ABSTRACT
Conducting art activity with pupils with learning difficulties needs to be meticulously planned and prepared. An art lesson may have several stages, with opportunities for pupils to work as a whole group, in smaller groupings and independently. The solid boxes may be pre-planned ahead of the lesson. The dotted boxes, however, are to be completed after lesson since these are concerned with outcomes that are unknown at the outset. Teachers' questioning skills can be crucial in enabling pupils with limited verbal and/or physical powers of expression to make creative decisions concerning the different art elements. Limiting a child's options by restricting the parameters within which to make choices relating to the art elements, paradoxically may actually enable a pupil with learning difficulties to work creatively in the different art forms. Direct experiences need to be selective — the world around potentially is a confusing and overwhelming mix of both natural and made forms: shapes, sizes, colours, patterns, structures, textures, etc.
