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Art as literacy

A local (Hong Kong) young painter-artist who also teaches drawing to children with and without disability labels told me recently that he would like to exhibit and share his students’ works on his facebook. He would write a small profile, with names withheld or by using nicknames, on the the paths they came across in picking the skills of drawing: their disabilities/ difficulties, the struggles, the way how they overcame the hurdles and at the end came to master some drawing skills and produced very good works. This young artist is a lovely, well-meaning young gentleman. He has a good heart.  He is not an art therapist, but he somehow believes in the power of art/ drawing in improving and facilitating the proper functioning of children with different physical, behavioural or psychological difficulites.  That's why he has been keen to offer courses to teach children with disability labels (autism, ADHD, etc.) in the hope of helping...

"A Land We Can Share"

"A Land We Can Share" Teaching Literacy to Students with Autism By Paula Kluth and Kelly Chandler-Olcott (2008) The idea is simple, but the implications are far-reaching.  It is not just about skills of making autistic students read and write.  There is a belief behind: the belief that every student, irrespective of the labels they are given, should be respected and appreciated as those without labels, and be given the same access to education.  Just let every one participate and work out his/ her full potentials!  Neither is it an empty slogan advocating for autistic students' rights, nor is it just a gesture of cheap sympathy.  The work is very well researched, based on a lot of case studies and theoretical reflections.  The authors asked teachers and all of us to embrace a more inclusive conception about literacy based on two very fundamental ideas: (1) presuming competence (difficulties in performance doesn't presume disabilities in i...
Woman Holding a Balance by  Johannes Vermeer  (c. 1664) Washington DC National Gallery of Art A conception of law that is contextualized yet principled.