a primer on academic language for art teachers

7/25/2019 A Primer on Academic Language for Art Teachers

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A PRIMER on ACADEMIC LANGUAGE for r t Te a c h e r s

Academic language

is the set of words,grammar, and

organizational

strategies used to

describe complex ideas, higher order thinking

processes, and abstract concepts.From J. Zwiers, Building Academic Language1

From the edTPA Handbook:

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Academic/Everyday language should be seen as a continuum rather

than a dichotomy.I


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A lot of artists at that time painted

pictures of city life.

Urban scenes were popular among

artists of the era.

What makes language sound academic?

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Academic language IS

Used in both writing and speaking,but different from social

conversation

A register of English used for

specific purposes

Much broader than a focus oncorrect usage

Academic language is NOT

JUST specialized vocabulary

JUST words

JUST linguistic forms without

meaning or purpose JUST written language

JUST formal language

JUST the use of standard(correct) forms

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Examples of Abstraction

Which aspects of

the human face

or form has each

artist focused on

to the exclusion

of other aspects?


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This artwork shows a (fill in the blank from a word bank)use of line because Picasso used many (fill in

the blank from a word or phrase bank). I think the way he used line communicates a feeling of

. In my own artwork, I used Picassos technique to

.


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LANGUAGE FUNCTIONS = Actions or Tools

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For edTPA, lesson segments (a one-day lesson, a mini-lesson,or part of a longer lesson or project) should be focused on

teaching only one language function per segment.

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8/17


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Language Functionscommonly used in the art classroom include (but are not limited to)

@R?X

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9/17


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Right - to learn how they did it so we can do it too, or maybe get some new ideas for doing something

similar.

Lets pretend that we want to learn how a watch works, because we want to make our own. We hold

this watch, and carefully take it apart with some special tools made just for watches. If we want to knowhow it works, we need to know what all the pieces are, that go inside it. What pieces do you see?

But is it enough just to know what all the different pieces are? No - you are correct. As we take it apart,

we need to pay attention to Right! HOW the pieces are placed so they work together. So ANALYSIS

has two steps

DISCOURSE = Integration of vocabulary, syntax, and

language function

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6+%3/-% .-,,+.*)0&.4

Critiquingis a language function in art, whose

purpose is to evaluate and improve work.

When studentspractice application of the

rules of critiquing, they are learning about a

special form of discourse in the discipline

whose rules are more formal than casual.

Reflectingis another language function in art,

whose purpose is to help the student look

back on what they have accomplished so far,

note areas of strength and weakness, make

plans for future change, and/or look for

patterns and themes intheir work.


10/17


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to

to

to

From


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12/17


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Helpful Hints for Selecting Academic LanguageChallenges

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FINAL THOUGHTS: Why Teach Academic Language?

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