​Campo formativo: Lenguaje

Fase 6  - Inglés en Educación Secundaria

First grade

Content 14:
Artists with disabilities

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Lesson plan

Lesson plan | Worksheets | Project Ideas

Contents

Session 1

Session 2

Session 1

Introduction (5 mins.)
T asks:

1. Who can be an artist?
2. Do you think a person in a wheelchair can paint?
3. Can a blind person make music?

T writes “Everyone can create art!” on the board.
Development (30 mins.)
T introduces famous artists with disabilities:

• Frida Kahlo (painted despite physical pain).
• Beethoven (composed despite while deaf).
• Stephen Wiltshire (an autistic artist who draws cityscapes from memory).
• Helen Keller (American author and educator who was blind and deaf).

T asks “How do these artists create art?”
 After that, Ss try art activities with limitations:

• Blindfold drawing (experience how blind people create art).
• Mouth painting (Use only their mouth to draw like some artists do).
• Silent music game (Clap rhythms and feel music without sound).

 Ss read some statements and decide if they are true or false.
T checks Ss’ answers and provide feedback.
Consolidation (10 mins.)
Ss share their art and explain their message.
Conclusion (5 mins.)
T asks:

• Was the activity easy or difficult?
• How do blind or disabled artists create?
• How can we make art more inclusive?

Ss complete sentence frames:

• I felt ____ because ____.
• Artists with disabilities can ____.
• Inclusion in art means ____.

Ideas to make art more inclusive:

1. We can support artists with disabilities by providing accessible tools.
2. Museums should showcase diverse artists from different backgrounds.
3. Schools can teach about Indigenous and disabled artists.
4. Art events should welcome everyone, including people with disabilities.
5. We can create art in different ways, like using touch, sound, and movement.

Homework: Find an artist with a disability or from an Indigenous background. Bring a picture or story about them to share in class.   ​

Session 2

Introduction (5 mins.)
T shows pictures of:

• A person using a wheelchair (physical disability).
• A blind person with a cane (sensory disability).
• A child with Down syndrome (intellectual disability).

T asks Ss to match the pictures with the type of disability.
T reinforce key vocabulary: wheelchair, blind, deaf, sign language, Down syndrome, inclusion.
Development (25 mins.)
T hands out a worksheet to each S and asks them to read some profiles of Ss and identify their disabilities.     
After that, T asks Ss:

• Does our school have students who use a wheelchair?
• Do we have classmates who are deaf or blind?
• Do some students learn in a different way?

Then, Ss make a list of Ss they know who have disabilities at school.   
After that, Ss describe them using simple sentences (e.g., “Alex is deaf. He talks with his hands.”).
T checks Ss’ answers and provide feedback.
​Consolidation (15 mins.)
Ss read some short descriptions of situations of Ss, identify their disabilities, and then write how can we help them.
Volunteers share their ideas with the class.
Conclusion (5 mins.)
The teacher describes a situation, and students guess the type of disability.Example: "This person cannot see, but they can read using their fingers." (Answer: Blindness)
"This person talks with their hands instead of their voice." (Answer: Deafness)
"This person moves around using a wheelchair." (Answer: Physical disability)
Ss raise their hands to answer.
Homework: Look for one picture in a magazine or internet of a person with disability. Paste it on your notebook, write the disability the person has (e.g., “This person is blind and uses a guide dog.”) and how they do things differently (e.g., “He reads with their hands using Braille.”).