ARTributes

Determine

What Does Child Do To Use Skill In The Game?
The Artist needs to decide which two cards to use and what they will draw based on the two cards.

How Parents Can Assist Learning
No special adult support is needed.
If a children seem to be having difficulty deciding on what to draw, encourage them to make different combinations of words. For example, if the three word cards are sweet, cuddly and green, the child can combine sweet & cuddly, sweet & green, and cuddly & green. The child can try to think of something (ex: cat, grapes, or teddy bear) for each combination until they come up with something they feel confident in drawing.

Learning Implications and Educator Support
No special adult support is needed.
If a children seem to be having difficulty deciding on what to draw, encourage them to make different combinations of words. For example, if the three word cards are sweet, cuddly and green, the child can combine sweet & cuddly, sweet & green, and cuddly & green. The child can try to think of something (ex: cat, grapes, or teddy bear) for each combination until they come up with something they feel confident in drawing.

Compare

What Does Child Do To Use Skill In The Game?
Players who are guessing compare the object being drawn to the words on the cards in the game area.

How Parents Can Assist Learning
If children are having difficulty guessing correctly, encourage them to look at the words on the cards which may help them think of associations to the drawing. Also, they can ask for hints.

Learning Implications and Educator Support
ARTributes is good game for developing associated thinking skills, as children create connections between two words in order to determine what to draw. For example, the words "sweet" and "cuddly" can lead to drawing a cat or bunny.

Predict

What Does Child Do To Use Skill In The Game?
Prediction skills are lightly developed as the player who is drawing considers what other players may be able to recognize in order to decide what to draw.

How Parents Can Assist Learning
To help children who are impulsive, encourage them to think first before drawing. This can help them consider what others are most likely to guess, and to formulate a mental image of what they want to draw, which can help create a more successful image.

Learning Implications and Educator Support
In ARTributes, prediction requires changing perspective skills. Children will be more successful if they imagine being the other players, and think about what those players make know and be good a guessing.

Plan

What Does Child Do To Use Skill In The Game?
In ARTributes, planning happens concurrently with predicting as the drawer thinks about how to draw an object to get someone to guess accurately within the time.

How Parents Can Assist Learning
On their turn, the Artist does not need to start the timer until they have decided what to draw. To help children who are impulsive, encourage them to think first before drawing.
This can help them consider what others are most likely to guess, and to formulate a mental image of what they want to draw, which can help create a more successful image.

Learning Implications and Educator Support
In ARTributes, the Artist mentally plans for drawing by thinking about what to draw first, second and so on. For example, if the Artist is drawing a cat, they may start with face, whiskers, ears, body, and so on.
Educators can encourage children to think about first drawing what is most recognizable about the object, since the Artist is trying to get others to guess within one minute.

Experiment

What Does Child Do To Use Skill In The Game?
If players are not guessing the drawing, the Artist may change approach to drawing or draw a different object before the timer runs out.

How Parents Can Assist Learning
For younger children or when children are learning the game, allow the Artist to try sketching their object hidden from view of the other players. Once the Artist feels ready, they wipe their board clean, turn over the timer, and start drawing for the other players to guess.

Learning Implications and Educator Support
For younger children or when children are learning the game, allow the Artist to try sketching their object hidden from view of the other players. Once the Artist feels ready, they wipe their board clean, turn over the timer, and start drawing for the other players to guess.

Review

What Does Child Do To Use Skill In The Game?
Reviewing is not required in the game, but is helpful for learning.

How Parents Can Assist Learning
At the end of each turn, ask the Artist to explain how the two words they chose relate to the object they drew. Alternatively, ask the player who correctly guessed the object to explain how the words are associated to the object.

Learning Implications and Educator Support
At the end of each turn, ask the Artist to explain how the two words they chose relate to the object they drew. Alternatively, ask the player who correctly guessed the object to explain how the words are associated to the object.

Demonstrate

What Does Child Do To Use Skill In The Game?
The Artist demonstrates what they are thinking by trying to draw it.

How Parents Can Assist Learning
When an Artist is successful in getting others to guess the object they are drawing, ask "What did you do that worked so well?" This encourages the child to talk about and even demonstrate their strategy.
On another round, ask the guesser "What did you see and think about that helped you guess the drawing correctly?"

Learning Implications and Educator Support
When an Artist is successful in getting others to guess the object they are drawing, ask "What did you do that worked so well?" This encourages the child to talk about and even demonstrate their strategy.
On another round, ask the guesser "What did you see and think about that helped you guess the drawing correctly?"
In this way children can learn from each other. Educators can also encourage children to assist each other by pointing out alternatives drawing approaches that may not have been considered by the Artist.

Imagine

What Does Child Do To Use Skill In The Game?
Based on the two words they select, the Artist needs to think about what to draw (ex: cat) and imagine drawing it (ex: face of cat, whole body, etc).

How Parents Can Assist Learning
ARTributes is a good game for developing imagination skills. At first, there are three word cards face up. The Artist needs to combine two of those together and try to think of something to draw. Then, the Artist needs to generate a mental image of their object before actually starting to draw.

Learning Implications and Educator Support
ARTributes is a good game for developing imagination skills. At first, there are three word cards face up. The Artist needs to combine two of those together and try to think of something to draw. Then, the Artist needs to generate a mental image of their object before actually starting to draw.

Create

What Does Child Do To Use Skill In The Game?
Once the Artist has decided what to draw, they create the object by sketching it on their Dry-Erase Board.

How Parents Can Assist Learning
For younger children or when children are learning the game, allow the Artist to try sketching one or more objects they have imagined. Do this hidden from view of the other players. Once the Artist feels ready, they wipe their board clean, turn over the timer, and start drawing for the other players to guess.

Learning Implications and Educator Support
ARTributes is a great game for building creativity skills, including creative problem-solving and drawing.
Children can experiment with different approaches to drawing. Encourage the Artist to try sketching one or more objects they have imagined. Do this hidden from view of the other players. Once the Artist feels ready, they wipe their board clean, turn over the timer, and start drawing for the other players to guess.

Cognitive

Suggestions for How to Modify Play Experience
If children can't read, have another player read the word on the cards. Children with a limited vocabulary may need words explained. Alternatively, remove cards that may be too difficult for the child with cognitive challenges to comprehend (e.g., clever, electronic).

Allow the player with cognitive challenges to have a playing partner to help them think about the words and possible objects or ideas associated with the words. Extend the time to two-minutes to allow for discussion and drawing. The Artist and partner step away from other players to keep from being overheard. For example, "Let's think of something that is "huge" and "tall." Brainstorm ideas quickly (e.g., a tree, an elephant, a house, etc.) Pick the easiest to draw. Partners can take turns drawing, or draw together on the same board, each drawing separate aspects of the picture.

Communication

Suggestions for How to Modify Play Experience
This is a good game for children who need support learning how to use adjectives. Making visual associations with the written words may help develop narrative skills. After each picture is drawn players should explain the association between the object and the characteristics.

Children with a limited vocabulary may need words explained to them. Alternatively, remove cards that may be too difficult for the child with cognitive challenges to comprehend (e.g., clever, electronic)

Sensorimotor

Suggestions for How to Modify Play Experience
For children with fine motor problems who have difficulty drawing pictures, modify the game when it this child's turn to draw. Have the other players draw an object on their board based on two word cards. Then have the child turn over cards to find ones to associate with the other players' pictures. The players get one point for each agreed upon association.

Allow the player with motor challenges to have a partner. They can work together to determine what to draw to match the adjectives, then the non-motor challenged player can draw the picture.

Social Emotional/Behavioral

Suggestions for How to Modify Play Experience
Players who get overly frustrated with the time limit may want to quit the game if they feel they cannot succeed. Extend the time to two-minutes drawing time for players who need more time to process the words, think of objects, and draw.

Children who have emotional concerns may benefit from having a partner. The partner helps moderate the other child's emotions, impulsivity, and helps reduce frustration by offering ideas and/or drawing during their turn as Artist.

Vision

Suggestions for How to Modify Play Experience
Children who have vision problems may benefit from playing with a partner. They can brainstorm items to draw associated with the words and let the non-vision impaired player draw the object.

Hearing

Suggestions for How to Modify Play Experience
Children with hearing impairments or deafness should not have difficulty playing the game. Hearing is not needed to be able to read the adjective cards or determine what is being drawn. However, vocal ability or signs are needed to respond to what is being drawn by the Artist. If sign is used, all players need to understand sign or have a sign interpreter.

*Data compiled from CCSSI ELA Standards, WA Science Standards, and Washington Social Studies Standards

Extra Ways to Play the Game
Don't discard a card. Instead, have players guess which words were selected by observing what is drawn by the Artist. Players earn points by identifying the correct adjectives.

Materials Needed
No additional materials needed.

Developmental Benefits
This adaptation promotes associational or analytic thinking by having players first identify the object drawn, then identify which adjectives were selected. Players thus need to identify characteristics of the object(s) drawn that match the options on the adjective cards.

Extra Ways to Play the Game
All three words must be depicted in a picture and players must explain how each is associated with the picture to earn points. For "magical" "hairy" "light", a player drew a top hat with a light bulb being pulled from the hat by a hairy hand. Players must identify what is "magical," what is "hairy," and what is "light." If a word is not represented, points are not given.

Materials Needed
No additional materials needed.

Developmental Benefits
This adaptation requires players to think in terms of a narrative that will illustrate the adjectives displayed and encourages players to think in terms of object characteristics.

Extra Ways to Play the Game
Lay four cards on the table for all players to see. The Artist draws a picture that depicts an object or scene associated with two of the words. Players have to identify which two words were selected and how they are associated with the picture.

Materials Needed
No additional materials needed.

Developmental Benefits
This modification requires players to not only identify the picture drawn, but also think about what adjectives are most appropriate to describe the object of scene.

Extra Ways to Play the Game
Lay four cards on the table for all players to see. All players are Artists. Each player now guesses which two words each Artist depicts.

Materials Needed
No additional materials needed.

Developmental Benefits
This modification allows all players to be engaged in drawing during each turn. This allows for more practice in drawing and increases the opportunities for discussion and comparisons. Players also benefit from analyzing each other's pictures to determine which adjectives are best matches for each picture.