Bilingual 4220: Teaching Fine Arts and the Humanities in Linguistically Diverse Classrooms April 2, 2009

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  • Bilingual 4220: Teaching Fine Arts and the Humanities in Linguistically Diverse ClassroomsApril 2, 2009

  • AnnouncementsFree EventsChange of last two quizzes to Teaching Philosophy assignmentReminders: next class at the Chicago History; no class April 16 (work on Teaching Philosophy)

  • Sandra Cisneros, April 14, 6 pm, Harold Washington Libraryhttp://www.chipublib.org/events/details/id/24747/Free

  • After-School Workshop on Sandra CisnerosFacing History and Ourselves, April 15, 4:30-7:00, Bucktown/Wicker Park Branch Library, Free, rsvp

    http://www2.facinghistory.org/Campus/Events.nsf/HTMLProfessionalDevelopment/1E8B2B58118487F48525754D0066255D?Opendocument

  • Storytelling Performance

    Jumping Jambalaya, Thursday April 9, 3:15-4:15, Hall of Governors, GSU. Free.

  • In class:Ten minutes to group-compose a brief article about where weve been going and events attended for the Bilingual Education Program newsletter.

  • Concepts

    Review of Visual Art ConceptsHamlet revisitedApril is National Poetry Month! poets.orgDance

  • ReminderSign up online for Open House for Educators, May 11, 2009

    http://www.artic.edu/aic/calendar/event?EventID=5623&ProgramCategory=4

  • Hamlet in Prison

    http://www.youtube.com/watch?v=9cjPcOK_WwU

  • Dance in the classroomSeed strategies for teaching dance conceptsSeed strategies for danceIntegration of dance

  • Benefits of Dance Education

    Kathy DeJean, lifelong dancer and dance educator at Lusher Alternative Elementary School in New Orleans, Louisiana, makes these observations about dance education:

  • * Dance for children is much needed in a school curriculum along with physical education, because it explores their potential in movement ... on any size, shape, or color of body.

  • * I get a lot of feedback from classroom teachers who say, I can tell these children have been with you and had dance because they are more assertive not aggressive, but more assertive in their thinking and being able to share their thoughts.

  • * Dance is a good experience for children who have a hard time sitting down. Once they come to movement and burn off some of that energy, they can focus on more sequential, factual information.

  • * Boys do like to dance. I start them off using the word movement. Some boys are beautiful at movement. They get to explore that. Girls widen their perspective. They see that it is not just one style dance is about what you think, what you feel, what you see.

  • At P.S. 156, The Waverly School of the Arts in Brooklyn, New York, former physical education teacher Scott Pivnik now teaches dance and movement, says:

  • * The nice thing about dance is that it is nonconfrontational and completely cooperative. You learn how to work together as a group to make a final product, and everybody has to participate in order for it to look good.

  • * Some people are going to look at this whole thing and say, How do you know this is working? You just have to come in and look at it. Theres a level of self-confidence that develops, a level of poise that comes from this. Deep down inside its: Wow, I can do this.

  • Before watching:

    As you watch the program, consider the benefits of each approach:

    * In what circumstances would each be effective? * How would you incorporate each into an integrated curriculum unit?

  • Watch the Program: 30 minutes

    http://www.learner.org/libraries/artsineveryclassroom/v3beforewatching.html

  • After watchingHow could dance be incorporated into studies of other subjects, such as social studies, math, and science?How might you incorporate the natural movements that children do every day into classroom learning?

  • Why should dance/movement be integrated (research/theories, and philosophy)?What do classroom teachers need to know to integrate dance and movement?How can dance be integrated (planning, environment, literature, instruction, adaptations, assessment)?

  • Some PracticeDance word wallsLetters of the alphabetAntonymsWord of the DayLine by Line

  • ChoreographChoose a dance seed strategy from Chapter 11 and guide us through it.

  • ReflectionsDiscussion and Exit Tickets

  • Chicago History Museum: meet there at 5 pm, 1601 N. Clark St.The Museum is easy to reach via public transportation. CTA buses 11, 22, 36, 72, 73, 151, and 156 stop nearby. The Brown Line Sedgwick station and Red Line Clark/Division station are also located approximately one half-mile from the Museumfree pass information at http://www.chipublib.org/eventsprog/programs/kids/grkids_museumpass.phpOr

  • Adults: $14 with audio toursStudents (1322 with ID): $12 with audio toursFree for members of the Chicago History Museum, DuSable Museum, and National Museum of Mexican Art.Admission includes two audio tours: Chicago: Crossroads of America, a tour developed with the Second City (available in English and Spanish) and In Our Own Words, a tour created by local teens (English)