Art Meets Language Arts


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Art Meets Language Arts

  1. 1. Art Meets Language Arts E. Farnesi & N. Thurzo Wilkins Junior High
  2. 2. Background Information Indian Springs School District 109 is located in Justice (southwest of Chicago) Low Income: 61.3%
  3. 3. What our district has pushed 6 +1 traits S.M.A.R.T. Goals Cross Curricular Lessons Legislation Alignment Common Pacing Guide Grade Level Specific Themes/Project Based Learning
  4. 4. Why merge L.A. & Art? Push of Common Core L.A. Standards Testing, Testing, Testing Common language Realization of cross curricular Reinforcing skills that appeal to different modalities
  5. 5. References 6+1 Traits of Writing by Ruth Culham Reproducible Forms for the Writing Traits Classroom: Middle School by Ruth Culham Six Traits for Writing Success Middle School by Houghton Mifflin Harcourt Publishing Company Using Art to Teach Reading Comprehension Strategies by Jennifer Klein and Elizabeth Stuart
  6. 6. What’s Our Language Arts Department Like? 8 Teachers/4 Special Education Teachers/ 4 Houses 80 min blocks Inclusive setting Time divided between Reading Writing Intervention
  7. 7. What’s Our Art Department Like? 1 Art Teacher 9 weeks, 4 quarters 6-40 minute classes a day 3 Art 1 3 Art 2
  8. 8. Collaboration Art and 7th Grade L.A. connection Looked at Common Core E.L.A. Standards Went through Pacing Guide for L.A. Broke down skills that Art could reinforce within the classroom Decided on 6+1 and reading comprehension
  9. 9. L.A. Curriculum Weekly Language Arts Schedule 1st Quarter 2013-2014 Monday Tuesday Wednesday Thursday Friday Read Aloud Read Aloud 15-20 minutes Read Aloud 15-20 minutes Read Aloud 15-20 minutes Read Aloud 15-20 minutes 20 question Read Aloud listening comprehension assessment Weekly Story Lesson Story Lesson Pre-Assessment Vocab Power (Tier Two Vocabulary) Meet the Author Differentiated Reading of the Story Writing Question based on Story and Common Core Class re-read of story Comprehension Questions (This is our assessment)/ Story Activity Post Test for Vocabulary/ Writing Question Due 20-30 minute intervention activity 20-30 minute intervention activity 20-30 minute intervention activity Progress monitoring Assessment Intervention Work Writing (Narrative, 6+1) 6+ 1 Writing Time 6+ 1 Writing 6+1 Wrap up for week/ Discuss writing question for week
  10. 10. 6+1 Traits Traits broken down by quarter Language arts focuses on two traits in each quarter, while still talking about the others When grading writing, only covered traits are graded or assessed. Each trait is taught in isolation Mini lessons are done to enforce traits Traits are then applied into different writing pieces
  11. 11. Comprehension • Comprehension is taught through weekly reading stories and think aloud. • We also enforce comprehension through our intervention groups. • Intervention Groups- • Targeted Areas • Fluency: Readers Theatre • Comprehension • Explicit Main Idea • Supporting Details • Cause and Effect • Inference / Implicit Main Idea • Vocabulary Group (To Be Determined – Not Progress monitored on the ISAT Grid) • Critical Thinking Group • How Interventions Work • First Week Assessment – All areas of Comprehension • Based on Results – place into targeted areas for intervention groups • Three 25-30 minute sessions (Tuesday/Wednesday/Thursday) • Progress monitoring assessment at the end of intervention time on Thursday
  12. 12. Art Curriculum Daily Journals Reflective Writing Art 1: Fundamentals Value Color Perspective Art 2: Advanced Ceramics Life Drawing Printmaking/Animation Cels
  13. 13. 6+1 Traits Quarter 1 Journals Week 1 Comprehension (3 days per week) Making Connections 6+1=Ideas/Organization (2 days per week) Picture this Activity Week 2 Determining Importance Journals –grading idea Week 3 Inferring Postcard Activity Week 4 Questioning Journals-grading idea Week 5 Visualizing Organization activity Week 6 Synthesizing Journals-grading organization Week 7 None Organization activity Week 8 None Journals-grading organization Week 9 None None
  14. 14. Example of Ideas Journals/Activities Picture This Activity
  15. 15. Discover Details Select an image to write about. Write a paragraph that is so descriptive, that someone who has never seen the image will be able to identify and clearly imagine what you are looking at.
  16. 16. Student Example Sarah: “The picture I’m looking at has winding hills into a valley. The grass on the valley has a dull greenish yellowish color. In front of the picture where the valley starts it has bunches and bunches of red flowers. The top of the hill in the beginning of the valley by the flowers to the right it has a house that is white, with red roofs. The house has two pine looking trees on the left and red flowers to the right of the house. Where the flowers in the beginning of the valley end there are trees/bushes. At the start of the house a path starts and goes on over the hills. In the background the sky is blue with white clouds. The valley goes up higher with each hill. The last hill shown in the picture is covered by clouds.”
  17. 17. Hurry! help me out of Tell this this painting Grandpa!… story…
  18. 18. Organization List 3 examples of how artists can organize their thoughts and ideas.
  19. 19. 2 1 4 3
  20. 20. Which Art? M.C. Escher Dali Which art would you most like to step into? Why? What happens when you step into that artwork? Either explain your choice or tell a story about what happens after you step into the work of art.
  21. 21. Comprehension Quarter 1 Journals Week 1 Comprehension (3 days per week) Making Connections 6+1=Ideas/Organization (2 days per week) Picture this Activity Week 2 Determining Importance Journals –grading idea Week 3 Inferring Postcard Activity Week 4 Questioning Journals-grading idea Week 5 Visualizing Organization activity Week 6 Synthesizing Week 7 None Journals-grading organization Organization activity Week 8 None Week 9 None Journals-grading organization None
  22. 22. Art to Art Aviditas Charcoal, 2009 42” x 55” Marilyn Minter, Lilyputti , 2006 , enamel on metal , 24 x 24"
  23. 23. Art to Art continued… Leonardo Da Vinci Mona Lisa, 1503–1519 Johannes Vermeer The Girl with the Pearl Earring,1665
  24. 24. Student Examples Why is it important to compare and contrast different works of art? Ivette, “It is important to compare two different artworks because then you could really see what the artist is trying to communicate through their artwork.” Jimmy, “I think it is important to compare artwork because you can see the differences in both and see if also find the similarities to see if that inspires you.” Sarah, “It is important to compare and contrast different pieces of artwork because every artist has their own way of art but it’s interesting to see what their art has in common.”
  25. 25. Art to Self What connections do artists make to their artwork?
  26. 26. Student Examples What does the painting remind you of? “This painting remind me of my room how it’s alway junky.” What experiences in your life seem similar to this artwork? “Experience in my life is similar to this artwork because there been many days I got in trouble cause my room be junky.” Do you have any other personal connections to this work of art? “My personal connection is that most of the time when I’m doing stuff and don’t clean back up my room be mess up books, papers, clothes, and shoes be everywhere.”
  27. 27. Art to World What connections do artists make in their artwork to their world?
  28. 28. Inferring What is Inferring? How do artists use color and facial expressions to tell the mood and the “story” in the painting? How does the strategy of inferring help us understand a piece of art?
  29. 29. Gustave Courbet — The Desperate Man (self-portrait) — 1845
  30. 30. Katie O’Hagan, Life Raft, 2011 (oil, 38×60)
  31. 31. Reflective Writing Students write a reflection at the end of every project. 4-5 questions Align to 6+1 rubric Transition to Artist Statement
  32. 32. Trouble Shooting No common rubric across grade levels Getting All L.A. teachers on board Loss of Class Time Not all Encore Teachers implementing 6+1
  33. 33. Achievements Students making connections Students retaining information Better Student engagement Students are able to understand that the skills they are learning will be used throughout not just the school day but everyday life All teachers are taking part in the teaching of E.L.A. standards, which makes for a more unified staff.
  34. 34. Going Forward Continue to add and revamp journals Common Rubric District Wide-Art Inclusion More Training Common Plan Time Questions? Contact: Elizabeth Farnesi, Art Nicole Thurzo, Language