Balloons Supplies Black Marker 4 different colors of tissue paper White construction paper White school glue scissors Paper tube Artist/Artwork Banksy - Girl with balloon Book Author Mick Inkpen - The Blue Balloon Vocabulary Form Relief Silhouette National Art Standard(s): Anchor Standard 1 - generate and conceptualize artistic ideas and work. NVAC Connectors: ELA - Identify key characters in a story; Describe characters in a story (e.g. their traits and feelings); Identify a character's actions in a story. Parents, Welcome to Arts for All Nevada’s Virtual Arts Education Program. This lesson is called Balloons. In this supply kit, you will find items needed for the lesson. You may also be using items received in previous supply kits as well as scissors and an empty tube from any paper product (such as paper towels). Items in this supply kit: Colored Tissue Paper White school glue White construction paper Black Marker Happy creating!!!

[fusion_builder_container type="flex" hundred_percent="no" equal_height_columns="no" menu_anchor="" hide_on_mobile="small-visibility,medium-visibility,large-visibility" class="" id="" background_color="" background_image="" background_position="center center" background_repeat="no-repeat" fade="no" background_parallax="none" parallax_speed="0.3" video_mp4="" video_webm="" video_ogv="" video_url="" video_aspect_ratio="16:9" video_loop="yes" video_mute="yes" overlay_color="" video_preview_image="" border_color="" border_style="solid" padding_top="" padding_bottom="" padding_left="" padding_right=""][fusion_builder_row][fusion_builder_column type="1_1" layout="1_1" background_position="left top" background_color="" border_color="" border_style="solid" border_position="all" spacing="yes" background_image="" background_repeat="no-repeat" padding_top="" padding_right="" padding_bottom="" padding_left="" margin_top="0px" margin_bottom="0px" class="" id="" animation_type="" animation_speed="0.3" animation_direction="left" hide_on_mobile="small-visibility,medium-visibility,large-visibility" center_content="no" last="true" min_height="" hover_type="none" link="" border_sizes_top="" border_sizes_bottom="" border_sizes_left="" border_sizes_right="" first="true"][fusion_text columns="" column_min_width="" column_spacing="" rule_style="" rule_size="" rule_color="" hue="" saturation="" lightness="" alpha="" user_select="" awb-switch-editor-focus="" content_alignment_medium="" content_alignment_small="" content_alignment="" hide_on_mobile="small-visibility,medium-visibility,large-visibility" sticky_display="normal,sticky" class="" id="" margin_top="" margin_right="" margin_bottom="" margin_left="" fusion_font_family_text_font="" fusion_font_variant_text_font="" font_size="" line_height="" letter_spacing="" text_transform="" text_color="" animation_type="" animation_direction="left" animation_color="" animation_speed="0.3" animation_delay="0" animation_offset="" logics=""] Programs The Artist in Residency Program places teaching artists in special education classrooms at no cost and in general education at a minimal cost. Please refer all questions about the Program to Arts for All Nevada’s Program Manager, Francesca Fradianni. Francesca can be reached by email (ffradianni@artsforallnevada.org ) or by phone at (775)826-6100 #2 The Artist in Residency Program is supported by the City of Reno's Arts and Culture Commission, the John Ben Snow Memorial Foundation, NV Energy Foundation, the Marshal R. Matley Foundation, Umpqua Bank Charitable Foundation, and the Nevada Arts Council. Additional funding comes from the statewide sale of the “Rich in Art” License Plates Program. Workshops in the classroom A minimum of 10 hours of art instructions for a maximum of 15 students. Choice of visual art or creative movement. Participating classrooms may choose up to 10 hours of one discipline or 5 hours of each discipline. Remote lessons, via Zoom or Microsoft Teams, are also available. Target Participants: PreK-12 students receiving special education services. Traditionally offered to self-contained special education classes including CLS, SIP, and Strategies. Other resource programs that guarantee the same group of students will participate in all ten hours of instruction may also utilize this program. Cost: The program is free for qualifying classrooms. Beyond the 10 hours, additional workshops are available to classrooms for $70 per workshop. Art supplies are provided for in-person instruction. Assistance in providing art supplies is available on a case-by-case basis. Art Workshop Videos A series of video art workshops, developed specifically for use in special education classrooms and remote learners. Target Participants: PreK-12 students in any self-contained special education classroom. Cost: The program is free for qualifying classrooms. Lessons are designed to use basic art materials. A lesson plan and supply list are provided prior to the release of the videos. Assistance in providing art supplies is available on a case-by-case basis. Art Instruction in General Education Classrooms Grade-level appropriate art instruction in the general education classroom for a nominal fee. Each workshop is one hour long. Grade-level specific remote lessons, via Zoom or Microsoft Teams, and/or workshop videos are also available. Target Participants: PreK-12 students in any general education classroom. Cost: $70/workshop for up to 30 students. Includes basic art supplies for on-site instruction. Art supply kits for remote lessons and/or video workshops have the option of purchasing art supply kits. [/fusion_text][/fusion_builder_column][/fusion_builder_row][/fusion_builder_container]

Summarized from an article written by Patti Digh. Use the people-first rule: “the man who is blind” not “the blind man.” Avoid terminology like “suffers from,” “afflicted with” or “victim of,” all of which cast disabilities as a negative. “Suffers from” indicates ongoing pain and torment, which is no more the case for most people with disabilities as it is for most people without disabilities. “Afflicted with” denotes a disease, which most disabilities are not. “Victim of” implies a crime is being committed on the person who has a disability. Do not use “wheelchair-bound” or “confined to a wheelchair.” People see their wheelchairs as convenient modes of transportation, not prisons, and the “bound/confined” phrase belies the fact that many people with motor disabilities engage in activities without their wheelchairs, including driving and sleeping. The proper phrase is “uses a wheelchair.” Use “disability” not “handicap.” The word “handicap” derives from the phrase “cap in hand,” referring to a beggar, and is despised by most people with disabilities. Other terms to avoid: “physically/mentally challenged” (who isn’t?) “cripple” and “crippled.” Use “nondisabled” or “people without disabilities.” The terms “normal” and “whole” are inappropriate and inaccurate. Most disabilities are not a disease. Do not call a person with a disability a “patient” unless referring to a hospital setting. In an occupational and physical therapy context, “client” is preferred. Some diseases, by legal definition, are considered disabilities. Victimization imagery (“AIDS victims”) or defining the person by the disease (“she is a diabetic”) is still inappropriate. Use “person with diabetes” or “people living with AIDS.” “Blind” refers to a total loss of eyesight; “low vision” or “visual disability” is more accurate for people who have some degree of sight. Avoid “non-sighted.” People who consider themselves part of Deaf culture refer to themselves as “Deaf” with a capital “D.” Because their culture derives from their language, they may be identified as you would other cultural entities, i.e. “Asian-Americans,” “people with disabilities.” For people with speech disabilities, avoid “mute,” “dumb,” or “speech impediment.” Avoid “deformed,” “deformity” and “birth defect.” A person may be “born without arms” or “has a congenital disability,” but is not defective. Down syndrome is a chromosomal condition that causes developmental disability. Use “person with Down syndrome.” Avoid “mongol” or “mongoloid.” Mental disabilities include cognitive, psychiatric and learning disabilities and physical head trauma. Avoid “mentally retarded,” “insane,” “slow learner,” “learning disabled” and “brain-damaged.” Cerebral palsy is a disability resulting from damage to the brain during birth that causes muscle coordination issues. Avoid “palsied” and “spastic.” Avoid “dwarf” or “midget.” Some groups prefer “little people,” but it’s best to use “person of short stature.” A seizure is an episode caused by a sudden disturbance in the brain. If seizures are recurrent, it is called a seizure disorder. Use “person with epilepsy” or “child with a seizure disorder.” Avoid “epileptic,” either as a noun or adjective. Quadriplegia is a substantial loss of function in all four extremities. Paraplegia is a substantial loss of function in the lower part of the body. Use “man with paraplegia” or “she has quadriplegia.” Avoid “paraplegic” or “quadriplegic” as either a noun or adjective. These suggestions may be helpful in planning arts activities, events or special programs for people with the following disabilities: General Disability Attention Deficit Disorder Blindness Deafness Mental Illness Intellectual Disability Mobility Limitations Traumatic Brain Injury

FAQs Archive - Page 2 of 3 - Arts For all Nevada

Q: Professional/Emerging artists who have a disability

Arts for All Nevada plays an active role in the promotion and cultivation of emerging and established artists with disabilities by curating exhibitions for off-site spaces.. The Kennedy Center’s Artists’ Resources includes an extensive listing of links for art supply stores, adaptive tools, music resources, resources for performers, magazines, and advocacy organizations.