UDL: Remixing the Remixed

 UDL Funky Junkie Friends 

UDL Guidelines – Educator Worksheet

The What, How, and Why of UDL:

What: My students will explore develop and create aesthetic form through play and creativity. They will brainstorm and produce  a basic representation of form. They will also make connections with other curricular content in the sciences as they explore electricity and use it to make their Funky friends come alive.

How: They will experiment with circuitry  and brainstorm ideas of making playful creatures by repurposing kitchen utensils. The circuitry will allow them to make their creature come to life by making eyes light up or ears/mouth move. It will be their choice what they make their creature do. They will be allowed to work in pairs. They will either make their own sculpture or each create their own.

Why:  Form is one of the basic Elements of Design. Understanding of Form is one of the requirements in the Art One curriculum. When students have  an understanding of form it helps them in several areas. Form is the creation of three dimension. Students with a strong understanding of dimension will help them translate that information into perspective and space.



  • Stuff You Need:
    • Pennies, cardboard, electrical tape, LTD lights, zink washers, and vinegar.
    •  Students will repurpose old kitchen utensils to make their  funky creatures.
    •  This project could be intended for my Art One students: Form Unit-sculptural artwork
    • Two days to explore circuits and how they make proper connections and brainstorming idea for “funky  junk folks,” three days to assemble.
    • Patience and acceptance to fail and try again.
    • Work in partners for support and checking for accuracy
    •  Thumb nail sketches and decision to combine the work or each make their own.

Step 1: Tell people what you are going to tell them

  1. Students will be introduced to electronic and how to create circuitry.(What and How)
  2. Students will be given a challenge to use the circuits within their sculpture. (How and Why)
  3. Students will explore and create moving, noise making and decide what elements they will use to make creatures come alive. (How and Why)
  4. Students will demonstrate their findings by exhibiting their completed projects and the steps they took to get to the final work. (Why)

Step 2: Tell people what they need to perform the how-to you are documenting.

  1. Students will work in pairs throughout the project. (How)
  2. They will be provided with materials to make circuits work. (How)
  3. Students will be provided with some “junk” but will be encouraged to bring in their own junk to repurpose and bring it back to life. (What, How, Why)
  4. The students will be given time to explore the circuits through play so they can get comfortable with how the circuits work.
  5. They will brainstorm ideas for their funky people and document with thumbnail sketches.(How)
  6. Students will decide whether they will combine their ideas or each make their own. (How, Why)

Step 3: Break it down.

  • Day 1-Watch video and play with pennies to make circuits.
  • Day 2-Brain storm ideas and draw thumb-nail sketches.
  • Day 3-Decide wither they will combine ideas or create their own Funkiness.Possibly begin gathering junk for their creations.
  • Day 4 thru 6-Make their creations from the sketches they created.
  • Day 7-Organize documentation of their work and be ready to present the way they choose. Integrating technology

Step 4: My Take away. 

I have used UDL for about a year. I took a Differentiated Instruction Theory Class last fall. I have tied to use that style of teaching/learning since then. It makes sense to me and I see how it helps students find more success in their learning process. In the UDL guidelines I have explained how the student’s learning process relates to universal design methods. I have not used the template offered in this class, this was very helpful to explain the reasoning behind the particulars of the class. I will use this template when I create lesson plans to insure I am covering all of the appropriate steps to set up the greatest success for all students in my classes.


Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does discovery-based instruction enhance learning?. Journal Of Educational Psychology103(1), 1-18. doi:10.1037/a0021017

Kolb, D., Boyatzis, R., and Mainemelis, C. (1999) Experiential Learning Theory: Previous research and new directions in R. J. Sternberg and L. F. Zhang (Eds.), Perspectives on cognitive, learning, and thinking styles. NJ: Lawrence Erlbaum, 2000. Retrieved from ezproxy.connectchicago.edu

Smith, M. K. (2001). ‘David A. Kolb on experiential learning’, the encyclopedia of informal education. Retrieved from ezproxy.connectcuchicago.edu




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