now”. (Steffi)

Session 3: We had paper on the floor. I placed Tom’s drawing on the floor. Tom did not want to paint. I repeated, “Sitting down Tom” until he did so. I gave him a brush, which he put in his mouth. He then turned it in his hands. I allowed him some time to play with the brush and get to know how it felt before he started painting. I said, “We’re going to finish your painting, Tom”. I placed the jar of dye in front of Tom’s face and physically prompted him to put the brush into the dye. I said, “We’re putting the brush into the dye”. Tom made some loud noises. He appeared happy to use the brush on the paper. He used circular motions. I held the jar while Tom did the strokes independently. I changed the dye so that Tom had another colour to use. He dipped the brush twice. Great work Tom! You stayed and painted with dye even though you had difficulty tolerating it. Your butterfly is amazing. Mrs B (class teacher) left a space for your art to go on the wall. She told you how clever you were. Mum came to school to look at your art up on the wall with all the other insects. (Annie)

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