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Uploaded byLisa Marie Gonzales, Ed.D.
Rich Arts Experiences
7-12 Professional Development for Teachers Partnerships with Local Arts Organizations Model Programs in Oak Grove and Alum Rock School Districts
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Rich Arts Experiences
- 1. The Why andHow 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 Nora Guerra Director of Educational Innovation & Development Oak Grove School District
- 2. Outcomes Provide anoverview of the changes in ELA/ELD standards with Common Core How the changes impact EL students 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
- 3. Changes with CCSS Students must be able to: Engage with complex, informational text Use evidence in writing and research Work collaboratively to present ideas and communicate multiple perspectives
- 4. Overview of CaliforniaELD 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.
- 5. Challenges of NewCCSS 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.
- 6. Instructional Shifts ToImprove ELL’s Language & Content Learning
- 7. Instructional Shifts ToImprove ELL’s Language & Content Learning
- 8. Instructional Shifts ToImprove ELL’s Language & Content Learning
- 9. Examples of TeacherAdaptations Flexible, fluid grouping structures (homogeneous and heterogeneous) Break down difficult tasks into manageable segments Facilitate productive discussions Provide meaningful and appropriate feedback Explicitly modal and support student production of language
- 10. 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) SYNTHESIZE GRAPH ORGANIZE LEVEL LEVEL CLASSIFY CONSTUCT FOUR DESCRIBE TWO How the Arts Have APPLY CONCEPTS EXPLAIN SEPARATE MODIFY (Extended (Skill/ Meaning in Common Thinking) INTERPRET Concept) CAUSE/EFFECT PREDICT CRITIQUE Core ESTIMATE INTERPRET COMPARE DISTINGUISH ANALYZE LEVEL THREE RELATE Strategic Thinking 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
- 11. 2010 CBEDSdata showed only 16.4% of students in free/reduced meal programs Why Is This An Issue? 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
- 12. 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, 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
- 20. This is avideo from YouTube – http://youtu.be/h_pWZBOR4ec
- 21. Discussion Question Discuss withothers near you: How do the skills of description transfer across content areas? How is this good for EL students? How is this good for ALL students?
- 22. What is 21stCentury Learning? And how do the arts tie in?
- 26. Three Modes ofCommunication Collaborative (engagement in dialogue w/others) Interpretive (comprehension and analysis of written and spoken texts) Productive ( creation of oral presentations and written texts)
- 27. Model Programs ElementarySchools: Integration of arts into daily instructional program Discrete arts classes during the school day Extra-curricular VAPA classes after school Chorus, mariachi, handbell choir Instrumental music: recorders, band, concerts Dance class: dance festival Drama/Theatre class: full-scale musical production Art & Music appreciation program: showcase
- 28. Model Programs MiddleSchools: Integration of VAPA standards into core Elective courses during the day After school courses Chorus, Honor chorus Visual arts Band, jazz band, Honor band Drum corps Digital photography Dance Drama/Theatre
- 29. Professional Development forTeachers Integrating VAPA standards into core curricula Integrating Arts in Math Drama/Theater for ELs Reader’s Theatre Marion Cilker Arts Really Teach Montalvo Art Splash Teacher Action Network County Arts Network
- 30. Partnerships SCCOE Theatre Express SFSU San Jose Repertory Theatre YMCA San Francisco Symphony Ballet San Jose Artists in Residence San Jose Jazz Society San Jose Children’s Museum of Art Bay Area Children’s Art Project
- 33.
- 34. Arts Assessment Arts Curriculum – K-6 and Middle School Advocacy Leadership Arts in After-School Programs CCSESA Resources Professional Development Ccsesaarts.org Click on “Toolbox”
- 36. Review of OurOutcomes Provide an overview of the changes in ELA/ELD standards with Common Core How the changes impact EL students 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
Editor's Notes
- #2 8:30 am
- #3 Nora
- #4 8:33 am Nora
- #5 Nora
- #6 Nora
- #7 Nora
- #8 Nora
- #9 Nora
- #10 Nora
- #11 Lisa 8:50 Purpose: The 4 C’s are 21 st century skills. Each is embodied in the 21 st century rainbow that are you all familiar with. Talking points: The 4 C’s really are some of the 21 st 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.
- #12 Lisa 8:55
- #13 Lisa Add story from book……highlighted
- #14 Lisa 9:00 Intent: Explain what arts integration is… 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…
- #15 Talking points: Kinders drawing and writing – its such a focus of who they are and what they do….and the most important things we learn, we learned in kindergarten. So perhaps this move to CCSS is really all about those best practices of kinder teachers! In this pic – “My little leprechaun can fly in the sky.”
- #16 Talking points: Here a 3 rd grade student has worked on the ELA/ELD standard of homophones
- #17 Talking points: Here a 4 th grade book report that incorporates freehand drawing, use of color/shading (visual arts standards) in this example of Alice’s Adventure in Wonderland
- #18 Talking points: Here another 4 th grader who recreated the cover of a book and had to incorporate the key sections of a story: Characters, plot, climax
- #19 Talking points: Here a 4 th grade example of prime factoring adding artwork in the form of a cherry tree – with the red cherries as the numbers to be reduced and the green sections being the prime numbers.
- #20 Talking points : Here is an example of a 5 th grade history report that incorporates history, language arts and arts with a project on the New England colonies using different textures and mediums. Add story from book.
- #21 9:15 am ACTIVITY - Lisa Talking Points: We are going to watch a silent video viewing artwork by Dutch post- impressionist artist Vincent van Gogh. You will be asked to reflect on specific elements of Starry Night. Stop Video at 2:18 We want students to be able to use art as a way to practice oral language, writing, math, etc. How do the skills of description transfer across content areas?
- #22 Lisa 9:20 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. Curriculum Leadership Council 2011-2012 CLC General Session February 2, 2012
- #23 Nora 9:22 Talk with an elbow partner – how do YOU think the arts tie into 21 st century learning? What we have not discussed is HOW THE ARTS TIE INTO THE 21 st century skills and with the Common Core. What are the 4 C’s and how do they tie in?
- #24 Lisa 9:25 The Partnership for 21 st Century skills focuses on certain skills that they feel those of us in education should focus on to ensure student readiness for the workplace and post-secondary studies. Arts integration is central to the work proposed by Partnership – supporting career and life skills, tying to info and media technology, both the learning process and innovative approaches to it….as well as tying to all of the core subjects.
- #25 9:30 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. Add story from book.
- #26 Nora
- #27 Nora 9:30
- #32 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. Curriculum Leadership Council 2011-2012 CLC General Session February 2, 2012
- #33 Nora Talking Points: The banner project integrates ideas of tessellations that can link back to the Syrian Tile Pattern Curriculum Leadership Council 2011-2012 CLC General Session February 2, 2012
- #34 Lisa 9:40
- #35 Lisa 9:40
- #36 Lisa/Nora 9:43 am
- #37 Close