Table of Contents
A-01 Self Help
B-02 Perceptual Motor
C-03 Language Development
D-04 Social Skills
E-05 Communication
F-06 Visual/Sensory
G 07 Reading
H-08 Language Arts
J-09 Math
Q-15 Life Skills
R-16 Vocational Training
N-13 Arts
Long Term Goals, Short Term Objectives and Behavioral Objectives
N-13 Arts
N1- Affix small pictures of shapes such as triangle, square, circle, etc. to rhythm instruments, with all instruments of one kind receiving the same symbol. Students play only when the teacher points to the shape of their instrument on a chart.
N2- Ask a student to cover his or her eyes while you hide a ticking metronome somewhere in the room. Student then tries to find the metronome after uncovering eyes.
N4- Ask students to gather 3 throw away objects which will leave an impression in a clay form. Emphasize concepts of: functions of throwaways, and the plastic quality of clay.
N5- Assemble a variety of small 2 and 3-D shapes and forms in a lunch bag one for each student. Give students a bag of unknowns. Using 9×12 poster board and rubber cement, have students create a self-portrait by gluing objects from the bag onto the poster board. Interesting materials to include: colored cellophanes, foils, pipe cleaners, etc.
N7- Build 3-D forms out of corrugated cardboard; form constructions using hot glue gun. Replicate forms in 2-D in a surface design, using tempera or acrylic paints.
N9- Collect pictures of major performers from magazines or other sources. Display these and play recordings of these artists. As recording of performer is played, a student must retrieve the correct picture which matches the performer on the recording.
N10- Collect pictures of musical instruments and display them in the room. Ask students to ‘find the woodwind,’ or ‘find the string instrument’, etc. Make a tape recording with several instruments, each one playing one at a time. Have students identify the family of the instrument being played.
N12- Create stained-glass sun-catching ornaments by making matching snowflakes. Cover negative spaces with pieces of colored cellophane, tissue paper or other translucent/transparent materials. Overlap 2 different colors of cellophane in some areas to create ‘new’ colors. Glue matching snowflakes sandwich style and hand up
N13- Create texture stamps out of Plasticene clay, potato, or carrot pieces. Dip stamp into 2:1 mixture of tempera and liquid detergent. Stamp designs onto paper. Create prints, wrapping paper, etc. Emphasize the aesthetic quality of the composition.
N14- Create visual arts flashcards by laminating prepared prints, magazine photographs, or hand drawn duplications of major paintings, drawings, etc. Indicate name of work and artist on back; reinforce through review, or play team games with the cards.
N15- Cut long and short pieces of different colored yarn. Ask students to tell which piece is shorter.
N16- Cut out many paper shapes and hide them in the classroom. Have the students find them and name the shapes as they are found. Have them work together to classify shapes according to size, color and shape.
N17- Demonstrate, discuss and review process-appropriate tools and equipment. Reinforce skills through use of handouts detailing process operations. Establish skill proficiency (practicals) which all students must pass prior to beginning work.
N18- Develop a pattern of speaking , then singing, then speaking. Have students tap their desks while you are singing and to be quiet when you are speaking.
N20- Discuss the meaning of the word ‘pantomime’. For example, in a circle, have the students toss a ball to each other. Use a variety of balls. Then introduce an imaginary ball. Have students toss this ball to each other. The imaginary ball becomes big or small, heavy or light.
N21- Discuss with students the resemblance between specific geometrical shapes and specific parts of the body. Discuss relative size. Have students divide a lump of clay into 7 parts (l each for head, trunk & neck, 2 each for arms and legs). Have students model a human figure.
N22- Distribute 9×12 in. poster board. Motivate students through demonstration/ discussion of 3-D forms such as, cube, pyramid, etc. Cut 2-D forms out of colored construction paper, having students replicate same at seats. As each is cut, glue onto poster board. Save ‘shape guide’ in ongoing folder or portfolio for reference.
N23- Distribute 9×12-in. sheets of poster board, and place a large amount of construction paper in a central location. Discuss and demonstrate overlapping and diminishing size to create the illusion of depth. Have students cut out forms for ground, sky, trees, etc. using appropriate colors. Have them glue these forms in the appropriate areas.
N24- Distribute only the primary colors. This will facilitate more color mixing.
N25- Divide class into groups and give each group a different rhythm instrument. Assign each group a number and give each student a tag to wear with his/her number. Groups play only when their number is called or pointed to on a chart.
N26- Divide class into three or four groups, each with a different rhythm instrument. Choose one student as conductor. Groups may play only when conductor points at them. Use a real baton if you have one.
N27- Divide students into groups of 3-5. Have each group decide on an object on which they are going to travel together. Examples are: a raft, car, canoe, roller coaster, merry-go-round, etc.
N28- Draw a large scribble design on 8 feet of paper. Have students look for different objects within the design and then add lines and circle to the shapes.
N29- Draw descending smaller concentric images on 9×12 white drawing paper. Use color as an added tool for creating the illusion of depth; using colored pencils draw from light to dark.
N30- Draw six simple design configurations on 3×5 poster board rectangles. Put students in pairs back to back. Give one student a card and have he/she describe (with words only) the design he/she sees. Partner student must draw what is being described. Reinforcement of verbal and listening skills.
N31- Elicit students’ ideas (from their own experiences) about how voices change with various emotions. Discuss and demonstrate how vocalists convey emotion by utilizing, and often exaggerating, these voice qualities in singing. Extent the learning experience to the effects of various emotions on facial and body expression.
N32- Establish a routine for choosing ‘artist’ of the (week, month, etc.) Feature that student’s work in a specific area of the art or regular classroom. Designate displayed work with ribbons, medals, stickers or other appropriate identification.
N33- Establish an ‘Idea’ or ‘Motivation’ box. Include, on small slips of paper, appropriate motivations for a broad range of art processes. When students are lacking a quality theme, they may reach into the box to choose one at random. The theme box should become a permanent part of the classroom.
N34- Establish criterion and guidelines for analysis of student and professional art works. Set aside specific day(s) during the month for group critiques. Emphasize need for objectivity in all analyses.
N35- Experiment with color by having a student use an eyedropper and mix the primary colors (food coloring in water) in small containers. Mix red and yellow to make orange, blue and yellow to make green, and blue and red to make purple.
N36- Explains to students that they are at a bus stop waiting for a bus. They act out this situation without words. Before starting, teacher hands each student a slip of paper with a number on it representing age of character student is to portray. Teacher may use various settings.
N37- Fill glasses with different levels of water. Tap a glass with a spoon. Tell students to stand if the sound is high or stoop down if the sound is low.
N38- Follow rules for regular bingo. Put words to be reviewed in squares.
N39- Give each student a color card. Have one student hold up a card and say, ‘I am thinking of something in the room that is this color.’ Students take turns guessing the object.
N40- Give each student a large cardboard fist with the thumb extended. When the melody goes up, have the student hold the cardboard fist with the thumb up. When the melody goes down, have the student hold the cardboard fist with the thumb in a downward position. Cardboard arrows could be used instead of the fist.
N41- Give each student a lump of clay. Help each student perform the following operations: squeeze the clay with one or both hands, roll the clay between both hands to create a sphere, roll the clay back and forth on a flat surface to form a cylinder, and press the clay with palm of hand to form a pancake.
N42- Give each student an instrument. Ask them to play only when the conductor (teacher or student) points to them.
N43- Give students pieces of paper of various size, shapes and colors. Have them arrange the papers to form a balanced and pleasing design. Have them glue their design on sheets of construction paper.
N44- Guide each student in assessing his/her achievement in art and in setting personal objectives. Design and print certificates noting and identifying specific classroom successes and achievements. Indicate such on certificate and send home with student after each grading period. Use Certificate Maker computer software when available.
N45- Have a set of shape templates for each student. Call out the name of the shape. Have students select and show that shape, then trace it on paper.
N46- Have a student lie down on large paper so that you can draw his/her outline. Label the body parts. Cut the ‘body’ up into pieces and have the student reassemble the ‘puzzle,’ naming the parts as he/she does so.
N47- Have a student play a series of notes on the tone bells. Then have him/her replay the notes again, but in a different rhythmic pattern. Have other students create other patterns using the same series of notes.
N48- Have each student draw pictures which show the activities his/her family does at home. Form a book of each student’s pictures to form a ‘Family Story’ book.
N49- Have each student select a song he/she likes. Teach him/her to play the song on a xylophone or tone bells. Video tape or tape-record the students for a Parents’ Program.
N50- Have each student write a short story on the same topic using the same characters. Combine the stories to form a ‘soap opera’. The ‘soap opera’ can be performed, one segment a day.
N51- Have group of 3 or 4 students go on stage and decide where they are: home, zoo, Disneyworld. They may not speak, but demonstrate to the class by pantomime (touching, listening, seeing) where they are. Class tries to guess where the players are.
N52- Have one student become part of a large animate or inanimate moving object of their choice. He/she demonstrates this by his/her movements or sounds he/she make. As soon as the nature of the object becomes clear to another player, he/she joins and becomes a different part of the object. Example: car, bridge.
N53- Have one student begin by pretending to do something with an object found in a certain room in a house. Call on the next student to pretend to do something with another object that would be in the same room. Call on additional students to continue the action.
N54- Have one student go on stage as a person doing an activity (i.e. mother cooking or a doctor examining a patient). When another student recognizes the activity and the person, he/she goes to the stage and aids in the activity in a complimentary role.
N55- Have one student pick a simple activity such as raking leaves, painting a fence, planting seeds, etc, from a list of activities written on paper by the teacher. This student does not tell anyone what he/she picked, but he/she begins doing the activity. Other students join in one at a time as called by teacher.
N56- Have student choose a color cube from a container. Each student then finds as many objects of that same color in the classroom. All the students assemble in a group to discuss the colors of the objects they have found.
N57- Have student choose a variety of cut-out shapes and glue them to an outlined design.
N58- Have student draw a body and express his/her knowledge of how various parts work in relation to other body parts.
N59- Have student dye Easter eggs using a variety of colored tablets. The eggs will be dipped into a variety of colors.
N60- Have student identify colors that are created when primary colors are mixed together. Make white cake frosting and color small portions various colors or purchase frosting which comes in small tubes. Mix blue and red to get purple, blue and yellow to make green. Frosting can be placed on cookies. Use approved food coloring only.
N61- Have student manipulate clay into a vase or dish. Have student use a fork to add detail to the rim of the clay form. Fire, paint, and varnish as desired.
N62- Have student select 2 colors of tempera paint. By adding different portions of both colors together, a variety of color shades will be produced. The students will paint a picture using different shades of color.
N63- Have student sort objects according to color. The student places objects in containers that are color-coded.
N64- Have student tear various colors of tissue paper into small shapes. Have student fold waxed paper in half and place the pieces of tissue paper inside the folded wax paper. With teacher assistance student places warm iron over waxed paper. The various colors of tissue paper blend to make new and different shades of color.
N65- Have students design a puppet to reenact a personal experience. In addition, have students design puppets to follow a general story line which was developed by the class.
N66- Have students design, then cut out and color two copies of a fish. Glue the edges of the fish together leaving one side open. Stuff the fish with pieces of newspaper. Then glue the open side together. Be sure students put their designs on the correct side of the fish.
N67- Have students draw a picture to represent a certain season. Encourage the students to describe their pictures.
N68- Have students follow rules for regular tic-tac-toe. Place words to be reviewed in each square. Student must be able to read the word before covering square.
N69- Have students form unique, handmade texture stamps out of plaster or clay. Emphasize development of surface levels in stamp and pottery work. Apply stamps to pots, or clay tiles.
N70- Have students look at and feel fallen autumn leaves, noting that leaves are composed of a mixture of colors. Watercolor paints are used to create leaf like shapes on white paper that are painted with mixtures of colors. Students observe which mixture most closely resembles the real leaves.
N71- Have students maintain an ongoing portfolio or folder of their art works. Throughout the year, critique, discuss, and evaluate the work, growth and goals of each student. Reinforce successful areas of achievement; develop and refine weaker areas.
N72- Have students make clay tiles with a textured surface. Various textures can be achieved in the following manner: press a pencil point in the clay to make tiny dots, use a pencil eraser for a larger dotted texture, draw a comb across the clay to create a corduroy-like texture, use caps from soda bottles for outlines of circles.
N73- Have students move (walk, run, march, etc.) to music. All movement should stop when music stops. Stop music at varying intervals.
N74- Have students paint a tree trunk. Next he/she will use sponges to design a fall tree. Have student use small sponge pieces dipped in orange, red, or yellow tempera paint to design their fall leaves.
N75- Have students practice walking with heavy steps and then with light steps, making big jumps and then little jumps. Teacher makes students aware of different amounts of energy needed. Students vary weight of movements by alternating one big jump or step with 3 light ones.
N76- Have students sit in a circle and pass a ball around. Play a melody on the piano or other instrument. Play an extremely high or low note. When the students hear this note, they are to reverse the direction of the ball.
N77- Have students sit in a circle. A ball is passed from student to student while music is played. When music stops the student with the ball must hold it until the music resumes, at which time the ball is passed again.
N78- Have students sit in a circle. Pass ball around. Select a familiar song and alternately sing and recite the words. Have students pass the ball only when they hear you singing.
N79- Have students stand around the room, and swing their arms back and forth. Tell students to make large arm movements for loud music, small arm for soft music. Play music on any instrument, or use a record or tape. Periodically change the volume.
N80- Have students use clay, sand, earth, or spackling compound to make a relief map of their home or school area. Have them use different textures to represent grass, bushes, or stone areas.
N81- Have students use oval and elongated oval forms to draw human forms. Hands, feet, and facial features can then be added.
N82- Have students use signs to indicate whether the produced sounds are loud or soft. When the sound is loud, have students put their hands on their ears. When the sound is soft, have them hold their fingers to their lips.
N83- Have students walk in a circle. Play music or beat a drum alternating between a fast and a slow tempo. Students increase speed of walking as tempo speeds up and decreases speed when the tempo slows down. Students could take turns beating the drum or playing the music.
N84- Have students write and produce a cartoon strip. Each frame could be done on 9×12 drawing paper and assembled into cartoon strip or comic book format on the bulletin board or on 18×24 poster board.
N85- Have the student create a melody by using individual removable tone bells. When a melody is created, place the tone bells in the sequence that was created. Have the student reproduce the phrase by shrinking the bells in consecutive order.
N86- Have the student read his/her lines into a tape recorder. Have the student practice reading the script along with the tape recorder. If necessary, other students can read the lines into the tape recorder.
N87- Have the student view a video tape of a play in which he/she has performed. Have the student then locate musical pieces which reflect the mood of the play. Retape the play adding the music.
N88- Have the students hold their hands in front of them. Play music. Have the students increase the distance between their hands as the volume increases and decrease the distance as the volume decreases.
N89- Have two recordings of the same song, one recording should include voices, the other only musical instruments. Have students indicate which is being played.
N90- Help a student learn how to control a 12-inch ruler by having him/her place his/her index finger at number 4 and thumb at number 8. The student can then press on the ruler with the thumb and index finger and draw the pencil point along the edge of the ruler
N91- Help students to put on a puppet show based on a popular children’s story. Ask students to identify the emotions felt by their characters and remind them to display those feelings appropriately.
N92- Instruct students to stand as far away from each other as possible, so they do not hinder each other. Students find out how far they can extend their arms and legs in all directions while sitting, standing, lying down. Tell students this is like having a bubble around them.
N93- Introduce students to pantomime by demonstrating. Have students select a concept to pantomime and do it for the class. Advance to situational cards and role playing.
N94- Introduce use of viewfinder as preparation for 35mm camera use. Have students ‘section off’ and view only a portion of environment. Reproduce 35mm scene in drawn work. Practice with unloaded 35mm camera.
N95- Laminate 4×6 cards with 3 holes punched at bottom of card. Paste a small sample of a textured material to card. Have student feel the sample, then look at the choices at bottom of card. Student is to put pencil point in the correct hole. To check, flip card over and look at where pencil point is. If there’s a circle around the hole, its correct.
N96- Let students scatter color words on 18 x 24-inch manila paper. Provide old magazines, papers, workbooks, etc. Ask students to find, cut out and paste pictures of that color on the paper.
N97- Locate or make a tape recording of various environmental sounds such as voices, telephone, siren, rain, cars, etc. Alternate these sounds with various musical sounds. Ask students to respond to musical sounds by raising hands, moving, or playing instruments.
N98- Make a list on the board of various settings that require loud calling- out dialogue. Two mountain climbers, two people in a helicopter, two people walking on a windy day. Have students pick a setting and conduct 1-2 min. of dialogue which would be appropriate.
N99- Make a mobile with various geometric shapes on it. Have the students collect pictures of things that they see around them which use common geometric shape. Have students make art projects with geometric shapes.
N100- Make a pancake with clay. Have student use a pointed tool to make lines shapes or letters.
N101- Pair students in teams. Have one student lay on a life-size sheets of brown craft paper, while partner traces body. Add details of features and clothing. Front and back copies can be stapled together and stuffed with crumpled paper-for simple sculptures.
N102- Pass out 12×18 in. sheets of white drawing paper with one motivating line and 2-D form drawn. Using colored pencils, markers or other controlled media, have students complete the drawing. Teacher facilitated group discussion about drawings.
N103- Place high-preference item(s) (toys, snacks, etc.) out of reach but within student’s visual field. Reinforce gestures or sounds used to request the item(s).
N104- Place large paper shapes on floor. Instruct student: ‘stand on the square’. Vary directions and shapes. Allow student to call directions to other students.
N105- Play ‘Name that instrument’ by hiding several rhythm instruments behind a screen or divider. One student is chosen to go behind the screen and play one of the instruments. Another student must identify the instrument by picking up one of the same and playing it.
N106- Play a tape with two sets of sounds: voices and sounds from musical instruments. Have students indicate which sounds are voices and which are musical sounds. When producing tape, use a variety of voices (men, women, babies, children) and musical instruments (trumpet, drum, violin).
N107- Prepare art history booklets with hand-drawn illustrations or traced representations of master works. Include short descriptive phrases about the work and artist with the drawing. Reinforce handouts with weekly color slide presentations of works.
N108- Prepare large drawings of the instruments which will be played. Hold up the drawing of each instrument as it is to be played.
N109- Prepare worksheet master with 3×8-in. rectangle centered on paper. Have student sign (cursive) name inside rectangle. Distribute white drawing paper cut into 6×6 in. blocks. Choose a portion of signature and enlarge to fill square. Color in with magic markers. Assemble all blocks into large composition.
N110- Prepare worksheet of color wheel structure and give to students. Give students only the primary colors so they have to mix them to get the secondary colors.
N111- Present color and color names. Have students find the crayon of that color. Let them draw a picture or trace templates using that color. Then give each an old magazine to find 5 samples of the same color. A notebook can be made.
N113- Print and laminate on 3×5 cards cue words such as: big, bigger, biggest, small, smaller, smallest. Distribute one set of cards to each student. Using Plasticene clay develop figures, animals, or simple inanimate objects which would correlate with the terms.
N114- Produce 2 different pitches of sounds in sequence. For the higher of the two pitches, have the student put his/her hand over his/her head and for the lower pitch have him/her put his/her hand to the floor.
N115- Produce 2-D line design created only through use of: compass, ruler, protractor. Emphasize development of a well-crafted, aesthetically designed work.
N116- Put common objects into a closed container. Have each student insert his/her hand into the container and feel for one of the objects. He/she does not look at the object or take it out of the box. Each student returns to his/her desk and draws the object he/she felt.
N117- Read Goldilocks and the Three Bears. Have students draw the three bears in three different sizes to indicate Papa, Momma and Baby Bear. Students can add details such as bows, hats, skirt or bow tie to further identify the differences among the characters.
N118- Seat partners back to back. Give one of the students an object which the student will describe without naming it. Have the partner ask questions of this student which can be answered simply (yes or no), until the object can be drawn or named without actually seeing it.
N119- Select a shape to represent an upcoming holiday. Have students sponge- paint the shape using appropriate colors.
N120- Select a student to begin doing an activity such as washing windows. Select another student to join the activity as a wife, husband, or child. Have students carry on an appropriate dialogue.
N121- Select a theme. Mold and change environment of normal classroom in keeping with this theme. Use multi-media show: slides, music, dance related to the theme. Create new ‘Spaces’ through draping/modifying interior. Read story, or have students write their own that expresses the selected theme. Have students interpret their feelings about this theme in drawn work.
N122- Set up a center for developing fine motor skills. The center can have crayons, pencils and paper. The student scribbles, draws or makes designs of his/her choosing.
N123- Set up reproductions of professional art works around the room; put names of artists and art works on separate rectangles of laminated poster board. Divide student group in half. Teams can compete in identification of works.
N124- Shape twig end into rounded, blunt, or semi-pointed form (contingent upon group disability) and dip into colored ink or tempera paints. Complete picture using twig as drawing/painting instrument.
N125- Show pictures of several items which are related to a specific holiday. Have students draw a scene for the holiday using the items shown.
N126- Show the class something that is square, such as a box. The students are then asked to find other objects in the room that are shaped in a square. This may be extended to include a circle, triangle and rectangle.
N127- Sing ‘Head, Shoulders, Knees, and Toes,’ substituting different body parts for ‘eyes and ears and mouth and nose.’
N128- Sing ‘Old McDonald’ and give students opportunity to make the sounds of various animals. Give ample time, regardless of tempo.
N129- Sing ‘When you’re happy and you know it’ or other songs which call for clapping, stomping, patting knees, or other body sounds.
N130- Sing melodies from TV shows or commercials. Have students identify the show or commercial. Portions of the commercial could be taped and used.
N131- Sing songs in music class which express various emotions and feelings. Some should be soft like a lullaby, and others loud and boisterous. Have students sing the songs according to the emotions expressed in each song.
N132- Stand in various locations in the classroom and make a musical type of sound. Have students close or cover their eyes and point in the direction of the sound.
N133- Students sit in a circle. A ball is passed around the circle. At the sound of a drum or other musical instrument students should change the direction of the ball. To make more difficult, combine this with music playing while ball is passed.
N134- Supply students with containers of objects which make noise when shaken. Have them shake the containers while music is played.
N135- Take texture rubbings from around the classroom or immediate outside environment.
N136- Tell students to make various floor patterns of movement. To illustrate, use a rope placed in a wavy line on floor. Have students run along beside the rope. They then create other floor patterns, moving in a straight line, very curvey, slightly curvey, zig-zag or angular, and combination of these. Have students record their pattern so it can be repeated by others.
N137- Tell students to move in various ways: walk, march, run, sway, etc. Play appropriate music for each form of movement. Also allow time for students to create their own type of expressive movement.
N138- Tell students to walk or run around the room. Students must avoid bumping into each other while moving. Explain that room has to be shared. It is everyone’s common space.
N139- Try ‘echo clapping.’ Teacher claps various one-measure rhythm patterns, and students echo (as a group or individually). Have students one by one improvise rhythmic patters by leading the group.
N140- Use 3 containers to sort the 3 primary colors (red, blue, yellow). Paste one of the colors of construction paper on each container. Give student several laminated construction paper squares of each color. Name each color and sort into containers. This may be extended to include other colors.
N141- Use a song with verses and a chorus. Have students sing the verse and play rhythm instruments or clap during the chorus.
N142- Use an instrumental arrangement with a consistent tempo. Establish a rhythmic pattern using hand claps, lap pats, finger snaps, and foot taps. Have students repeat the pattern.
N143- Use any instrument, piano, xylophone, tone bells, to produce a series of sounds. Have students stoop down when they hear a low tone and stretch up when they hear a high note.
N144- Use copper, tin, and nu-gold tooling to motivate students to produce a simple line drawing. Have each student draw a simple picture, then have the student tape it on top of an equal-size sheet of metal. Have the student use a compass point or nail to punch holes through the drawing and the metal. Put a thick padding of newspaper underneath the metal.
N145- Use discussion pictures of real-life situations: broken dish, playground accident, bad report card, etc. After discussion ask two students to take parts (parent or teacher and student) in that situation. Give instructions to ‘talk like Mommy’ or ‘pretend you fell off swing’. Let several try this.
N146- Use straws and non-toxic food coloring. Place droplets of color on 12×18 white drawing paper. Have students blow through straws to create designs. Demonstrate a variety of techniques, such as angle of the straw and varying forces of breath; emphasize control of the tool and medium to create aesthetic designs.
N147- Use the piano or other musical instrument to play the scale while the students sing along. Play the scale slowly (4 beats to a note) then faster (1 beat to a note).
N148- Use three sheets of 9×12 construction paper, 1 black and 2 white sheets. Fold the black sheet of paper in half length-wise. Have students cut a large shape out working from the fold. Student will have a black positive shape to glue onto 1 white sheet and black sheet with a corresponding shaped hole to glue onto the remaining white paper to create a ‘negative’.
N149- Using colored pencils, have students make a simple line drawing based on a theme. Repeat the forms concentrically using a variety of pencil colors. Emphasize control of forms, and design development.
N150- Using individual hand-sized or full-length mirrors; have students do self- portraits. Reinforce concepts of parts to whole relationships. Explain and demonstrate basic human proportions and relationship of size and position.
N151- Video tape situations with students interacting positively/appropriately and negatively/inappropriately. Use the tape in group discussions and/or with one student who displays inappropriate behaviors.
N152- Video-tape a student playing the part of a character. Then have the student duplicate his/her gestures using a puppet.
N153- Write script and produce story board for hand-drawn film. Using indelible, alcohol-based markers, produce a hand-drawn film. Bleach used 16mm film for use.
