To creativity and beyond1

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  • Frederick Jones“July 7”
  • Introduces artwork, many from different cultural perspectiveVTS allows students to let their eyes and minds work in different waysArt stimulates responses from everyone with images that children find interesting – they talk about what they see, what others think, share ideasWhen facilitated properly, allows students to find language to name things, actions, relationships – lots of organization – impact on EL studentsYou ask a few key question and students do the rest – tell you what comes to mind with you paraphrasing, helping with language development and encouraging them to LISTEN to one another
  • Haitian artist
  • 20 research studies – scientific studies conducted by universities in conjunction with
  • To creativity and beyond1

    1. 1. To Creativity and Beyond: How to Integrate Arts & Tech to Improve Description & Observation Dr. Lisa Gonzales, Ed.D. Curriculum CoordinatorSanta Clara County Office of Education bit.ly/tocreativity
    2. 2. What it really looks like inclassrooms…
    3. 3. Welcome to the World of “Wonder” Introduces the world of art Guides students to observe, feel, imagine, process, and use common sense Pablo Picasso Teaches through talking – Child with a Dove Promotes open-ended talking Student-centered
    4. 4. What does VTS consist of?  Teacher-facilitated discussion with 3 questions  Select artwork  10 times (every 2-3 weeks) for 20-30 minutes at onset  Many follow up opportunities – reading,Micius Stephane - Marketplace writing, presentations, field trips, online research
    5. 5. And the research says…  Improved aesthetic & cognitive development  Greater levels of articulation and use of descriptive language  Greater awareness of perspective of classmates and artists  Strengthened visual literacy  Increased scores in observation  Above were substantiated in a San Antonio, TX study – critical & creative thinking with at- risk and bilingual students
    6. 6. Lesson Steps Include…  Intro the activity – set the stage  1-2 minutes of silent observation and think time  Ask questions  Use encouraging body language and facial expressions  Listen, paraphrase, link thoughts and comments, model proper sentence structure, note disagreements  Thank students for their participation  Avoid summaries
    7. 7. How VTS ties to VAPA? Grade 2 – VAPA Standards 1.0 ARTISTIC PERCEPTION – Process, analyze, respond to sensory information via Language & skills Unique to Visual Arts 2.0 CREATIVE EXPRESSION – Creating, performing, and participating in Visual Arts 3.0 HISTORICAL & CULTURAL CONTEXT – Understand historical contributions and cultural dimensions of Visual Arts 4.0 AESTHETIC VALUING – Responding to, analyzing, making judgments about works in the Visual Arts 5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS – Connect & apply what is learned in Visual Arts to other art forms, other subjects
    8. 8. How VTS ties to CCSS? Grade 2 – ELA Standards – Speaking & Listening COMPREHENSION AND COLLABORATION SL2.1 – Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults * Follow agreed-upon rules for discussions * Build on others’ talk in conversations by linking their comments to the remarks of others * Ask for clarification & further explanation as needed SL2.2 – Recount or describe key ideas or details from a text read aloud or information presented orally or through other media SL2.3 – Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional info, deepen topic understanding
    9. 9. How VTS ties to CCSS? Grade 2 – ELA Standards – Speaking & Listening PRESENTATION OF KNOWLEDGE AND IDEAS SL2.4 – Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences SL2.6 – Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification
    10. 10. VTS benefits English Learners  Students are immersed in a variety of language experiences  Instruction develops foundational skills in English and allows EL’s to fully participate  Communication is the focal point and ELS are given authentic opportunities to respond  Non EL students can serve as role models and use language that supports classmates
    11. 11. And the magic questions are???? What do you see (what’s going on) in this picture? What else can you find? Walter Rosenblum – What makes you _____ ____ _______ say that?
    12. 12. WordleWord SiftTagxedo
    13. 13. Suggested websites/apps? Vocaroo Photofunia Makebeliefscomix Educreations Storybird Sockpuppets Blabberize Glogster.edu
    14. 14. What resources do YOUrecommend?

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