Rich Arts Experiences for EL's and All.pptx
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Rich Arts Experiences for EL's and All.pptx
- 1. The Why and How of Integrating Rich Art Experiences into Instruction for English Learners: What’s Good for EL’s is Good for All! Presented by: Dr. Lisa Gonzales, Ed.D. Coordinator Santa Clara County Office of Education Jill Polhemus, Consultant – School Support Stanislaus County Office of Education http://bit.ly/richartsforall Lisa_gonzales@sccoe.org jpolhemus@stancoe.org
- 2. Outcomes Provide an overview of the changes in ELA/ELD standards with Common Core How the arts can support the Common Core The role of the 4 C’s for EL students & all The value of the arts for EL’s and all Model programs – Oak Grove & Alum Rock School Districts Tips on how to design model programs
- 4. What does that mean? The research surveyed says… Higher grades and test scores Better attendance and behavior More self-confidence and empowerment Positive school climate and community engagement Lower drop-out rate Success for “at risk” students Teaches 21st Century Skills for College and Career
- 5. The arts…every child, every School, Every Day
- 6. Common Core state standards How can learning in the Arts support and enhance the implementation and teaching of the Common Core State Standards?
- 7. The arts are performance-based assessment Smarter Balanced Performance Task Specifications Performance Information Processing Task • Essay, story, script • Increasing in rigor • Display, models, design High Item C • Oral presentation • Scoring Rubric Cognitive Mid Item B Demand Item Low A Stimulus • Text • Graphs • Photos, media • Artistic Presentation Design Elements • Etc.
- 8. Students must be able to: Changes with CCSS Engage with complex, informational text (communication, critical thinking) Use evidence in writing and research (communication, critical thinking) Work collaboratively to present ideas and communicate multiple perspectives (communication, collaboration, critical thinking, creativity)
- 9. Overview of California ELD Standards Describe the knowledge skills, and abilities in English as a new language that are expected at exit from each proficiency level. Exit descriptors signal high expectations for ELs to progress through all levels and to attain the academic English language they need to access and engage with grade-level content in all content areas.
- 10. Challenges of New CCSS for EL Students Require systemic, district-wide approaches to curriculum design & instructional delivery Focus has to be on language development AND content CCSS are great at bridging gaps that have existed between language acquisition and content proficiency ELs will need support to participate in activities that simultaneously develop conceptual understanding of content and language use.
- 11. Instructional Shifts To Improve ELL’s Language & Content Learning Activities that develop Teaching language conceptual understanding independent of academic of content and language content use; making meaning practices
- 12. Instructional Shifts To Improve ELL’s Language & Content Learning Opportunities for extended Sequential building of learning learning within structures & vocabulary content areas; content-rich aimed at correctness and activities with focus on fluency comprehension & communication
- 13. Instructional Shifts To Improve ELL’s Language & Content Learning Socially engaged process whwere students work and talk together to plan, research, An individual process discuss, tap prior knowledge; opportunities to interact with proficient students
- 14. How Can the Core Support the Arts? Blueprint Strand 2 6-8 ELA – Literacy in Visual Arts – Integration of Knowledge & Ideas Visual Arts has its own vocabulary Integrate and evaluate content and literacy, as well as its own set of presented in diverse media and skills that support learning across formats. the curriculum. For example, careful observation of a work of art Delineate and evaluate the resembles the close reading of a argument and specific claims in text – one that includes making text. observations and drawing inferences. Visual Arts also includes Analyze how two or more texts tasks where students read and write address similar themes or as well as engage in accountable topics in order to build talk. knowledge or to compare the approaches the authors take.
- 15. Arts References in Common Core Standards for Reading • If definition of text includes non-print texts (dance, media arts, music, or theatre works)… • …then all reading standards refer to arts- based content or investigation.
- 16. Reading a work of drama: • RL.5.3: Compare and contrast two or more characters, settings or events in a story or drama, drawing on specific details in the text (e.g., how characters interact.) Using songs in instruction: • RL.2.4: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. Comparing the same work in different media: • RL.6.7: Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch. Analyzing and interpreting images: • RI.K.7: With prompting and support, describe the relationship between illustrations and the text in which they appear. Multimedia references: • RI.7.7: Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject.
- 17. Arts References in Common Core Standards for Writing • Eight arts links in 100 standards • Visual art/drawing links found in the standards for the lower grades • W.K.2: Use a combination of drawing, writing, and dictating to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. • Media Arts/multimedia links: • W.8.2.a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting, graphics (e.g., charts, tables) and multimedia when useful to aiding comprehension.
- 18. Arts References in Common Core Standards for Speaking and Listening • 16 arts links in 60 standards • Most references are related to standard #5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations
- 19. Standard 5: Make strategic use of digital media and digital displays of data to express information and enhance understanding of presentations • SL.K.5: Add drawings or other visual displays to descriptions as desired to provide additional detail. • SL.2.5: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings • SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. • SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. • SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
- 20. Arts References in Common Core Standards for Language • The language standards contain one direct arts reference in standard L.5.3: Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems
- 21. Framework Connections with the standards for READING • All Anchor Standards for Reading connected to Lifelong Goal #1: Artistically literate citizens use a variety of artistic media, symbols, and metaphors to independently create and perform work that expresses/conveys/communicates their own ideas, and are able to respond by analyzing and interpreting the artistic communications of others. • The creative practices of investigation and reflection were included in every standard as well.
- 22. IDENTITY LIST DEFINE LABEL MEMORIZE CALCULATE ILLUSTRATE WHO, WHAT, WHEN, WHERE, WHY ARRANGE STATE MEASURE TABULATE NAME REPEAT TELL REPORT RECALL RECOGNIZE USE INFER DESIGN QUOTE RECITE CATEGORIZE MATCH CONNECT COLLECT AND DISPLAY LEVEL ONE IDENTIFY PATTERNS (Recall) How the Arts SYNTHESIZE LEVEL LEVEL GRAPH CLASSIFY ORGANIZE CONSTUCT Have Meaning APPLY CONCEPTS FOUR (Extended DESCRIBE EXPLAIN TWO (Skill/ SEPARATE CAUSE/EFFECT MODIFY INTERPRET PREDICT in Common CRITIQUE Thinking) Concept) ESTIMATE INTERPRET COMPARE DISTINGUISH Core ANALYZE LEVEL THREE Strategic Thinking RELATE USE CONTEXT CUES CREATE MAKE OBSERVATIONS REVISE ASSESS DEVELOP A LOGICAL ARGUMENT SUMMARIZE PROVE APPRISE CONSTRUCT SHOW USE CONCEPTS TO SOLVE NON-ROUTINE PROBLEMS CRITIQUE COMPARE EXPLAIN PHENOMENA IN TERMS OF CONCEPTS FORMULATE INVESTIGATE DRAW CONCLUSIONS HYPOTHESIZE DIFFERENTIATE CITE EVIDENCE
- 24. How do the Arts Help English Learners (and all)? Arts Education helps English Learners succeed in society (in school and learning) in developing intelligence and healthy minds in a 21st century society. Aspects of national character Validate culture Empathetic towards those in other cultures Respect other cultures, races, human condition at an early age (Davis, 2010)
- 25. The Arts Speed Knowledge Acquisition By lowering the affective filter, students can acquire more info in less time (Krashen, 1982) EL’s who may not have had consistent success elsewhere but study the arts do better on SAT’s (College Entrance Board, 2001)
- 26. The Arts Design Thinking Early arts training develops the brain areas involved in language and reasoning (Robinson, 2001) Students learn to think creatively and seek innovative solutions – beyond “one right answer” Both brain hemispheres are engaged, benefiting the spoken and written language, logical thinking, reasoning, numbers and physical movement
- 27. The Arts Focus on the “Whole Child” The Arts directly tie to improved learning and academic performance (Catterall et al, 1999) Music helps prevent damaging effects of chronic stress (Catterall, 1996) Dance and visual arts support creative thinking (McCoubrey, 1994) Work in the arts and appreciation of it ties to the mental abilities characterized by complex adult life tasks (Eisner, 1998)
- 28. The Arts Develop Skills for a Lifetime Arts help students succeed in life with the focus on cooperation, collaboration, negotiation, team work Students learn the value of effort on a goal with persistence and hard work (Baum et al, 1997) Arts tie to essential 21st century workplace skills, including observation, innovation, synthesis (Eisner, 2002) Arts teach skills of flexibility and supple intellect (Robinson, 2001)
- 29. What challenges face EL’s and art exposure? When students perform below standard, electives are compromised and doubling up on subjects is prevalent This is the population most needing a tie to socio-cultural, emotional, linguistic and cognitive activities The arts are most apt to bring opportunities to talk , listen, work collaboratively, and be creative The arts are one of the only subjects where there is no “right” answer This is the population most likely to NOT have access to the arts
- 30. 2010 CBEDS data showed Why Is This An Issue? only 16.4% of students in free/reduced meal programs are enrolled in VAPA courses Or…..83.6% of students enrolled in VAPA programs are not of low-socioeconomic status Lower income children have fewer arts options in school; less disposable income to engage in after-school study
- 31. But there’s more… Attention only to the impact of poverty limits how educators approach the whole child Language and culture affirm positive traits of heritage, identity, and resilience which energize a child’s ability to learn, make meaning, create, and contribute Recent CA statewide research – CA middle schools who teach a majority of Latino, African American and American Indian students are far less likely to provide arts with reduced budgets
- 32. What You Should Know… Title I funds CAN be used to support quality arts integration programs in our schools What does the USDE say is acceptable? Arts integration as a school reform model, teacher professional development, evaluation of the program, contracts with outside arts organizations to partners with classroom teachers to deliver arts integrated curriculum, purchase of materials (instruments, equipment, etc) Who at CDE can verify? Deputy Superintendent Deb Sigman and Director of Improvement/Accountability Christine Swenson Any problems? California Alliance for Arts Education (Joe Landon)
- 34. So Where Do We
- 35. 35 Arts Integration in Action Let’s take a look at how one Middle School has integrated the arts in every corner of their curriculum Integrate the Arts, Deepen the Learning Edutopia: http://www.edutopia.org/stw-arts-integration-video
- 37. 37 Anchor Standards for ELA Please find the pink handout at the back of your PowerPoint. Look carefully at Reading Anchor Standard 1 and Writing Anchor Standard 1.
- 38. 38
- 39. 39 Reading Art “In an age when literacy dominates public discourse on education, we must begin to think more broadly about what students read. Sure—the new Common Core State Standards support the “reading” and scrutiny of other forms of high- quality text. Works of art can, indeed should, be “read” in a very similar way to a poem by Shakespeare or a speech by Winston Churchill.” Lynne Munson http://blog.artsusa.org/tag/english-language-arts/ (Sept. 13, 2012) Additional resource link: Arts Integration Lesson Plans and other resources from edutopia.org http://www.edutopia.org/stw-arts-integration-resources-lesson-plans
- 40. What could you do with the arts? INSTEAD OF… TRY…. Student of the Week • Artist of the Week Routine class jobs • Art occupations – fine art resources manager, curator, exhibition mgr Curriculum presented in • Curriculum presented with arts ties isolation – timelines, etc. Student artwork used for • Artwork used to regularly build illustration skills & show breadth of skills One art tool used at desk • Varied art tools available at all (crayons) times and throughout the year
- 41. Discussion Question Discuss with others near you: How do the skills of observation transfer across content areas? How is this good for EL students? How is this good for ALL students?
- 42. According to David Coleman, an architect of the common core curriculum standards that are being adopted in nearly all 50 states, and now the president of the College Board …”The great news is that the standards call on so many things the arts do well. The tradition of careful observation, attention to evidence and artists’ choices, the love of taking an artist’s work seriously lies at the heart of these standards.” http://blog.artsusa.org/2012/09/17/common-core-architect-adds-to- blog-salon-discussion/#more-16907
- 44. Characteristics of Model Programs Start where you are High quality professional development Establish a clear vision Intentional ties to the Use policy and planning to cultural background of move forward students/staff/community Identify roles for multiple Sequential program players – superintendent, asst. superintendent, Exhibitions and sharing principal, teachers, parents, volunteers Community collaborations
- 45. Integration of arts into daily instructional program Discrete arts classes during the school day Extra-curricular VAPA classes after school Integration of VAPA standards into core Elective courses during the day After school courses Oak Grove School District
- 46. Elementary grade chorus and math program Baseline is 4 days of chorus/student FBB students pulled out two days a week for intensive math work with teacher BB and B students pulled the other two days a week for intensive math work with teacher Alum Rock Results? Lyndale gained 22 points School on Math CST’s in cohort groups District from 2nd to 4th grade
- 49. Tips for Designing Programs Trade off use of facilities for free training Solicit support from your County Office of Education Collaborations are key – ask for help before you ask for a handout Look for model programs in your community Brainstorm with your parents Put them on stage and they will come
- 50. STATEWIDE ARTS INITIATIVE – REGIONAL INFRASTRUCTURE
- 57. OTHER RESOURCES The California Department of Education • List of state and national arts organizations and associations • Arts and Common Core • Presidents’ Committee on Arts and Humanities CCSESA: County Offices of Education web sites • Directory at: www.ccsesa.org
- 58. Review of Our Outcomes Provide an overview of the changes in ELA/ELD standards with Common Core How the arts can support the Common Core The role of the 4 C’s for EL students & all The value of the arts for EL’s and all Model programs – Oak Grove & Alum Rock School Districts Tips on how to design model programs
Notes de l'éditeur
- 8:30 am
- Lisa presents Slides #2-8
- One in ten public school students in California have access to a comprehensive, sequential standards-based arts education.•Comprehensive--all four arts disciplines are taught at the school: dance, theatre, music and visual arts•Standards-based--aligned with the California Visual and Performing ArtsFramework and Content Standards•Sequential--skills are scaffolded throughout the year and from grade tograde
- Source:Arts Education Advocacy Handbook http://teacharts.org/content/arts-education-advocacy-handbook
- Action 1: Upgrade state standards by adopting a common core of internationally benchmarkedstandards in math and language arts for grades K-12 to ensure that students are equipped with thenecessary knowledge and skills to be globally competitive.Benchmarking for Success:Ensuring U.S. Students Receive a World-Class EducationA report by the National Governors Association,the Council of Chief State School Officers, and Achieve, Inc.
- Tie the 4 C’s in here….
- Clear descriptors are what is essential – and having language as a FOCUS area rather than CONTENT to be taught
- Not just a school focus or certain grades not performing at standards….but ALLCA has content and has taught it well for years but now its really about the language skillsCCSS allow us to make links, be creative, explore, give ownership back to teachers to go beyond a pacing calendar and teach for proficiencyScaffolding and modeling is still critical*** The language they need is an OUTCOME for what they learn at school – not what they need to learn at school. Analogy – learning is not linear – its simultaneous happening – thinking about a toddler learning to walk. You don’t tell them to STOP until they can do it w/o falling down – you help and support and this is what the new standards focus on.
- A lot of shifts…but we will share 3Still have CCSS but ELD is to support simultaneouslyWant skills to be tied to ALL subjects to attain language skills in all areas*** look at “other” subject teachers – the content needs to be streamlined – many school districts have trained teachers on systematic ELD – so what does this mean for the work in our schools? Language and content cannot be taught separately – and all teachers will need to be talking with one another on how they are supporting their EL students
- Use to be about steps to follow in how we teachNow its about learning activities in context – projects, problem based learning; nonfiction that is content rich, extensive talking/listening
- This is really about the 4 C’s – collaboration, communicationTeacher as FACILITATOR
- Jill presents Slides #9-18ELA and Math are designed to SUPPORT the arts – the basic skills are used to make connectionsNew arts standards are being written Explicit references TO the arts in the new CCSS…..but there are also parallels in the goals and thinking in the new CCSS
- Overview of findings about arts references in ELA standards. Examples of a few.
- ...more findings about arts references...
- Overview of findings about arts references in ELA standards. Examples of a few.
- Findings: READINGHere are some SBAC examples of how all this might be assessed:Middle School6-8Students analyze how the playwright Louise Fletcher uses particular elements of drama (e.g., setting and dialogue) to create dramatic tension in her play Sorry, Wrong Number. [RL.7.3] (89)Students compare and contrast the effect Henry Wadsworth Longfellow’s poem “Paul Revere’s Ride” has on them to the effect they experience from a multimedia dramatization of the event presented in an interactive digital map (http://www.paulreverehouse.org/ride/), analyzing the impact of different techniques employed that are unique to each medium. [RL.6.7] (89)Students integrate the quantitative or technical information expressed in the text of David Macaulay’s Cathedral: The Story of Its Construction with the information conveyed by the diagrams and models Macaulay provides, developing a deeper understanding of Gothic architecture. [RST.6–8.7] (100) Students construct a holistic picture of the history of Manhattan by comparing and contrasting the information gained from Donald Mackay’s The Building of Manhattan with the multimedia sources available on the “Manhattan on the Web” portal hosted by the New York Public Library (http://legacy.www.nypl.org/branch/manhat- tan/index2.cfm?Trg=1&d1=865). [RST.6–8.9] (100)
- LOOK AT THIS SLIDE – which of these skills can be demonstrated with the arts?The 4 C’s are 21st century skills. Each is embodied in the 21st century rainbow that are you all familiar with.Talking points: The 4 C’s really are some of the 21st century skills and they tie the arts into the common core. So how do the arts fit in the CC? The arts provide for and reinforce the skills that allow students to be problem solvers and then demonstrate their learning via the outcomes established by their teachers in the form of projects.BUT HERE is how we tie the arts into Common Core…Please take a minute to talk with your tablemates about the big “aha’s” you see in this picture. At the heart of this picture are two key words ARTS INTEGRATION.
- Lisa presents Slides #18-28After this – add story – highlighted from book…..
- Add story: 15 year old Yolanda was in a school performance of Peter Pan, a performance that was shared community wide. After three shows, she shared the following, which was translated “I care about the community of case members and the broader community we represent. I am responsible for my contribution on stage and in the broader wrold. I am inspired by Peter Pan and want to try to make it possible for all children to have homes of their own and to see beyond the given in their day-to-day lives.”
- Add story: A 16 year old bilingual public high school student who experienced a 7-week immersion program in the arts put it succinctly: The arts in, really in every different form of the arts, be it painting or sculpting or acting or, you know, creating music. Anything I think, it’s a completely different type of learning. It, you know, nourishes your soul and it just allows you a freedom that you don’t get in the normal classroom and school a lot of times. I know that people need to be able to explore themselves, express themselves, and create. And its not something that you’re always able to do in just the normal context of the classroom.
- Robinson’s research comes out of what employers say they want…..and that research hasn’t changed in the last 12 yearsCisco – 2009 report that noted the key to manufacturing survival during tough economic times is the ability to unlock employee creativity and potential
- Add story from book……highlighted
- Story:Like many of his fellow students, Latino high schooler Robert was a foster child who was raised in a violent home and the culture of school was often threatening and dangerous. I hoped the workshops I offered could allow the students a new opportunity to work cooperatively and practice respect and empathy. In that sense, one young man was particularly moved. He confided that he always wanted to learn more about performing, but constant name-calling and taunting from his peers at school prohibited him from pursuing it. The chance to participate in a group of students, all working on creating a performance, gave him the support he needed to excel. Moreover, when he was distinguished as a talented actor – when he made his peers laughed WITH him – he gained the confidence to make more friendships in school and the emotional strength to push on in school…and I believe that his experience directly improved his academic learning as well as his social and emotional development.
- Jill presents Slides #29-36So where do we start?Talking points: Arts integration as defined by the Kennedy Center. What is it? This does NOT mean you are expected to master the art of teaching the arts. You won’t be teaching how to do a plie, use charcoal to sketch a replica of the Statue of David, or even sing holiday songs on key while playing the piano. Let’s see some examples of arts integration so we better understand what it is…
- Let’s put this concept of Integration in action by taking a closer look at the CCSS for ELA. Find the pink document at the end of the PowerPoint. These are the college and career Readiness anchor standards. Each of the ELA grade level standards is based on the anchor standards. Read the anchor standard 1 for reading and writing. Talk to your table about what you see as the expectation of this standard – What would a student be able to do or demonstrate that would indicate he or she has met this standard?Share with your table and share out a few
- Let’s think about this standard as a visual arts teacher might. I want you to be the students for this next activity. We are going to use the Visual Thinking Strategy of observation to analyze complex text. This concept of looking for evidence or supporting details can be difficult when looking at a piece of writing. But giving students a playing field that is more concrete can help your EL’s (all students). So as a table group or with a partner look carefully at this picture and take two minutes to list what you think the artist might be trying to convey or the mood of it, or your interpretation or understanding about the people in the picture or even just how it makes you feel. Create a T-Chart on your paper and make a vertical listShare out: Somber farmers, hardworking, maybe a little disappointed in life, Good! Now go back to the picture and look very closely at the details in it that provide evidence of your opinions or interpretations of the painting. Of course this is a very famous painting which can sometimes be used within the context of a subject area as well, such as US History.
- The quote on this slide is from Lynne Munson, in a blog article referenced here. She also discusses Art, Speaking and Listening; Art, Informative Writing with good examples of works of art to use, grade level specific strategies and standards references. This is a good article to read later to expand your knowledge of these connections.The second resource link is to Edutopia’s Arts Integration Lesson Plans and resources, which has a rich collection of resources for interacting with works of art and addressing content standards. One particularly helpful presentation is in the section called Artful Thinking.
- Intent: Participants will discuss how skills of description transfer across content areas.Talking Points:Share responses in table groups.Share whole group in both rooms.
- TIE these into the 4 C’s - where is creativity? Collaboration? Critical thinking? Communication? Tie in how these principles out of Project ZERO have been adopted by arts teachers nationwide…and how what the arts teachers are teaching are really life skills – give examples of each, starting with developing craft…and go around the circle.Reflection Question: How can the Arts and the Studio Habits of Mind enhance the implementation of the Common Core Standards?
- Lisa presents Slides #37-42
- Nora Talking points: Students in the Alum Rock School District were part of an interdisciplinary banner project whereby they raised the funds, made presentations in the community, shared the design process at the ArtSplash event at Montalvo last April, and then put banners up in the Alum Rock area from their unique cultural designs.
- NoraTalking Points: The banner project integrates ideas of tessellations that can link back to the Syrian Tile Pattern
- Close
- Both