Search This Blog

Saturday, February 8, 2014

Teaching Art to Students on the Autism Spectrum: Follow Me!

Art washes away from the soul the dust of everyday life ~ Pablo Picasso
 
 
If you've been following this blog, you'll know that I recently went back to art school ... best thing I could have done to dust off my mental health and start the new year with a fresh perspective. A bonus side effect is that I'm learning new things that I can share with my students on the spectrum.

"Artist" by Adam


I've written previously about the methods I use to teach art to students with a wide range of communication profiles:
Click here to read my previous post on art instruction methods

The method I refer to as "Follow Me" involves sitting side-by-side with your student, demonstrating new materials and techniques step-by-step - showing rather than telling.
Click here to watch a short teaching video demonstrating the "Follow Me" method of art instruction


The class I'm taking at the Ottawa School of Art is an introduction to painting with oils and acrylics, and over the past few weeks, Kevin and Adam have also been learning about how to paint with acrylics, starting with a review of colour mixing and light and shadow (concepts we first introduced when they were in high school art class). We use our art sessions as an opportunity to extend language skills (vocabulary and concepts).

Here are some pictures Kevin drew of cartoon Mr. Bean and Teddy going to art school and learning colour mixing:

drawn by Kevin (Jan 2014)
 
drawn by Kevin (Jan 2014)

drawn by Kevin (Jan 2014)

drawn by Kevin (Jan 2014)


And now we've moved on to painting still life compositions on canvas boards, using artist quality paints and easels (if you want your students to love making art, you have to give them good quality materials to work with).

Here's some photos of Kevin and I during a recent therapy session:


Kevin and I sit side-by-side, both of us painting the still life - Kevin follows my model
I help Kevin to see the light and shadow in our still life composition by pointing it out directly
 
Instead of a lengthy verbal explanation, I show Kevin how we can use paint to create shadows


We both step back to admire our paintings - I love seeing Kevin's obvious pride and joy in his artwork
Fruit still life painted by Kevin (Jan 2014)


And don't forget to tailor your student's art projects to their personal interests and favourite topics - let your art sessions be an opportunity to express passion for what is dearly loved and wash away some of the "dust of everyday life".


Kevin's second still life features his beloved Teddy (who looks exactly like Mr. Bean's Teddy)


It would be possible to describe everything scientifically, but it would make no sense; it would be without meaning, as if you described a Beethoven symphony as a variation of wave pressure ~ Albert Einstein






Saturday, February 1, 2014

Fear and Hope

 Today's post doesn't have to do with autism specifically, but it has to do with life and family:


Fear is an emotion we are all familiar with. We fear the unknown, we fear loss, we fear losing control of our lives. The hard truth is that many of the most important things in life are outside of our control, including the health and well-being of ourselves and those we love.

And so the challenging part: what do we do when we realize our limitations to control life and make it "safe"? Can we meet fear with hope and live our lives to the fullest not only despite having this knowledge, but because of it?

Today I have a guest blogger who is a husband and father - he shares the story of his wife and young family, a challenging life-threatening illness, and their life-affirming and hopeful response to the curve that life has thrown at them:

My name is Cameron Von St. James and I’m a husband to one of the strongest people I know. Eight years ago, after our only child was born, my wife Heather was diagnosed with mesothelioma – a rare cancer caused only by asbestos exposure. My wife’s chronic illness taught our family the importance of acknowledging and overcoming our fears, something that prevent us all from living life to the fullest.
This February 2nd marks the 8th anniversary of Heather’s life saving surgery, which involved a risky procedure requiring the removal of her left lung. It is a very special day to me and is considered one of the memorable days of my life! We’ve coined this day as LungLeavin’ Day.
The purpose of LungLeavin’ Day is to encourage and empower others battling their own illnesses and life challenges to face their fears! On this day we celebrate for those who are no longer with us, for those who continue to fight, for those who are currently going through a tough time in their life, and most importantly, we celebrate life! Each year, friends and family gather at our house around a bonfire where we write our fears on a plate and smash them into the fire to represent conquering our fears.
 This year, we are asking bloggers to participate in LungLeavin’ Day! We’ve created an interactive page that tells the full story of this special day, which can be found here: http://www.mesothelioma.com/heather/lungleavinday/
 I’d love for you to check out the page and consider sharing it on your blog to help spread the word about LungLeavin’ Day! It would mean so much to Heather and I.


So tomorrow is LungLeavin' Day - a great day for writing your fears on a plate and smashing them in the fire!
All the best to Heather, Cameron and Lily. May you celebrate this way for many years to come!

Monday, January 27, 2014

Balance: Taking Time to Paint the Peppers

The calm and balanced mind is the strong and great mind; the hurried and agitated mind is the weak one. Wallace D. Wattles


Painting by Sheila B (me!)

This red pepper (actually half a red pepper) is my personal visual for balance at the start of 2014. Why, you may ask? ... well, I'll tell you:

I hit an unexpectedly big low at the end of last year, the kind that sweeps in from your blind side and knocks you right out of your life for a few days. I was surprised, but on reflection realized I shouldn't have been - for most of 2013, my attention had been almost exclusively outward, problem-solving and balancing the lives of others but neglecting my own mental health. Not something I can afford to do. So with the support of my nearest and dearest, and a visit to the therapist who has helped me through many ups and downs, I made a plan to restore my inner balance. Part of that plan was signing up for art classes after a 10 year hiatus. The lovely red pepper painting (an exercise in colour mixing) sits on my dining room table, reminding me to take time to do the things I love (and I love losing myself for several hours putting paint on canvas) not just the things that are required and needful.

This type of re-balancing of life is something we must continuously be mindful of for our students and family members on the autism spectrum. It needs to become a stronger message in the world of autism intervention, which has the tendency to be dominated by the more panicked messages of "Hurry! More! Quick! Critical Learning Window Closing! Work Harder! Work Longer! Don't Fall Behind!!!"



This animation of an exhausted high school student was created by my friend Owen, a clear visual of his inner state as he struggles to keep his balance in the "work storm" of summative projects and exam preparation that happens at the end of each high school semester.

Exhausted thinking is not generally a person's best thinking. Even at the busiest times in the school year, I encourage Owen to block out time in his schedule for relaxation and things that he loves - he is lucky to have understanding parents and teachers who support this message:


Owen loves a "snow day" (no school, too much snow!!)
... and he really loves watching movies


So you need to find out what it is that your ASD student/child/client truly enjoys, and make sure that you purposely make room in the schedule for that activity. If it's something you also love, make time to do it together - take a skate after school instead of sitting down at a table piled with homework, draw or paint, listen to music, read a story, watch a favourite show together. Alternatively, their favourite relaxation activity may be something you don't really understand, but you know that they love - like sitting alone & reciting the play-by-play of last night's hockey game or losing themselves in the tactile & sensory pleasure of running their hands through a bucket of beads (many of the things that are dismissed as "stimming" are actually pleasurable, relaxing and "balancing" things for the person on the autism spectrum) - respect their perspective and set aside the time.


If you're still not convinced that "time to do something fun" belongs on the busy work schedule of your person, I'd ask you to consider these words from the author James Carroll on the utility of doing nothing in particular:
We collect data, things, people, ideas, profound experiences, never penetrating any of them ... But there are other times. There are times when we stop. We sit still. We lose ourselves in a pile of leaves or its memory. We listen and breezes from a whole other world begin to whisper. James Carroll


Make time to take time - you won't be sorry that you did.

Tuesday, December 24, 2013

More Gifts of Learning from 2013

As promised, just in time for Christmas, some more interesting and entertaining pictures created by my students this year:

From Michael (whose favourite pop music radio station is "Hot 89.9") - here are the album covers he imagines for some of this year's hit songs:


 



From Emma (a lover of Disney movies & royal fashion) some pictures of princes and princesses drawn on the iPad app "Drawing with Carl":

Prince & Princess

Prince

Princess

Princess

More iPad drawing from Kevin and Adam, using the app Sketchbook Pro (which allows you to draw in layers & has many professional artist tools):

"Hobbes" by Adam

"Calvin" by Kevin

"Mr. Bean shoots Teddy out of a cannon" by Kevin

More scenes with Mr. Bean, Teddy, Kevin and his brother Raymond - drawn by Kevin in a "Scrambled Sentences" language comprehension activity:

 

And finally, some thoughts from Michael on "good vs bad behaviour":


 
(and I agree whole-heartedly with the rule he came up with!)

People on the autism spectrum can't always express themselves clearly through verbal language. Unconventional modes of communication, like drawing, can help the rest of us to see the true creativity, intelligence, humour and imagination that exist behind the unusual exterior.

Have a safe and happy holiday season .... wishing you a creative and interesting 2014!!

Sunday, December 8, 2013

Gifts of Learning

It's December already! In the spirit of the gift-giving season, over the next couple of weeks, I'd like to share some of the cool things my students created this year:

We've been having a lot of fun using iPad animation apps to learn conventional language. Here's a film that Adam drew using FlipBoom Cartoon (sentence constructed in Word Mover app) - goals were sentence construction and comprehension:




CLICK HERE FOR VIDEO

And here's a film from Kevin (also drawn on FlipBoom Cartoon) that extends the exercise into writing and drawing a short paragraph:



CLICK HERE FOR VIDEO

And the next step is a story - "Mad Scientist & Mummy" is an original story by Adam, "written" through drawing in 2001 (when he was 11 years old). He revisits it in 2013 and turns it into an animated tale (once again using FlipBoom Cartoon):



CLICK HERE FOR VIDEO

Hope you enjoy these films, and stay tuned for more .... coming soon!

Sheila B

- Posted using BlogPress from my iPad

Wednesday, October 23, 2013

Live Squirrels in the Bedroom (the fine line between coping & losing it completely)

We've all had those times in our lives ... a lot is happening both good and bad, crises are coming up but we're managing, maybe we're even bold or foolhardy enough to congratulate ourselves that where lesser mortals might fall down we're still standing and maybe even winning ... and then that one extra thing happens that tips it all over the edge ...

 

For me, it was a "scritch scritch" window screen sound on a morning when I finally thought I might be getting ahead of the stream of crises that seem to define my work-life every fall. I got up from my computer, strolled down the hallway, opened my bedroom door, did a double-take, screamed, slammed the door and let out a few "star words" (you know, the kind you put ** into when you write them in a public forum) ... there was a squirrel, a cute little red squirrel (think Beatrix Potter), on the INSIDE of my bedroom window screen, running up and down my curtains.

My personal life experience (which I won't go into here since it involves a series of improbable tales that are frequently Monty Python-esque) actually includes more than one other story where a live squirrel has ended up inside our house, so I did possess the tools (live traps) and experience to meet the challenge. But when this particular rodent decided to make itself at home in my bedroom curtains, I didn't react calmly or heroically ... instead, I dissolved into a moment of pure panic and meltdown (as I'm writing this now, I'm really hoping that none of my neighbours were near enough to hear the ** words that came out quickly, colourfully and at a pretty good volume) ... and I was hit with the sudden realization (think cartoon hammer bonk to the head) that I was not coping with all the change and constant crisis nearly as well as I thought I was.

Long story short: I pulled myself back together, set a trap, left the house to go to work, found solutions for a couple more crises, came home and (mercifully) found a small peanut-butter covered squirrel in the trap (and squirrel poop on my bed). In my younger years, this wouldn't have worn me out ... in my older (saner?) years, I was surprised at how much it knocked me back (I think I said "I'm getting too old for this star word").

Still, good story (especially in the longer version with more detailed descriptions of the squirrel's moves and my counter-moves), so when I went to see Adam and his family the next day, I was looking forward to entertaining them with it.


Only to have my story totally overshadowed by what had happened at Adam's house the previous day ... while I was chasing a squirrel, Beth (Adam's mom) was putting out a fire (a real one, in her kitchen, by herself ... she's so competitive).

Let me explain:

Adam is extremely particular about his food. He has a very limited diet, and will not eat any alternatives if his particular brand of a certain "approved" food is not available. Before lunch, Beth (his mom) discovered that they were out of his apple juice, so off to the store, which as luck would have it was out of his brand of juice that day. Quick trip home to drop off the groceries they had bought, with Beth's mind only on whether Adam could tolerate yet another unplanned trip to a second store to get the apple juice (needed for him to have the lunch he expected). Second store had the juice, Adam managed the trip, and the single thought in Beth's mind as they got to their front door was helping Adam keep his balance by getting him his lunch as quickly as possible.

For those of you who have autism in the family, that series of events won't sound unfamiliar. Each person on the spectrum has things that they can and can't tolerate, and the consequences of taking a person with autism over the edge of what they can manage are often severe. When you live this way for many years, your priorities shift, with almost everything taking a back seat to helping the ASD person maintain their equilibrium ... which explains the series of events that happened next:


When they opened the front door, there was smoke coming from the kitchen. In situations like this, the human mind goes on auto-pilot. As Beth's mind quickly and automatically sifted through the list of priorities, getting Adam back on track (by making him lunch) still hit the top. She told Adam not to worry, left him at the door and ran in to find that a stove burner on low had started a grocery box on fire.


So what did she do? Scream? Cry? Run out? No .. in Adam's words (see below) she "cleaned the kitchen" .. no hysterics, no fuss, just coolly and calmly put out the fire.

 
And even at this point, the fire didn't reach the top of the priority/panic list, other than as an obstacle to cooking Adam his lunch.
 
The fire was not the tipping point, but the fact that the microwave and stove were now unusable could have been. Why? Because Adam has a narrow definition of what makes an acceptable lunch and all of the menu options require cooking. Fortunately for everyone, Adam decided that when your stove catches fire, toast is allowed for lunch - he ate at the kitchen counter and Beth cleaned up the rest of the fire mess (without the luxury of pitching a fit like I did when I first saw the squirrel).
 
 
Story the third (don't worry, it all ties together!):
 

 
 
A few nights ago, I had a vivid dream about a zombie apocalypse. The zombie mayhem happened at a cocktail party, so prior to the attack I had been looking pretty spiffy. I had a "worst case scenario" outcome I guess, because my next conscious moment was rising from the dead as an undead zombie. My first thought was "hey, this isn't as bad as I feared it might be", followed quickly by "yay, what luck, I managed to keep hold of my sparkly bedazzled evening purse!" As my fellow undead and I gathered on the dance floor, I was extremely popular because my evening purse turned out to be full of lip gloss (tubes and tubes of it) which I shared around after realizing that getting a cold sore wasn't a problem anymore (and zombie lips really do need a little colour).
 
Then I spotted my husband John, who had escaped becoming undead. For some reason he seemed terrified of me. Wanting to reassure him that I was okay and that being a zombie wasn't as bad as everyone had made out, I demonstrated to him (with giant scissors that suddenly appeared in my hand) how I could easily trim off damaged and decomposing body parts because my new body was like a plastic doll. I woke up with a strong feeling of surprise because it was obvious that my demo was not calming John down.
 
While a mental health professional might have something to say about the underlying mix of thoughts and experiences that would cough up a night-time story of this nature, it was actually a very happy dream for me: the worst happened, I was changed but not defeated, and I even found a way to bring a little joy and colour back to the party. Win, win, win!
 
 
Life has a habit of throwing surprises at us, and not all of them are positive or easy to deal with. When our lives include people on the autism spectrum, we have the extra challenge of supporting and shielding a person who doesn't do well with unexpected events, and it's easy to get into a state where your mental "panic button" is always partially engaged.
 
My best suggestion is to embrace the craziness of life rather than fighting it. Find the humour, celebrate the absurd, and collect friends who do the same. When you tip over the edge, lie there for a minute, use some "star words", then get up and jump right back into the zombie apocalypse party.
 
 
 
  
 
... and if you're looking for me and my "crew", I'll be the one wearing bright red lip gloss and holding a sparkly purse with a squirrel in it, my girl Beth will be wearing a determined expression and toting a fire extinguisher, and my friend Adam will be smiling and thoroughly enjoying the ghoulish ambience (because monsters and zombies and all things "Halloweeny" have always been his favourite)
 
 
 
 

Thursday, September 26, 2013

Classroom Solutions - helping noise-sensitive students to cope

September can be a difficult month in the school system, as everyone (students, teachers, parents) gets used to new classrooms, new groups, and new expectations. 
 

 
 

This picture, drawn by Owen (and used with his permission), for me perfectly encapsulates the feelings of distress and irritation that can develop on all sides of the classroom dynamic, especially during the early weeks of the school term.


Here are some ideas to help you and your noise-sensitive students through any current rough spots, while laying the ground-work to create a learning environment that will be effective for the school year ahead:

1. Look at the problem from all sides:

Owen drew his perspective for me, clearly showing that he felt his noisy classroom situation was not working out for him, but also not working for the other students and the teacher. During our discussion, we used clues and tried to "guess" what was in the minds of the other people in the situation. This helped Owen to understand why some of the other students might be distracted and having trouble settling down to work, also why the teacher might be finding it frustrating as well (trying to teach when people weren't focused and listening).

It was important to him that I shared his drawn perspective with the teachers, so that he was sure they were aware of how upset he felt.

2. Figure out what you control and what you don't:

This is a critical part of the problem-solving process, because anger and frustration are driven by feeling powerless to change a difficult situation. Finding out where your power is (what do you control?) gives a starting point for effective solutions.

Here is a simple visual that I have often drawn for my students to show them what they control and what they don't:


Essentially, you have direct control over everything that is connected to your brain - your thoughts/feelings, your words, your actions. Your words and actions may "influence" another person's choices (this is the world of social cues), but you can't control what another person chooses to do, say, think or feel.

* aside: it's interesting how often I have to remind myself of this exact thing when I'm sorting out difficult situations in my own life *

3. Define the problem and generate a list of possible solutions:

Owen is extremely noise sensitive and his ability to process spoken information in the presence of background noise is not strong. The classroom was noisy and several students were being disruptive. Owen was able to define his core problems as: (1) clearly receiving the teacher's lesson and instructions, and (2) being able to focus and do his work.

Once we had clarified what the real problems were, Owen and I were able to come up with a list of potential solutions:

 
Notice that all of these strategies have to do with things that Owen has direct control over in the situation - they let him know that he does have power to change things for the better.

4. Get help for what is out of your control:

Even with the above solutions, this is a difficult on-going situation for Owen to manage (noise is a huge irritant that disrupts his thinking). Owen and I have known each other a long time, and he has confidence that I will act as his advocate and "go-between", explaining his distress to the other adults. He also has great confidence in the teachers at his school - they have helped him solve difficult situations many times over the years, and he is 100% certain that they "have his back".

True solutions to challenging school situations require on-going collaboration between the student, teachers, parents and any other professionals involved. Keeping good lines of communication going helps everyone to stay calm and have confidence that solutions can be found (no matter how difficult the events of the day may have been)