Developing English Language Literacy Through the Arts

What does it mean to work and think like an

artist?

Nicoll and OreckNicoll, J. and Oreck, B. Can the “Best Practice” Trend Leave Room for the Unknown? Journal of Dance Education, 13: 92-98, 2013.

Learning to work and think like an artist means “…learning to pose meaningful questions, discover interests and pursue provocative problems, and work collaboratively in the unknown territory of artistic creation. Goals and learning objectives become fluid and developmental rather than fixed, predetermined and outcome oriented.”

National Core Arts Standards: A Conceptual Framework for Arts Learning

“For authentic practice to occur in arts classrooms, teachers and students must participate fully and jointly in activities where they can exercise the creative practices of imagine, investigate, construct, and reflect as unique beings committed to giving meaning to their experiences.”

Teaching and Learning Across Disciplines

Common Core CapacitiesDemonstrate independenceBuild strong content knowledgeRespond to the varying demands of audience, task, purpose & disciplineComprehend as well as critiqueValue evidenceUse technology and digital media strategically & capablyCome to understand other perspectives & cultures

Common Core Shifts

The main goals are to:help students learn to problem solve and apply critical thinkinghelp students develop academic language and literacyhelp students learn to work independently

Problem

CurrentTeaching trends

Skills to be acquired

Do not match

Types of Knowledge

Fact based Vocabulary Rules Memorization

Focus on WHAT Example-

memorizing the times table

Application A procedure A process Needs practice

Focus on HOW (to)Example- solving a

multiplication problem

Declarative Procedural

Group Activity

Match each task with the type of knowledge it requires.

What strategies or teaching techniques help us convey each type of knowledge?

Good News!

Both language learning and art making processes involve procedural knowledge development.

Engagement in both of these tasks help develop the skills needed to achieve common core capacities

Connections to DELLTA work The art making process provides

opportunities for small group work cooperative learning experiences modeling use of prompts and scaffolding increased independence

All of these opportunities are reflected in language and academic development for emerging bilinguals en route to the common core standards.

Deeper learning across disciplines

“…given the sophisticated use of language required by the [CCSS], these changes also entail a reconceptualization of the way English language learners ‘apprentice’ into these demanding disciplinary practices by simultaneously acquiring and developing language as well as acquiring disciplinary knowledge and skills…[which are] mutually enriching processes.”

Framework for English Language Proficiency Development Standards corresponding to the Common Core State Standards and the Next Generation Science Standards. Council of Chief State School Officers, 2012.

Language students need to learn to work and think like artists

1. Understand the structures, principles, concepts, and vocabulary of the art form, and understand criteria used to assess work within the art form in order to improve their work, i.e., language to help them work like artists.

2. Brainstorm ideas and make artistic choices, incorporating both personal invention and desire along with their understanding of the structures and criteria demanded by the art form.

3. Explain their choices to others. Discuss ideas, negotiate and compromise in collaboration with others.   Work with others to experiment, adapt, and refine original choices.  Give feedback to peers on their own artistic choices.

4. Describe what a work of art communicates to them.

NYS Common Core ELA Standard Speaking & Listening 1: Collaborative Discussions

Hold the floor

Share another person’s idea

Ask for clarification

Agree &

disagree AffirmParaphrase others’ ideas

Acknowledge other’s ideas

Offer a suggestion

1c. Use questions to clarify, link ideas

and elaborate

1b. Follow rules & roles

for discussions

1a.Prepared to explore ideas in discussion

1d. Explain ideas and draw conclusions

• We decided that…

• We agree that…

• Our group thinks that…

• I think/ I believe that…

• In my opinion …

• Based on my experience, I think …

• Maybe we could…

• What if we…

• Here is something we could try

• My idea is similar to _____’s idea

• I agree with ____ that

• What I hear you saying is…

• So you are saying that…

• In other words, you think…

• What I hear you saying is …

• That’s an interesting idea

• I hadn’t thought of that

• I see what you mean

• I do/do not agree with you because…

• I got the same/ different answer

• I see it another way

•____ said that____

•______ pointed out that _____

•_______ concluded that _____

• What do you mean?

• Can you explain that?

• Can you repeat that?

• What do you think about…?

• Do you agree?

• What did you get for an answer?

• As I was saying…

• What I was trying to say was…

• In addition I…

Ask for a response

Express opinion

Report

out

ArtsConnection & Jennifer Stengel-Mohr, 2012, Adapted from Kinsella, 2007

Explore dance concepts and techniques to collaboratively develop movement phrases to create a performance piece.

Spatial Awareness

Dance Technique

Collaboration

Levels

Positive & negative space

Patterns through space

Discipline Transition

Dance vocabulary Listening Compromise

Positive reinforce-ment

• Understand 3 levels

-high

-medium

-low

• Can choose a level & shape to fit picture

• Identify positive & negative space & connect to it with a shape

• Make a shape that has negative space

• Students know:

-Circle

- Vertical

- Horizontal

- Diagonal

• Students transition from one to another

• Dancers can follow directions

• Know what is expected of them

• Retain “classroom rules”

• Flow from one step to another

• Travel smoothly from one place on the stage to another

• Define each dance step

• Recognize dance terms and can perform the action

• Can use dance vocabulary to explain ideas

• Eye contact

• Body language

• Gives the speaker needed attention

• Can explain what was just said

• Share ideas

• Willing to accept other peoples’ ideas and incorporate them into the work.

• Confident enough to say “oh, that’s a great idea!”

• Recognizes good things in each other’s work

• Willing to give and accept constructive criticism

Dance Artist: Jennifer Golonka