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[Topic 2 Discussion | Topic 2 Overview | Topic 2 Case Examples | Topic 2 Resources]


Topic 2: The Art and Writing Connection

Case Examples

The following case examples display the idea of incorporating art activities into a story theme approach as discussed in week 1.

Example: Light Tech

Brian, for example, could be a student in Barbara's classroom. The following extensions might occur following the reading of Forgetful's Secret. (See Creative Communicating's Web site for more info about Storytime Books).

The children in Barbara's class have been reading Pati's storytime story Forgetful's Secret. We are assuming that the children have had multiple opportunities to interact with the story. The class creates birthday cards for Bobby who is having a birthday on Friday. Brian uses an adapted paint roller to create a background for his card. Later, his physical therapist works on trunk stability with him and simultaneously helps him use adapted stamps to decorate the card. Brian eye gazes to the balloons from a selection of stamps, (balloons, cake, flowers, teddy bears, clowns,etc.) Later Brian uses Speaking Dynamically (Mayer-Johnson) to scan four different messages. Brian selects "Happy Birthday Dude." His teacher writes his message on the inside of the card.

(For a detailed listing of art tools, see chapter 5 of Emergent Literacy Success.)

Brian and his physical therapist using adapted stamps (Creative Communicating)

Example: High Tech

In another activity, the students place birthday candles on a birthday cake to show their ages. Later this will be used to create a class "Big Book." For this activity, Brian uses a computer. The occupational therapist and teacher have created a ClickIt set up (IntelliTools) for Kid Pix (see Pati and Caroline's Favorite Art Software). Ellen has imported a birthday cake into Kid Pix and drawn five colorful candles around the side of the cake. Next, she created the ClickIt setup. Brian uses a switch to scan each of the candles. When Brian presses his switch, the candle moves to different locations on the cake. When Brian presses his switch again the candle is placed on the cake. Another switch press will take him back to scanning the candles. Brian continues scanning until he has four candles on the cake. Refer to the handout provided: Magic Trick: ClickIt from Emergent Literacy Success: Merging Technology and Whole Language, (Musselwhite & King-DeBaun,1997).

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This material was developed by the National Center to Improve Practice (NCIP), located at Education Development Center, Inc. in Newton, Massachusetts.  NCIP was funded by the U.S. Department of Education, Office of Special Education Programs from October 1, 1992 - September 30, 1998, Grant #H180N20013.  Permission is granted to copy and disseminate this information.  If you do so, please cite NCIP.   Contents do not necessarily reflect the views or policies of the Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by NCIP, EDC, or the U.S. Government.  This site was last updated in September 1998.

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