handouts for art and literacy - new york university...nov 16, 2010 · the moon by jaimes sabines...

Art and Literacy 11-16-2010 MOMA/NYS SBETAC Zwicky/Lukes 1

Connecting Language Arts and Art in ESL and Bilingual Classrooms

MOMA

Tuesday, November 16, 2010

9 a.m. to 3 p.m.

MOMA Education Building

Prepared by

Calder Zwicky, MOMA

and

Marguerite Lukes, NYS SBETAC


Connecting Language Arts and Art in ESL and Bilingual Classrooms

AGENDA

9-9:30 Food and Casual Introductions

9:30-10:00 Introduction to art and language arts connection

Some background:

Some poetry

Linking language arts and visual arts

10:00-10:30 Basics for integrating art into instruction

Transferable skills of language arts/literary analysis and art

Techniques for prior to viewing, during viewing, and post-viewing

(teacher-generated ideas – discussion)

10:30-12 Gallery visit

Demonstration of interacting with art conversation with students

Small groups of 3 develop theme-based “tours” in the galleries

12:00-12:45 Working Lunch

12-12:20 Debrief theme-based tours

Debrief on “Art Tour:” Share you theme and the works you chose:

What worked and what did you learn?

What was difficult?

What might you change

12:45-1:30 Concrete activities to link literacy with art

Open-ended questions (Introduction and pair practice)

Resources on-line

Format for creating a lesson

Pairs will use reproductions to practice peer questioning techniques

1:30-2:30 Lesson Development

Presentation of lessons created by former participants and photos

Pairs will each develop a theme-based lesson which will include:

Theme, grade level, time frame, works to use, activities prior to viewing

During viewing, post-viewing

2:30 Discussion and share

Evaluation


The Moon by Jaimes Sabines La Luna ( por Jaime Sabines)

La luna se puede tomar a cucharadas

o como una cápsula cada dos horas.

Es buena como hipnótico y sedante

y también alivia

a los que se han intoxicado de filosofía

Un pedazo de luna en el bolsillo

es el mejor amuleto que la pata de conejo:

sirve para encontrar a quien se ama,

y para alejar a los médicos y las clínicas.

Se puede dar de postre a los niños

cuando no se han dormido,

y unas gotas de luna en los ojos de los ancianos

ayudan a bien morir

Pon una hoja tierna de la luna

debajo de tu almohada

y mirarás lo que quieras ver.

Lleva siempre un frasquito del aire de la luna

para cuando te ahogues,

y dale la llave de la luna

a los presos y a los desencantados.

Para los condenados a muerte

y para los condenados a vida

no hay mejor estimulante que la luna

en dosis precisas y controladas

You can take the moon by the spoonful or in capsules every two hours. It's useful as a hypnotic and sedative and besides it relieves those who have had too much philosophy. A piece of moon in your purse works better than a rabbit's foot. Helps you find a lover or get rich without anyone knowing, and it staves off doctors and clinics. You can give it to children like candy when they've not gone to sleep, and a few drops of moon in the eyes of the old helps them to die in peace. Put a new leaf of moon under your pillow and you'll see what you want to. Always carry a little bottle of air of the moon to keep you from drowning. Give the key to the moon to prisoners and the disappointed. For those who are sentenced to death and for those who are sentenced to life there is no better tonic than the moon in precise and regular doses.

More poetry and resources on Mexican poet Jaime Sabines

http://sololiteratura.com/sab/sabinesprincipal.htm

http://sololiteratura.com/sab/sabinesprincipal.htm


LIST POEM Writing Prompt – What does the moon evoke for you? After reading/hearing the poem – make a list that starts with “the moon.” A list or a description – don’t worry about spelling. This is a free-write.


Digression On Number 1, 1948

I am ill today but I am not

too ill. I am not ill at all.

It is a perfect day, warm

for winter, cold for fall.

A fine day for seeing. I see

ceramics, during lunch hour, by

Miró, and I see the sea by Leger;

light, complicated Metzingers

and a rude awakening by Brauner,

a little table by Picasso, pink.

I am tired today but I am not

too tired. I am not tired at all.

There is the Pollock, white, harm

will not fall, his perfect hand

and the many short voyages. They'll

never fence the silver range.

Stars are out and there is sea

enough beneath the glistening earth

to bear me toward the future

which is not so dark. I see. Frank O'Hara


Interacting with text in the Classroom

Works of art are “visual documents.” Hence, what we already know are good practices in

working with literature can be transported into work with art to develop literacy skills.

Think about your own classroom and other good practices in language arts and the content areas.

With a partner, write down some examples of how you can do the following in your classroom.

You may want to use the poem “Rain” as an example.

Classroom instruction

Examples/strategies

Introduce a theme

Explore students’ prior

knowledge

Introduce a text or poem

Interact with a text or

poem during reading

Extend the learning


Why Use Art in the Classroom?

Art, like text, can be used as a source to practice critical-thinking skills. Using art with students

has many things in common with the integration of high quality literature into the curriculum:

through activities prior to viewing, during viewing, and post-viewing, and using open-ended

questions and connections to students’ own experience, students become critical viewers and

thinkers. Teachers create opportunities for students to explore prior knowledge, practice their

language, and produce texts and other products for performance-based assessment. Unlike a

text, a work of art is like a “visual document” and a whole classroom of students can interact

with it easily together at the same time. It provides a common point of reference, without the

need for the teacher to stop and check for comprehension.

New York State Standards

As speakers and writers, students will use oral and written language for self-expression

and literary response.

Students will listen, speak, read and write in English for classroom and social interaction.

Students will listen, speak, read and write in English for critical analysis and evaluation.

Students will speak and write using the conventions and features of American English to

influence an audience.

Goals for Students

To develop understanding of what constitutes artistic expression

To explore academic language, use of visual images and other conventions

To become empowered to compare and contrast various works of art

To use higher order thinking skills to connect art viewing to their own experiences

What are some ways that our literacy and language arts strategies apply to interacting with art?


Gallery Tour – themes for a tour

In your group, pick two works that you would like to focus on with your students: related to a

theme that you discuss with your partner.

Notes on your theme:

Work 1:

Title _________________________________________ Artist: ___________________

Notes on the work and its relation to the theme:

Questions you will ask students:

Work 2:

Title _________________________________________ Artist: ___________________

Notes on the work and its relation to the theme:

Questions you will ask students:


Questioning and Discussion Strategies

When discussing a work of art with students, the Community Programs Educators at the Museum of Modern Art employ some or all of the following questioning and discussion techniques:

1. Use Open-Ended Questions to Draw Students’ Attention to the Artwork a. “What do we see here?” or “What is going on here?” b. “What do we see at the top, bottom, etc. of the artwork?” c. “What small details, shapes, colors, etc. can we find in the artwork?”

2. Connect Students’ Personal Experiences and Prior Knowledge to the Artwork a. “Does anybody know what musical instrument this is?” b. “Has anybody ever been to a place that looks like this? When?” c. “Does this remind you of anything you’ve seen around your house or your

school?”

3. Create a Narrative or Thematic Understanding of the Artwork a. “What is the person in this painting doing? What are they going to do next?” b. “What do we notice about the expressions on these people’s faces? What

emotions might they be feeling?” c. “Does this remind us of any stories from our childhood? Which ones?”

4. Allow for Students to Express Personal Reactions to the Artwork

a. “Anthony has said that this piece makes him think of music and dancing. Does anybody else get a similar feeling?”

b. “It seems like the group enjoyed the last artwork that we discussed much more than this one. Why is that?”

5. Connect Art-Historical Information and Ideas Regarding Artistic Intent into the Students’ Interpretation of the Artwork

a. “This is a self-portrait. What is the artist trying to show us about herself? How is she showing it?”

b. “This artist is well known for his abstract art. Has anybody heard that term before or know what that word means?

c. “Why would an artist use all of these dark colors in a painting? What feelings or emotions might she be trying to express to her viewers?

6. Paraphrasing a. Connect and reinforce pertinent themes. b. Build a conversation around previous comments and questions. c. Rephrase comments and connect similarities between student responses.


Developing a lesson plan: Integrating art into a thematic lesson

Who are my students? What do I want to emphasize or explore? What themes will emerge?

Prior to viewing

What ways will I explore students prior knowledge?

What vocabulary and what language structures will students need to explore this theme

through art and literature

How will I introduce the theme and get students to connect to it? Will it be through writing?

Reading? Viewing?

What materials will I need?

During viewing

What open-ended questions will I ask the students?

What connections will I make to other classroom activities or works that we have read?

How will I encourage students to think critically?

After viewing

How will I extend the learning?

What will I ask students to create to demonstrate they have mastered the topic?

How will I assess their performance?


Art and Literacy Lesson Plan

Instructor(s)

Theme:

Student level

Time frame

Materials

Language/vocabulary

Exploring prior

knowledge/

Introducing the

theme(s)

Interacting with text

and art


Extensions/

Production

Assessment

Other Notes


Examples of Arts-Based-Activities for ELLS


OTHER RESOURCES

MoMA Website:

http://www.moma.org/

Browse the Collection at: http://www.moma.org/explore/collection/index

Resources to connect visual arts and language arts:

Engagement with Art and Museums

http://lacnyc.org/resources/familylit/Artsbook.pdf

The Poet Speaks of Art

http://homepage.mac.com/mseffie/assignments/paintings&poems/titlepage.html

Academy of American Poets

www.poets.org

Antologia de la Poesia Hispanoamericana

http://amediavoz.com/indice-A-K.htm

A media voz

http://amediavoz.com/poetas.htm

http://www.moma.org/

http://www.moma.org/explore/collection/index

http://lacnyc.org/resources/familylit/Artsbook.pdf

http://homepage.mac.com/mseffie/assignments/paintings&poems/titlepage.html

http://www.poets.org/

http://amediavoz.com/indice-A-K.htm

http://amediavoz.com/poetas.htm


I am from Poems

De Donde Yo Soy (Where I’m From) by Levi Romero

I am from leche de jarro from Morrell manteca and Gold Medal flour I am from acequias, viviendas, dispensas, y el Rosario recited on Radio ¿Qué Dice? I am from the Irises drooping like teardrops in grammita’s abandoned flower bed y las Barras de San José whose long gone limbs I remember as if they were my own. I’m from ojos verdes and travesuras y avergüénzalas / avergonzadas from mis primos Peter and Jondas de La Villita I’m from no friegues con migo and que Dios te bendiga from dime con quien andas y te diré quien eres I’m from ¡pórtate bien, repártete con tu hermano y no seas malcriado! I’m from Santos, velas, and lo que será, será I’m from aquel vallecito de lagrimas soy de Romero, Atencio, Valdez, y Duran vengo de hablan cuando no deben de hablar y son callados cuando deben de decir algo soy de atole, frijolitos, papas con carne, y chile colorado From tu abuelo, Juan Andrés, murió en la borrega en Monte Vista y tu otro abuelo, Silviares, viajaba vendiendo fruta desde el Embudo hasta Ratón los retratos de mis antepasados los traigo en mi corazón yo soy un manito del Norte me río por no llorar soy de aquel mestizaje floreciendo como el rocío en el amanecer


KOSKO: Actividad de presentación Figure 1: “Yo soy…”

Instrucciones: Completar las cajas con información pertinente al tema. Pueden añadirse nuevas

cajas con otros temas de interés. Utilizar la información provista para crear un poema u otro

documento que sirva de presentación. Ser creativos.

CREATED BY KAREN KADEIRO KAPLAN, San Diego State University

De dónde soy (bosquejo)….

Cosas en mi hogar/casa de mi niñez Cosas en el patio de mi casa

Cosas en mi barrio/pueblo Mis parientes preferidos

Dichos/expresiones de mi país/niñez Comidas preferidas de mi país/cultura

Lugares preferidos en mi país Actividades preferidos de mi niñez


I’m From Outline….

Things in My Home Things in My Yard

Things in My neighborhood My Favorite Relatives

Sayings from my Country Favorite Foods from My Country

Favorite Places in My Country

Favorite Childhood Activities


Other Poetry/Art resources

The following are in no real order, but are popular and evocative poems that may be helpful in

generation some classroom ideas. Each theme is paired with a suggested painting from MOMA’s

collection

Night and Stars

Visual Image:

Starry Night (Van Gogh)

http://moma.org/collection/browse_results.php?criteria=G%3AHO%3AE%3A1&page_number=

9&template_id=1&sort_order=1

Poetry

HOY ES NOCHE DE SOMBRAS. (Claribel Alegría)

Hoy es noche de sombras de recuerdos-espada la soledad me tumba. Nadie que aguarde mi llegada con un beso y un ron y mil preguntas. La soledad retumba. Quiere estallar de rabia el corazón pero le brotan alas.

Hymn to the Night by Henry Wadsworth Longfellow

I heard the trailing garments of the Night

Sweep through her marble halls!

I saw her sable skirts all fringed with light

From the celestial walls!

I felt her presence, by its spell of might,

Stoop o'er me from above;

The calm, majestic presence of the Night,

As of the one I love.

I heard the sounds of sorrow and delight,

http://moma.org/collection/browse_results.php?criteria=G%3AHO%3AE%3A1&page_number=9&template_id=1&sort_order=1


http://poets.org/poet.php/prmPID/143


The manifold, soft chimes,

That fill the haunted chambers of the Night,

Like some old poet's rhymes.

From the cool cisterns of the midnight air

My spirit drank repose;

The fountain of perpetual peace flows there,--

From those deep cisterns flows.

O holy Night! from thee I learn to bear

What man has borne before!

Thou layest thy finger on the lips of Care

And they complain no more.

Peace! Peace! Orestes-like I breathe this prayer!

Descend with broad-winged flight,

The welcome, the thrice-prayed for, the most fair,

The best-beloved Night!

INMENSIDAD DE LA NOCHE por Abelardo Linares, España

En medio de la noche surge a veces

una pregunta, y la noche se agranda,

y es inmensa la noche hasta la angustia.

Como un barco sin luces, silencioso,

surca así nuestro cuarto tanta sombra

que parece sin límites el mundo.

Nos rodea el vacío, es agua oscura

más densa aún que la sangre. Nada se oye,

tan sólo un chapoteo de hondo cieno

allá en lo más profundo de ese agua:

es nuestro corazón. Pero la noche

no cesa de crecer y ya es un ojo

de insoportable desnudez que mira

nuestro terror. Y es esa la pregunta,

y la noche lo sabe y mira entonces

(sólo a veces) el desvalido ser

que somos, con ternura, y vuelve el sueño.

Y la infinita gruta que es el universo

de nuevo resplandece.

De "Espejos" 1986 - 1991

Pre-Textos, 1991 Valencia-España

The Sleeping Gypsy (Rousseau)


http://moma.org/collection/browse_results.php?criteria=G%3AHO%3AE%3A1&page_number=

20&template_id=1&sort_order=1

The Land of Nod

From Breakfast on through all the day

At home among my friends I stay,

But every night I go abroad

Afar into the land of Nod.

All by myself I have to go,

With none to tell me what to do--

All alone beside the streams

And up the mountain-sides of dreams.

The strangest things are there for me,

Both things to eat and things to see,

And many frightening sights abroad

Till morning in the land of Nod.

Try as I like to find the way,

I never can get back by day,

Nor can remember plain and clear

The curious music that I hear.




Cradle Song by William Blake

Sleep, sleep, beauty bright,

Dreaming in the joys of night;

Sleep, sleep; in thy sleep

Little sorrows sit and weep.

Sweet babe, in thy face

Soft desires I can trace,

Secret joys and secret smiles,

Little pretty infant wiles.

As thy softest limbs I feel

Smiles as of the morning steal

O'er thy cheek, and o'er thy breast

Where thy little heart doth rest.

O the cunning wiles that creep

In thy little heart asleep!

When thy little heart doth wake,

Then the dreadful night shall break.

COMMUNITY/HOME

I and the Village (Chagall)

http://moma.org/collection/browse_results.php?criteria=G%3AHO%3AE%3A1&page_number

=41&template_id=1&sort_order=1

In the Land of Words by Eloise Greenfield

In the land

of words,

I stand as still

as a tree,

and let the words

rain down on me.

Come, rain, bring

your knowledge and your

music. Sing

while I grow green

and full.

I'll stand as still

as a tree,

and let your blessings

fall on me.



handouts for art and literacy - new york university...nov 16, 2010 · the moon by jaimes sabines...

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