putting the pieces together: connecting language …mes.sccoe.org/resources/10th aas conference...

Putting the Pieces Together:Connecting Language to the Visual Arts

Developing language skills through Visual Arts Observation and ExplorationGrades K-3

Chernell Paige- MA TESOLEducator, Oakgrove School District

[email protected]

Presentation Agenda:

1. Icebreaker/ Warm Up Activity- Gesture Drawing2. Statement of Purpose- Integrating ELD and Visual Arts Observation Skills3. Classroom Implications- Key Points in Practice (Activity)4. Looking at the Standards (Interactive Grade Level Groups)5. ELD/ Visual Arts Development-Skills Correlation6. Focus Wall Building/ Cave Art Sample Unit- (Activity)7. Extension Suggestions:5 day observation formatSCCOE Artspiration website

Why integrate visual arts skills within the development of English language learning?

★ Language acquisition and visual arts skills development have a symbiotic relationship; both evolve through the building of process skills. Conversely, language learners benefit greatly from the ability to express themselves creatively while using their innate sensory skills to support language acquisition.

★ This presentation emphasizes visual arts and language development lesson planning through a standards based approach. In doing so, educators are able to implement a program that both incorporates the state adopted standards of student achievement and a diversity of opportunities for student learning.

★ For the purpose of this presentation we will concentrate on the Visual Arts Standards strands of Artistic Perception and Aesthetic Valuing and the skill of Comprehension in the English Language Development Standard of Listening and Speaking found within the State of California Standards for Student Achievement.

Visual Arts Skills

Language Development

Skills Integration

Succesful Skills Acquisition!

The following are key points indicted within the Preface/Introduction of the Visual and Performing Arts Standards for California Public Schools. They have been selected as the chief advantages for the use and incorporation of the VAPA standards within core area curriculum planning:

Planning Point Implication Within Your Classroom Setting/Program

Notes

“Dance, music, theatre, and the visual arts have endured in all cultures throughout the ages as a universal basic language.”

“As they study and create in the arts, students use the potential of the human mind to its full and unique capacity.”

“When reading the standards at a particular grade level, one must know the standards for all previous grade levels to understand how expectations are based on prior learning.”

Planning Point Implication Within Your Classroom Setting/Program

Notes

“An examination of the standards for any of the art forms at a given grade level will reveal overlaps and points of connection across the strands because the strands and the standards are intrinsically interrelated.”

“The arts standards respect the multiplicity of cultures represented in California schools. “

“A thoughtful curriculum design provides students with alternative ways to perceive and experience the world. A standards-based arts education program provides a way by which all students can work at a personalized pace, develop self-expression and self- confidence, and experience a sense of accomplishment. “

Integration Example in Context:

“For example, when working with a partner or small group in creating a dance sequence, the student is applying his or her skills and perceptions (Strand 1), is demonstrating proficiency in creative expression (Strand 2), and is reflecting on knowledge of the work of other dancers (Strand 3). In the same task the student is also participating in the critique process as he or she evaluates the dance sequence (Strand 4), is demonstrating skills in working with others, and is perhaps incorporating themes from other disciplines and reflecting on what a choreographer must know and be able to do (Strand 5).”

Prek-3 Artistic Perception /Aesthetic Valuing VAPA Standards ELD Beginning to Advanced Level LIstening and Speaking/Comprehension Standars

* It should be noted that the CA ELD Listening and Speaking standard strand does not necessarily follow development in accordance to grade level

Grade Level VAPA 1.0 Artistic Perception

VAPA 4.0 Aesthetic Valuing

CA ELD StandardListening and Speaking

Pre- K 1.0 ARTISTIC PERCEPTION Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations. Develop Perceptual Skills and Visual Arts Vocabulary 1.1 Discuss visual and tactile perceptions of the natural and human-made world: what is seen and how objects feel. 1.2 Identify colors by name. 1.3 Name and describe objects by color and relative size.

4.0 AESTHETIC VALUING Responding to, Analyzing, and Making Judgments About Works in the Visual Arts Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities. Derive Meaning 4.1 Discuss what is seen in works of art. 4.2 Ask questions about works of art. Make Informed Judgments 4.3 Discuss what they like about their own works of art. 4.4 Select works of art by others and tell what they like about them

ELD- Beginning/Comprehension

*Begin to speak a few words or sentences by using some English phonemes and rudimentary English grammatical forms (e.g., single words or phrases). *Answer simple questions with one- to two-word responses. *Respond to simple directions and questions by using physical actions and other means of nonverbal communi cation (e.g., matching objects, pointing to an answer, drawing pictures).




Kindergarten 1.0 ARTISTIC PERCEPTION Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations. Develop Perceptual Skills and Visual Arts Vocabulary 1.1 Recognize and describe simple patterns found in the environment and works of art. 1.2 Name art materials (e.g., clay, paint, crayons) introduced in lessons. Analyze Art Elements and Principles of Design 1.3 Identify the elements of art (line, color, shape/form, texture, value, space) in the environ ment and in works of art, emphasizing line, color, and shape/form.

4.0 AESTHETIC VALUING Responding to, Analyzing, and Making Judgments About Works in the Visual Arts Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities. Derive Meaning 4.1 Discuss their own works of art, using appropriate art vocabulary (e.g., color, shape/form, texture). 4.2 Describe what is seen (including both literal and expressive content) in selected works of art. Make Informed Judgments 4.3 Discuss how and why they made a specific work of art. 4.4 Give reasons why they like a particular work of art they made, using appropriate art vocabulary.

Early Intermediate K-2Comprehension

Begin to be understood when speaking but may have some inconsistent use of standard English grammatical forms and sounds (e.g., plurals, simple past tense, pronouns such as he or she).

Ask and answer questions by using phrases or simple sentences.




First Grade 1.0 ARTISTIC PERCEPTION Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations. Develop Perceptual Skills and Visual Arts Vocabulary 1.1 Describe and replicate repeated patterns in nature, in the environment, and in works of art. 1.2 Distinguish among various media when looking at works of art (e.g., clay, paints, draw ing materials). Analyze Art Elements and Principles of Design 1.3 Identify the elements of art in objects in nature, in the environment, and in works of art, emphasizing line, color, shape/form, and texture.

4.0 AESTHETIC VALUING Responding to, Analyzing, and Making Judgments About Works in the Visual Arts Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities. Derive Meaning 4.1 Discuss works of art created in the classroom, focusing on selected elements of art (e.g., shape/form, texture, line, color). 4.2 Identify and describe various reasons for making art. Make Informed Judgments 4.3 Describe how and why they made a selected work of art, focusing on the media and technique. 4.4 Select something they like about their work of art and something they would change.

Intermediate K-2Comprehension

Ask and answer instructional questions by using simple sentences.

Listen attentively to stories and information and identify important details and concepts by using both verbal and nonverbal responses.




Grade Two 1.0 ARTISTIC PERCEPTION Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations. Develop Perceptual Skills and Visual Arts Vocabulary 1.1 Perceive and describe repetition and balance in nature, in the environment, and in works of art. 1.2 Perceive and discuss differences in mood created by warm and cool colors. Analyze Art Elements and Principles of Design 1.3 Identify the elements of art in objects in nature, the environment, and works of art, emphasizing line, color, shape/form, texture, and space.

4.0 AESTHETIC VALUING Responding to, Analyzing, and Making Judgments About Works in the Visual Arts Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities. Derive Meaning 4.1 Compare ideas expressed through their own works of art with ideas expressed in the work of others. 4.2 Compare different responses to the same work of art. Make Informed Judgments 4.3 Use the vocabulary of art to talk about what they wanted to do in their own works of art and how they succeeded. 4.4 Use appropriate vocabulary of art to describe the successful use of an element of art in a work of art.

Early Advanced K-2Comprehension

Listen attentively to stories and information and orally identify key details and concepts.




Grade Three1.0 ARTISTIC PERCEPTION Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations. Develop Perceptual Skills and Visual Arts Vocabulary 1.1 Perceive and describe rhythm and movement in works of art and in the environment. 1.2 Describe how artists use tints and shades in painting. 1.3 Identify and describe how foreground, middle ground, and background are used to create the illusion of space. 1.4 Compare and contrast two works of art made by the use of different art tools and media (e.g., watercolor, tempera, computer). Analyze Art Elements and Principles of Design 1.5 Identify and describe elements of art in works of art, emphasizing line, color, shape/ form, texture, space, and value.

4.0 AESTHETIC VALUING Responding to, Analyzing, and Making Judgments About Works in the Visual Arts Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities. Derive Meaning 4.1 Compare and contrast selected works of art and describe them, using appropriate vocabulary of art. Make Informed Judgments 4.2 Identify successful and less successful compositional and expressive qualities of their own works of art and describe what might be done to improve them. 4.3 Select an artist’s work and, using appropriate vocabulary of art, explain its successful compositional and communicative qualities.

Advanced K-2Comprehension

Listen attentively to stories and information on new topics and identify both orally and in writing key details and concepts. Demonstrate an understanding of idiomatic expressions (e.g., “Give me a hand”) by responding to such expressions and using them appropriately.

Skills Sharing:Correlation of Skills Within the StandardsArtistic Perception/Aesthetic Valuing/ Listening and Speaking Comprehension

Pre K-3 Artistic Perception Skills

Pre K-3 Aesthetic Valuing Skills

Beginning to AdvancedELD

Listening and SpeakingComprehension

Skills

Use of 5 senses for Observation

Use Subject/ Core Vocabulary

Begin speaking in simple sentencesBegin to be understood

Identify Identify and SelectIdentify and Describe

(Orally) Identify Key Details and Concepts

Name and describe Select and Tell/Evaluate Respond to simple directions

Distinguish among various Ask Questions Ask and Answer questionsAnswer simple questions/in simple answer format

Recognize and describe Describe how/why Demonstrate understanding by oral response

Perceive and DescribePerceive and Discuss

Discuss Demonstrate understanding by oral response

Compare and Contrast Compare and Contrast Listen Attentively

The Focus Wall:A Tool For Continual Observation

Visual Arts Vocabulary:

Line

ELD Vocabulary: Action Words

Enduring Understanding: Observation Skill:I can use lines to create art. Compare and Contrast Describe and Discuss

Unit Vocabulary:

Cave

Prehistoric

Tool

Symbol

Prehistoric Cave Art Printmaking

Student Work-Observational Exercises:

My bull is big. The trees are small. The bull can run. There is a sun. He runs. He stands.

Visual Observation Student Statement:Jose Fuentes

“I see the bull. He has four legs. He has a big body. He has horns. His head is down. He stands up. The men can hunt for him.”

run jump

reach throw

Sample Unit and Activities:Prehistoric Cave ArtPrintmaking

Extension Activities and Suggestions:

http://artspiration.sccoe.org/index.php/artrageous

Suggested 5 Day Visual Arts/ELD Format

Day 1 Day 2 Day 3 Day 4 Day 5

Answer Answer Ask Questions Ask and Answer Questions

Ask and Answer Questions

Observe and Identify Describe and Identify Perceive and Discuss Compare and Contrast

State and Tell/Summarize



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