By Amy Simmans “Frank Autism”
I have been exploring Teaching Critical Artful Thinking by Inquiry Through Art thinking routines to create growth in thinking dispositions and applying it with Competency Based Instruction for growth mindsets in self-efficacy in children with Autism.
I am taking this course through Harvard Graduate School of Education in teaching critical/artful thinking in the classroom to create thinking dispositions. This article explains the concepts and research and introduces the lead investigator in Project Zero -Shari Tishman
Throughout the course children prove to have the capacity to be deep thinkers using skills they naturally possess. This course teaches you how to apply the skills used in art inquiry in every subject and aspect in life. Children who are taught to think of thinking as a rote skill do not habitually slow down and use all their senses for observation and experience and then investigate and reason. Thinking dispositions can be taught.
Reading this article one of the children’s responses pontificate the precise reason I knew I had to take this course and reach my children this way- through art.
The eighth grader asked, “What does triumph mean?”
While I try to see what one of the children see – the armored man who looks like Jesus and ponder how the child saw that and the knowledge which informed or influenced that observation; I remained camped with the child inquiring about the ambiguity of triumph and the fact that is precisely why my children require this teaching method. The abstraction has proven to be exactly the hurdle for them and each day I have used these methods I can see them struggle but in a more comfortable way where there are no wrong answers , so that pressure of reporting correct answers is removed and instead I see them break through the rigid and concrete. It is teaching them what it means for something to be subjective and abstract, that elaboration is not correcting but instead teaches growth mindset and that critique dies not mean to criticize. I am teaching them how the world is abstract and we each experience it differently and that our perspectives CAN and do change as we engage. And, so much more. That all happened by taking my focus off prescribed education and which curriculum I would use for scope and sequence and focused on my educational and life goals for my children.
In a single session of incorporating a single piece of art and thinking routines used in art inquiry I have been able to touch on LISTS of common core standards and can touch on every subject through art. These ways of thinking are essential to teach to children living with Autism. This is important for every human, yes, but I watched my son who is extremely uncomfortable with the abstract to include extreme discomfort with art to point of even refusing to color or participate in any art or craft , to being comfortably and confidently engaged in the abstract when we worked through it. I am about to write their reflections, have them write reflections, and scaffold assignments to record and report their Competency Based Education. This allows them to practice conversational skills and elaborate, builds expressive and receptive communication skills and allows them to demonstrate knowledge in their best communication abilities even if it is to attempt to replicate or produce inspired art by artistic artifacts. It also allows them to connect in some way with others and learn human behavior even if they do not internalize the understandings of it.
My four children all participated in looking at, observing, discussing and elaborating on a painting and learned many lessons that day all by putting up a picture of a painting – Wassily Kandinsky Sea Battle. I can actually report all the notes of the lesson plan and how every detail played out and the common core standards which are covered in a single session.
Now that is enrichment.
If children living with Autism are receiving sensory input and processing it differently then it stands to reason they become frustrated when their experiences are not understood by others and they arrive at different conclusions and interpretations than others. Navigating the abstract can be defeating for the concrete mind. I believe if children are taught thinking routines and learn to become comfortable in navigating abstract ideas that learning can be built on these positive experiences where there is no right or wrong answer. The OCD and perfectionism traits in Autism can be a tremendous barrier in learning when they cannot function or overcome abstractions and ambiguity by shutting them down and avoiding the experience altogether. Inquiry Through Art routines use skills they naturally possess even if their brain performs them differently-and does not require correctness in either their sensory input, observations, information processes, or experience of the world but instead can come a spring board for exploring those differences. These positive experiences devoid of correct answers relieves pressure and can instill growth mindsets and increase self-efficacy.
Children have a greater capacity to learn than adults. Even the child who thinks he cannot learn.
“What is triumph?”
I have to teach them to function within the abstract before I can teach them something that exists in the abstract. I think it has something to do with the armored man who looks like Jesus.