Teaching Artistically Able Students with Exceptionalities (continued)

The third subgroup of students with dual exceptionalities includes those who demonstrate ability, yet have difficulty performing tasks required in school. This becomes evident in art classes when students have difficulty completing work or maintaining a level of quality in their work consistent with their art abilities. Students need assistance in their areas of weakness, but they also need to recognize and develop their gifts (Beckley 1998). In working with all students who have potential or exhibit art talent, it is as important to consider their working processes as well as their final products and outcomes (Clark and Zimmerman 1992). Note that these groups are not discrete and may overlap. 

Methods of Teaching Students with Dual Exceptionalities

• Encourage students to complete assignments in small, manageable chunks. Students beginning extensive art projects may need help organizing an individual plan for completing the project. 
• If a student easily burns out, recommend that he or she begin with smaller projects and gradually work toward larger ones. In the case of research, for example, students could begin by looking at artists' works for images with which they feel some connection. They could later incorporate information about the artist, the time period during which the art was produced, and media used by the artist, eventually completing a written assignment. 

The amount of time given to complete a project may be adjusted: 

• Be alert for obsessive behavior. Gifted and talented children often obsess over tasks and have difficulty completing tasks on time (Clark and Zimmerman 1992). If a student has begun work on a large painting and is struggling to finish, have him or her take a day off and try some new materials or begin another project different from the original one. 
• Set flexible time schedules. Make art assignments due over the course of several days or even weeks. Provide a range of time during which an assignment may be turned in. 
• Encourage steady work habits. Students may keep a log of the work they accomplished in an art period or the teacher may consult with students each day to make sure they are on task. 
• Be aware of procrastination. Students with exceptional ability may spend a great deal of time daydreaming (Willard-Holt 1999). If they are thinking about what to do for their next project, take time to discuss their plans and use brainstorming techniques to help them discover some possibilities. They also can look at other artists' works or do thumbnail sketches to help them move their project forward. 

Methods used by a teacher to deliver information may be modified: 

• Teachers can use multimedia demonstrations that the students can easily access. To increase student independence, teachers can demonstrate complicated techniques such as cutting wood blocks for printmaking. 
• Use verbal instructions. For example, when demonstrating how to hand-build pottery, explain the process step by step or ask the student to explain the process to clarify his or her understanding. 
• Offer written information along with illustrations. Illustrations of a pottery demonstration accompanied by written directions may be useful for students who have difficulty retaining information. 

Additional methods can be used by students to complete assignments: