Art Education includes the following disciplines: dance, drama, music, and visual arts. Arts education encourages students in understanding art as self-expression, a creative outlet and connecting to identity and experiences of self and community.
The BC K-12 Arts Education Curriculum aims to foster innovation, creativity, imagination, and a sense of well-being among all learners.
Arts Education for Students with Visual Impairments
Students with visual impairments can create and respond to works of art in many of the disciplines with adaptations that facilitate access to tactile experiences or auditory descriptions. With increased exposure and experiences, students can develop a sense of individual interests and capabilities. Arts education can be made accessible, meaningful, and appealing for students with visual impairments by either substituting one modality for sensory access for another (e.g., touching a painting with raised textured areas) or by enhancing input through the artist's original modality (e.g., the student watches dancers move using low vision devices).
Examples of Adaptations for Arts Education
- Dance – Students may need to learn dance moves or sequences through verbal description and having the opportunity to be near the dance instructor. If needed, the student may need the opportunity to place their hands on the dance instructor to understand the movement and motion. (Willings)
- Drama – Provide opportunities for students to explore the props, costumes, and set of a theatrical production.
- Music – Students may need large print music notation or a digital app on a tablet with foot pedal to advance the sheet music while playing an instrument.
- Visual Arts – Provide tactile elements in the exploration and creation of visual artworks. Use bold colours and thick lines to enhance visual access.
Connections to the Expanded Core Curriculum
Knowledge and skill development in the Core and Expanded Core Curricula are mutually reinforcing and together enrich student learning. Below are examples of connections between Art Education and the ECC.
- Students use knowledge of body parts and movements for dramatic expressions in dance or drama.
- Students orient their bodies in space for performance on stage and in relation to other performers.
- Students use listening skills to identify sounds and voices to describe the mood or feeling the sound conveys in music or dramatic performances.
- Students use tactile skills to explore sculptures.
Resources to Support Instruction
PRCVI Library Catalogue
Axel, E. S., & Levent, N. S. (2003). Art beyond sight: a resource guide to art, creativity, and visual impairment. New York: AFB Press. [Professional Resource]
Nordin, Julie (2007). Wikki stix classroom resource book. Arizona: Wikki Stix Company [Professional Resource]
Showalter, Gail Cawley (2002). Time for art: art projects and lessons for students with visual impairments. Louisville, KY: American Printing House for the Blind. [Professional Resource]
Cunningham, Ann (2017). Touching Imagination: Unlocking the Creativity of Blind Artists. Retrieved from https://nfb.org/images/nfb/publications/bm/bm17/bm1710/bm171013.htm
Vancouver Art Gallery – Described Tours
- The Vancouver Art Gallery hosts a described tour led by art educators that last for an hour. These are offered the first Saturday of each month
Vocal Eye – Shows and Events in Vancouver and Victoria
- Live description for performances or art installations. Touch Tours allow participants to spend time on a set to explore costumes and props.
Willings, C. (2014). Creative Art Adaptations. Retrieved from https://www.teachingvisuallyimpaired.com/art.html
Willings, C. (nd.). Dance Adaptations for Students who are Blind or Visually Impaired. Retrieved from https://www.teachingvisuallyimpaired.com/dance.html