Art as a Learning Strategy

Jessica Ewers #4

Art Helps Writers

Improve:
-Spelling
-Syntax
-Story Retelling
-Test Scores
-Concentration
-Confidence

Types of Art:
-Drawings
-Watercoloring
-Playdoh
-Multimedia

Why Art?
Many students have writing jitters. When students are
asked to either retell a story or answer a writing
prompt they often are intimated by filling a blank sheet
of paper. When they do turn in their writing it may
not be at the grade level. This is where art can be used.
Drawings, playdoh, watercoloring, or even
multimedia can be used to create artwork that can
serve as an outline for the story students want to tell.
Then they can reference their artwork when they are
putting pen to paper. Research has shown that art used
in a prewriting setting for students with learning
disabilities has improved their interest in reading and
writing and increased their test scores (Gauthier &
Schorzman, 2012).

Who can Art Help?

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.

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Teacher Instructions:

issue, date

How to Use Art For Writing

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
answering each part of the prompt 100% with your artwork!
Share your artwork and story with the class!
Use your artwork as an outline for writing down your story!

Patricia who has dysgraphia (Dunn, 2013, 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. They brought
sandwiches and grapes and a drink called lemon juice. It was sour. It was
at sunset. It was at the picnic family. They went home and took a bath.
They were so happy. They had a little playtime at their house. Then they
went to bed. They had a good dream. Their car was green and tallow and
blue. I think they will have a good time. The whole family likes the sunset.
References:
Cortina, M. A., & Fazel, M. (2015). The Art Room: An evaluation of a targeted school-based group intervention for students with emotional and behavioural difficulties. The
Arts In Psychotherapy, 4235-40.
Dunn, M. (2013). Using Art Media During Prewriting: Helping Students with Dysgraphia Manage Idea Generation Before Encoding Text. Exceptionality, 21(4), 224-237.
Gauthier, L. R., & Schorzman, E. M. (2012). Promoting reading engagement and comprehension for students with learning disabilities. CEDER Yearbook, 41-49.
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.