Learning Action Plan:
Inclusive Practices in Visual Arts

Clinical Teaching Practice 2, Semester 2 - September 2020

CONTEXT

In Clinical Teaching Practice 2, I taught a variety of Visual Arts classes. These included a drawing unit surrounding the idea of ‘Home’ with Year 7, theory on Contemporary Indigenous Art with Year 8, and theory on the artist Henry Moore with Unit 2 Studio Arts. These classes occurred during a period of online remote learning, so theory and discussions took place over Zoom, and students then completed tasks independently offline. School X’s Off Site Learning Policy (2020) states that for Years 7 to 10, these Zoom classes could be no longer than 20 minutes.

AREA OF STRENGTH IN INCLUSION

When it comes to inclusion, I pride myself on my attitude towards those with special needs or mental health issues. As someone on the ASD spectrum who has a history of poor mental health, I have felt strongly encouraged to become a teacher to allow these students to get the support and encouragement they need, unlike I did. I believe there are not enough teachers with special needs to act as role models for these students. Having this in common enables deeper connections and relationships with these students, allowing for an understanding of their difficulties that others may not have. 

A strength within my teaching practice was my use of class discussions across each class to allow students to share their diverse ideas and understandings of the artworks and theory studied. Each person’s views, ideas and perspectives are influenced by their own personal experiences. Sharing these ideas and experiences allows for deeper understandings and richer worldviews (Takacs, 2003). I encouraged students to not only share their interpretations, but to describe what they were seeing in the artworks discussed. My mentor teacher commented on how these discussions “provided clarity and encouraged evidence and greater depth to their contributions” (Greenwood, 2020). By asking students to discuss what they see in the work, I involved them within the knowledge and allowed for better understanding and remembering. Engaged students are 4.6 times more likely to believe they are succeeding in school than disengaged students (Gallup, 2015). These class discussions also revealed the students previous knowledge (Boyd & Markarian, 2011), allowing me to develop lesson plans relevant to their own experiences and what they already know. This was most prevalent in my Year 7 drawing unit surrounding the theme of ‘home’, in which students explored the personal, social and cultural contexts of what ‘home’ means before making an artwork based on their own experiences. Connecting the content to their own experiences and lives allowed for more engagement and motivation (Watkins & Noble, 2013, p. 20-47).

 Student A used this task to explore her cultural identity and places she has called home. Student A was born in Shanghai but has lived in Singapore, Hong Kong and Melbourne. In this drawing, Student A has combined elements and memories of each of these places: the fog of Shanghai, two symmetrical houses from Singapore, a small cat that used to visit her in Hong Kong, and a tree that she sees outside her window in Melbourne.

Standard 4.1 of The Australian Institute for Teaching and School Leadership (2020) (hereby referred to as AITSL) teaching standards focuses on supporting and identifying strategies to support inclusive participation and engagement in classroom activities. As these classes were happening during a period of remote learning, I found a lot of students reluctant to contribute to discussions. In response to this, I employed the use of the whiteboard feature on Zoom where students could write and draw their ideas. My mentor teacher praised me for using this tool as a way to “get collaboration happening” (Jolly, 2020). By changing the format or environment in which students were engaging with, they were able participate within their abilities (Fisher, 2011). Another method I used to encourage more inclusive discussions was employing the use of breakout rooms. In Unit 2 Studio Arts, I gave each breakout room an artwork to discuss before presenting it to the rest of the class. Students noted that it was “easier to talk in small groups rather than one big class” (Student B, 2020). Smaller group discussions are more comfortable and allow for more participation from each student, enabling more diverse ideas and contributions (Young, 2006). By facilitating these diverse discussions, every student is given the opportunity to be included in the content.

AREA OF IMPROVEMENT IN INCLUSION

To assist in classroom discussions, I need to improve on being more inclusive with my praise and communication. Teacher praise is an expression of approval or admiration that goes beyond feedback for a correct response (Reinke, Lewis-Palmer, & Merrell, 2008). Research indicates that praise increases students’ on-task behaviour, compliance and engagement (Sutherland & Wehby, 2001). However, upon review of one of my lessons, my clinical teaching specialist noted how the type of praise and reinforcements I was using was not inclusive to everyone in the classroom (Anstee, 2020). When asking for student contributions and responses, I typically paraphrased them and then applauded their response with a compliment such as “great” or “fantastic”. This type of praise is appropriate in a one-on-one conversation, but within a larger group setting, this may make other students feel excluded if one student is getting more praise than others. My clinical teaching specialist noted that in Visual Arts classrooms, the student-teacher relationship is very intimate as students typically share what they feel rather than what they have done (Anstee, 2020). Because of this, the type of language used in order for all students to feel included and valued in the student-teacher relationship is especially important.

In the student feedback at the end of my placement, one student noted that I could have “moved a bit faster” to suit her “learning style” (Student C, 2020). AITSL standard 1.2 notes that teachers must understand how students learn, and that each student may learn differently. I need to be more mindful of how to balance my teaching strategies to support the needs of all students. Inclusive education should focus not only on students with special needs, but supporting all students in order to meet the full range of learning needs (Laurens, McKinney & Swartz, 2016). This theory is evident in The Disability Discrimination Act (1992), which understands that all education providers will need to ensure that every student will be provided with opportunities to allow them to achieve to a level of which they are capable of, as well as the Melbourne Declaratin which clearly states educators should “promote personalised learning that aims to fulfil diverse capabilities of each young Australian” (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008, p. 7). Not being able to provide extended work for advanced students or differentiate my teaching strategies for students with different learning styles acts as exclusion, opposing an inclusive practice. 

LEARNING ACTION PLAN

In the future, I aim to facilitate classroom discussions using more inclusive language and reinforcements. While I will continue to use praise at appropriate times, during whole class discussions I will challenge students' responses more intellectually. As recommended by my clinical teaching specialist, rather than applauding the student for responding, I will encourage students to expand upon their answers in order to facilitate a more collaborative discussion (Anstee, 2020). This will encourage more students to be involved in the conversation and will eliminate feelings of exclusion when others receive more praise. This can be done through a method that my mentor teacher encouraged me to look into: Visual Thinking Strategies (Jolly, 2020). This strategy, similar to socratic dialogue, utilises critical thinking (VCAA, 2020) to collaboratively make meaning together by observing, clarifying and supporting ideas (Moeller, Cutler, Fiedler & Weier, 2013). Using open ended questions such as “what’s going on in this artwork?” allows students to initially respond, which can then be followed with questions such as “what do you see that makes you say that?” or “what else can we find?” This ensures students are looking and gathering evidence to support their opinions. Every student’s response is acknowledged and accepted so that every student feels valued and included.

In order for every student to feel included and comfortable to engage and participate in my classroom, it is important that I foster welcoming student-teacher relationships. AITSL standard 1.1 discusses how teachers must know the physical, social and intellectual development and characteristics of their students. Student-teacher relationships serve as the foundation to creating positive classroom environments (Wilken, 2018). In feedback, one student suggested I work on being more “relatable with the students so they will open up with their thoughts and ideas” (Student D, 2020). In order to strengthen relationships with students, I will participate in and attend school events and activities that my students are involved in. This will allow me to learn more about my students and their interests, while also supporting and encouraging their endeavours outside of my classroom. By knowing more about my students, I will be able to make the content more relatable to their interests and experiences.

In order to meet the needs of all my students, I will become more familiar with and employ Universal Design for Learning (UDL). AITSL standard 1.5 discusses the need to differentiate teaching to meet the needs of students across the full range of abilities, and standard 3.5 highlights the importance of effective classroom communication. Therefore, I will need to develop more flexible tasks that will allow students of all abilities to excel and extend their knowledge. By providing students with choice and flexibility, all students should be able to learn and apply knowledge in a way that meets their individual learning style (Day & Prunty, 2015), therefore being more likely to feel included in the learning experience.