Brette Higgins

2ns Visualization write up

3/29/17

For the second visualization, I choose to continue my model of representation of form as human bodies.  I am still observing classroom behaviors and plan to begin to carry out lessons next week. Theses organic forms represent how I see my students within the inclusion classroom. My media consists of acrylic paint, wax, spray paint and sand which serves as a way of conducting my research.  As I work through materials,  I am developing a system to understand the the relationships I maintain with my students inside the art room on a daily basis.

I have narrowed down 4 students from my first period class to express what behaviors I encounter daily for my research. The granular areas (sand) symbolize their medical diagnosis as vibrations; Autism, ADHD, Emotional disturbance and LD.  Currently, I am looking further into the medical terminology that continues to transform as the field debates and disagrees on IEP meaning and definition. The careless and sloppy paint application in the background of this work represents the disorganization of social contexts in which labeling exists. The organic forms ( similar to blobs)  are the subjective impression of what the disability is and supports my theory that IEP classifications are generic descriptions, more or less labels that really isolate students.

My background colors function as a coding system. The color blue surrounds the instructor, I chose blue as I feel it is a soothing color suggesting clarity and comfort.  Blue also surrounds part of my Autistic student, he is the form at the bottom of the page. He seems the most comfortable in the classroom setting, more than any of my students. However, he is very out of reach to me, hence is is furthest away in the study.  He struggles with tasks, speaks very little, and shows weaknesses in problem solving skills. He enjoys technology and video games, and remains difficult to motivate as he continuously wants to play on his cell phone. He is also further away as he refuses to rely on peers or teaching assistants for academic assistance. Although I prompt him and redirect him constantly, he refuses help and often will put his head down on the table. He is currently my most difficult student and has the lowest grade in the class.  

I represent the large form on the left side of the paper, I am not fully present in the work as I am physically at the school for only a block period. I feel as though I cannot fully provide interventions as needed which is disappointing and discouraging. I chose to crop myself out as that is how a traveling position leaves me feeling, not fully part of a academic community.

The form in the central is my ED student. He requires the most redirection and expects one on one instruction more than any of my students. However, he is the smallest of the forms as he is the least of my concerns. He has adjusted to a small setting, will advocate for himself in class asking questions and also is enthusiastic when helping others. He will become angry however, if I cannot get to him in a timely fashion.( I used more more wax inside his form to suggest his high demands for immediate attention). He is also a centralized form as he has excellent attendance.

The form on the top right represents my ADHD student.  His form shares the same interior color, (purple as my ED) as the color purple symbolizes progress. I am convinced after observing him all semester,  that his condition is a neurogical one and not a behavioral one. His form is the biggest of all as he is constantly moving and jumping around the room. Although he is forgetful, impulsive and irritable, he is genuinely a polite and considerate boy.  The form points directly at me as he often likes to help me with clean- up jobs or other classroom tasks that requires him to be moving.

My LD student student is situated in between my ED and ADHD on my map. He is red inside as he often can function as a loose cannon. He often may explode if questioned and experiences frustration when learning something new. He does struggle with anxiety but if he is doing something he enjoys, he will remain in his seat quietly and continue working at the task at hand- which is why I situated him in the middle of this study. He is socially confident and often relaxed in class. After reading through his classifications however, I have discovered that he has regressed significantly with social and emotional development which impact his school day but I have yet to see these behaviors in the art room.
My next visualization will explore different ways in which mobile individuals relate to material environments in the investigation of Xrays ( CT scans and MRI scans in particular) that would measure brain regions in relation to medical diagnosis. I also want to examine brain volumes in in correlation with stimulant use such as medications, like . I am unsure if I may obtain old records though as I think film is no longer used as we are in the digital age?