Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...
Rich Arts Experiences for EL's and All.pptx
1. The Why and How 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
Jill Polhemus, Consultant – School Support
Stanislaus County Office of Education
http://bit.ly/richartsforall
Lisa_gonzales@sccoe.org
jpolhemus@stancoe.org
2. Outcomes
Provide an overview of the changes in ELA/ELD
standards with Common Core
How the arts can support the Common Core
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
Tips on how to design model programs
4. What does that mean?
The research surveyed says…
Higher grades and test scores
Better attendance and behavior
More self-confidence and empowerment
Positive school climate and community engagement
Lower drop-out rate
Success for “at risk” students
Teaches 21st Century Skills for College and Career
6. Common Core state standards
How can learning in the
Arts support and
enhance the
implementation and
teaching of the
Common Core State
Standards?
7. The arts are performance-based assessment
Smarter Balanced Performance Task
Specifications Performance
Information Processing Task
• Essay, story, script
• Increasing in rigor
• Display, models, design
High Item C • Oral presentation
• Scoring Rubric
Cognitive Mid Item B
Demand
Item
Low
A
Stimulus
• Text
• Graphs
• Photos, media
• Artistic Presentation Design Elements
• Etc.
8. Students must be able to:
Changes with CCSS Engage with complex,
informational text
(communication, critical thinking)
Use evidence in writing
and research (communication,
critical thinking)
Work collaboratively to
present ideas and
communicate multiple
perspectives (communication,
collaboration, critical thinking,
creativity)
9. Overview of California ELD 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.
10. Challenges of New CCSS 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.
11. Instructional Shifts To Improve ELL’s Language & Content Learning
Activities that develop
Teaching language conceptual understanding
independent of academic of content and language
content use; making meaning
practices
12. Instructional Shifts To Improve ELL’s Language & Content Learning
Opportunities for extended
Sequential building of learning learning within
structures & vocabulary content areas; content-rich
aimed at correctness and activities with focus on
fluency comprehension &
communication
13. Instructional Shifts To Improve ELL’s Language & Content Learning
Socially engaged process
whwere students work and
talk together to plan, research,
An individual process discuss, tap prior knowledge;
opportunities to interact with
proficient students
14. How Can the Core Support the Arts?
Blueprint Strand 2 6-8 ELA
– Literacy in Visual Arts – Integration of Knowledge & Ideas
Visual Arts has its own vocabulary Integrate and evaluate content
and literacy, as well as its own set of presented in diverse media and
skills that support learning across formats.
the curriculum. For example, careful
observation of a work of art Delineate and evaluate the
resembles the close reading of a argument and specific claims in
text – one that includes making text.
observations and drawing
inferences. Visual Arts also includes Analyze how two or more texts
tasks where students read and write address similar themes or
as well as engage in accountable topics in order to build
talk. knowledge or to compare the
approaches the authors take.
15. Arts References in Common Core
Standards for Reading
• If definition of text includes non-print texts
(dance, media arts, music, or theatre
works)…
• …then all reading standards refer to arts-
based content or investigation.
16. Reading a work of drama:
• RL.5.3: Compare and contrast two or more characters, settings or events in a story or drama,
drawing on specific details in the text (e.g., how characters interact.)
Using songs in instruction:
• RL.2.4: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated
lines) supply rhythm and meaning in a story, poem, or song.
Comparing the same work in different media:
• RL.6.7: Compare and contrast the experience of reading a story, drama, or poem to listening to
or viewing an audio, video, or live version of the text, including contrasting what they “see”
and “hear” when reading the text to what they perceive when they listen or watch.
Analyzing and interpreting images:
• RI.K.7: With prompting and support, describe the relationship between illustrations and the
text in which they appear.
Multimedia references:
• RI.7.7: Compare and contrast a text to an audio, video, or multimedia version of the text,
analyzing each medium’s portrayal of the subject.
17. Arts References in Common Core
Standards for Writing
• Eight arts links in 100 standards
• Visual art/drawing links found in the standards for the lower
grades
• W.K.2: Use a combination of drawing, writing, and dictating to
compose informative/explanatory texts in which they name
what they are writing about and supply some information
about the topic.
• Media Arts/multimedia links:
• W.8.2.a: Introduce a topic clearly, previewing what is to follow;
organize ideas, concepts, and information into broader
categories; include formatting, graphics (e.g., charts, tables)
and multimedia when useful to aiding comprehension.
18. Arts References in Common Core Standards for
Speaking and Listening
• 16 arts links in 60 standards
• Most references are related to standard #5:
Make strategic use of digital media and visual
displays of data to express information and
enhance understanding of presentations
19. Standard 5: Make strategic use of digital media and digital displays of
data to express information and enhance understanding of
presentations
• SL.K.5: Add drawings or other visual displays to descriptions as desired to provide
additional detail.
• SL.2.5: Create audio recordings of stories or poems; add drawings or other visual displays
to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and
feelings
• SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in
presentations when appropriate to enhance the development of main ideas or themes.
• SL.8.5: Integrate multimedia and visual displays into presentations to clarify information,
strengthen claims and evidence, and add interest.
• SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings, reasoning,
and evidence and to add interest.
20. Arts References in
Common Core Standards for Language
• The language standards contain one direct arts
reference in standard L.5.3:
Compare and contrast the varieties of English
(e.g., dialects, registers) used in stories,
dramas, or poems
21. Framework Connections with the standards for
READING
• All Anchor Standards for Reading connected to Lifelong Goal #1:
Artistically literate citizens use a variety of artistic
media, symbols, and metaphors to independently
create and perform work that
expresses/conveys/communicates their own ideas,
and are able to respond by analyzing and
interpreting the artistic communications of others.
• The creative practices of investigation and reflection
were included in every standard as well.
22. 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)
How the Arts SYNTHESIZE
LEVEL LEVEL
GRAPH
CLASSIFY
ORGANIZE
CONSTUCT
Have Meaning APPLY CONCEPTS FOUR
(Extended
DESCRIBE
EXPLAIN
TWO
(Skill/
SEPARATE
CAUSE/EFFECT
MODIFY
INTERPRET PREDICT
in Common CRITIQUE
Thinking) Concept)
ESTIMATE INTERPRET
COMPARE DISTINGUISH
Core ANALYZE LEVEL THREE
Strategic Thinking
RELATE
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
24. How do the Arts
Help English Learners
(and all)?
Arts Education helps English
Learners succeed in society (in
school and learning) in developing
intelligence and healthy minds in
a 21st century society.
Aspects of national character
Validate culture
Empathetic towards those in
other cultures
Respect other cultures, races,
human condition at an early
age (Davis, 2010)
25. The Arts
Speed Knowledge
Acquisition
By lowering the affective
filter, students can acquire
more info in less time
(Krashen, 1982)
EL’s who may not have had
consistent success
elsewhere but study the arts
do better on SAT’s (College
Entrance Board, 2001)
26. The Arts Design Thinking
Early arts training develops the brain areas involved in
language and reasoning (Robinson, 2001)
Students learn to think creatively and seek innovative solutions
– beyond “one right answer”
Both brain hemispheres are engaged, benefiting the spoken
and written language, logical thinking, reasoning, numbers and
physical movement
27. The Arts Focus on the
“Whole Child”
The Arts directly tie to
improved learning and
academic performance (Catterall
et al, 1999)
Music helps prevent damaging
effects of chronic stress
(Catterall, 1996)
Dance and visual arts support
creative thinking (McCoubrey,
1994)
Work in the arts and
appreciation of it ties to the
mental abilities characterized
by complex adult life tasks
(Eisner, 1998)
28. The Arts
Develop Skills
for a Lifetime
Arts help students succeed in life
with the focus on cooperation,
collaboration, negotiation, team
work
Students learn the value of effort
on a goal with persistence and hard
work (Baum et al, 1997)
Arts tie to essential 21st century
workplace skills, including
observation, innovation, synthesis
(Eisner, 2002)
Arts teach skills of flexibility and
supple intellect (Robinson, 2001)
29. What challenges face EL’s and
art exposure?
When students perform below standard, electives are
compromised and doubling up on subjects is prevalent
This is the population most needing a tie to socio-cultural,
emotional, linguistic and cognitive activities
The arts are most apt to bring opportunities to talk , listen,
work collaboratively, and be creative
The arts are one of the only subjects where there is no “right”
answer
This is the population most likely to NOT have access to the
arts
30. 2010 CBEDS data showed
Why Is This An Issue? only 16.4% of students in
free/reduced meal programs
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
31. 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, and 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
32. What You Should Know…
Title I funds CAN be used to support quality arts integration
programs in our schools
What does the USDE say is acceptable? Arts integration as a
school reform model, teacher professional development,
evaluation of the program, contracts with outside arts
organizations to partners with classroom teachers to deliver arts
integrated curriculum, purchase of materials (instruments,
equipment, etc)
Who at CDE can verify? Deputy Superintendent Deb Sigman and
Director of Improvement/Accountability Christine Swenson
Any problems? California Alliance for Arts Education (Joe Landon)
35. 35
Arts Integration in Action
Let’s take a look at how one Middle School has integrated the
arts in every corner of their curriculum
Integrate the Arts,
Deepen the Learning
Edutopia: http://www.edutopia.org/stw-arts-integration-video
36.
37. 37
Anchor Standards for ELA
Please find the pink handout at the back of your PowerPoint.
Look carefully at Reading Anchor Standard 1 and Writing
Anchor Standard 1.
39. 39
Reading Art
“In an age when literacy dominates public discourse on
education, we must begin to think more broadly about what
students read. Sure—the new Common Core State Standards
support the “reading” and scrutiny of other forms of high-
quality text. Works of art can, indeed should, be “read” in a
very similar way to a poem by Shakespeare or a speech by
Winston Churchill.” Lynne Munson
http://blog.artsusa.org/tag/english-language-arts/ (Sept. 13, 2012)
Additional resource link: Arts Integration Lesson Plans and other resources
from edutopia.org
http://www.edutopia.org/stw-arts-integration-resources-lesson-plans
40. What could you do with the arts?
INSTEAD OF… TRY….
Student of the Week • Artist of the Week
Routine class jobs • Art occupations – fine art resources
manager, curator, exhibition mgr
Curriculum presented in • Curriculum presented with arts ties
isolation – timelines, etc.
Student artwork used for • Artwork used to regularly build
illustration skills & show breadth of skills
One art tool used at desk • Varied art tools available at all
(crayons) times and throughout the year
41. Discussion Question
Discuss with others near you:
How do the skills of observation transfer across
content areas?
How is this good for EL students?
How is this good for ALL students?
42. According to David Coleman,
an architect of the common core curriculum standards that are being
adopted in nearly all 50 states, and now the president of the College Board
…”The great news is that the standards call
on so many things the arts do well. The
tradition of careful observation, attention
to evidence and artists’ choices, the love
of taking an artist’s work seriously lies at
the heart of these standards.”
http://blog.artsusa.org/2012/09/17/common-core-architect-adds-to-
blog-salon-discussion/#more-16907
43.
44. Characteristics of Model Programs
Start where you are High quality professional
development
Establish a clear vision
Intentional ties to the
Use policy and planning to cultural background of
move forward students/staff/community
Identify roles for multiple Sequential program
players – superintendent,
asst. superintendent, Exhibitions and sharing
principal, teachers, parents,
volunteers Community collaborations
45. Integration of arts into daily
instructional program
Discrete arts classes during the
school day
Extra-curricular VAPA classes after
school
Integration of VAPA standards into
core
Elective courses during the day
After school courses
Oak Grove
School
District
46. Elementary grade chorus and
math program
Baseline is 4 days of
chorus/student
FBB students pulled out two days
a week for intensive math work
with teacher
BB and B students pulled the
other two days a week for
intensive math work with teacher
Alum Rock
Results? Lyndale gained 22 points
School on Math CST’s in cohort groups
District from 2nd to 4th grade
47.
48.
49. Tips for Designing Programs
Trade off use of facilities for free
training
Solicit support from your County Office
of Education
Collaborations are key – ask for help
before you ask for a handout
Look for model programs in your
community
Brainstorm with your parents
Put them on stage and they will come
57. OTHER RESOURCES
The California Department of Education
• List of state and national arts organizations and
associations
• Arts and Common Core
• Presidents’ Committee on Arts and
Humanities
CCSESA: County Offices of Education web sites
• Directory at: www.ccsesa.org
58. Review of Our Outcomes
Provide an overview of the changes in ELA/ELD
standards with Common Core
How the arts can support the Common Core
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
Tips on how to design model programs
Notas do Editor
8:30 am
Lisa presents Slides #2-8
One in ten public school students in California have access to a comprehensive, sequential standards-based arts education.•Comprehensive--all four arts disciplines are taught at the school: dance, theatre, music and visual arts•Standards-based--aligned with the California Visual and Performing ArtsFramework and Content Standards•Sequential--skills are scaffolded throughout the year and from grade tograde
Action 1: Upgrade state standards by adopting a common core of internationally benchmarkedstandards in math and language arts for grades K-12 to ensure that students are equipped with thenecessary knowledge and skills to be globally competitive.Benchmarking for Success:Ensuring U.S. Students Receive a World-Class EducationA report by the National Governors Association,the Council of Chief State School Officers, and Achieve, Inc.
Tie the 4 C’s in here….
Clear descriptors are what is essential – and having language as a FOCUS area rather than CONTENT to be taught
Not just a school focus or certain grades not performing at standards….but ALLCA has content and has taught it well for years but now its really about the language skillsCCSS allow us to make links, be creative, explore, give ownership back to teachers to go beyond a pacing calendar and teach for proficiencyScaffolding and modeling is still critical*** The language they need is an OUTCOME for what they learn at school – not what they need to learn at school. Analogy – learning is not linear – its simultaneous happening – thinking about a toddler learning to walk. You don’t tell them to STOP until they can do it w/o falling down – you help and support and this is what the new standards focus on.
A lot of shifts…but we will share 3Still have CCSS but ELD is to support simultaneouslyWant skills to be tied to ALL subjects to attain language skills in all areas*** look at “other” subject teachers – the content needs to be streamlined – many school districts have trained teachers on systematic ELD – so what does this mean for the work in our schools? Language and content cannot be taught separately – and all teachers will need to be talking with one another on how they are supporting their EL students
Use to be about steps to follow in how we teachNow its about learning activities in context – projects, problem based learning; nonfiction that is content rich, extensive talking/listening
This is really about the 4 C’s – collaboration, communicationTeacher as FACILITATOR
Jill presents Slides #9-18ELA and Math are designed to SUPPORT the arts – the basic skills are used to make connectionsNew arts standards are being written Explicit references TO the arts in the new CCSS…..but there are also parallels in the goals and thinking in the new CCSS
Overview of findings about arts references in ELA standards. Examples of a few.
...more findings about arts references...
Overview of findings about arts references in ELA standards. Examples of a few.
Findings: READINGHere are some SBAC examples of how all this might be assessed:Middle School6-8Students analyze how the playwright Louise Fletcher uses particular elements of drama (e.g., setting and dialogue) to create dramatic tension in her play Sorry, Wrong Number. [RL.7.3] (89)Students compare and contrast the effect Henry Wadsworth Longfellow’s poem “Paul Revere’s Ride” has on them to the effect they experience from a multimedia dramatization of the event presented in an interactive digital map (http://www.paulreverehouse.org/ride/), analyzing the impact of different techniques employed that are unique to each medium. [RL.6.7] (89)Students integrate the quantitative or technical information expressed in the text of David Macaulay’s Cathedral: The Story of Its Construction with the information conveyed by the diagrams and models Macaulay provides, developing a deeper understanding of Gothic architecture. [RST.6–8.7] (100) Students construct a holistic picture of the history of Manhattan by comparing and contrasting the information gained from Donald Mackay’s The Building of Manhattan with the multimedia sources available on the “Manhattan on the Web” portal hosted by the New York Public Library (http://legacy.www.nypl.org/branch/manhat- tan/index2.cfm?Trg=1&d1=865). [RST.6–8.9] (100)
LOOK AT THIS SLIDE – which of these skills can be demonstrated with the arts?The 4 C’s are 21st century skills. Each is embodied in the 21st century rainbow that are you all familiar with.Talking points: The 4 C’s really are some of the 21st 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.
Lisa presents Slides #18-28After this – add story – highlighted from book…..
Add story: 15 year old Yolanda was in a school performance of Peter Pan, a performance that was shared community wide. After three shows, she shared the following, which was translated “I care about the community of case members and the broader community we represent. I am responsible for my contribution on stage and in the broader wrold. I am inspired by Peter Pan and want to try to make it possible for all children to have homes of their own and to see beyond the given in their day-to-day lives.”
Add story: A 16 year old bilingual public high school student who experienced a 7-week immersion program in the arts put it succinctly: The arts in, really in every different form of the arts, be it painting or sculpting or acting or, you know, creating music. Anything I think, it’s a completely different type of learning. It, you know, nourishes your soul and it just allows you a freedom that you don’t get in the normal classroom and school a lot of times. I know that people need to be able to explore themselves, express themselves, and create. And its not something that you’re always able to do in just the normal context of the classroom.
Robinson’s research comes out of what employers say they want…..and that research hasn’t changed in the last 12 yearsCisco – 2009 report that noted the key to manufacturing survival during tough economic times is the ability to unlock employee creativity and potential
Add story from book……highlighted
Story:Like many of his fellow students, Latino high schooler Robert was a foster child who was raised in a violent home and the culture of school was often threatening and dangerous. I hoped the workshops I offered could allow the students a new opportunity to work cooperatively and practice respect and empathy. In that sense, one young man was particularly moved. He confided that he always wanted to learn more about performing, but constant name-calling and taunting from his peers at school prohibited him from pursuing it. The chance to participate in a group of students, all working on creating a performance, gave him the support he needed to excel. Moreover, when he was distinguished as a talented actor – when he made his peers laughed WITH him – he gained the confidence to make more friendships in school and the emotional strength to push on in school…and I believe that his experience directly improved his academic learning as well as his social and emotional development.
Jill presents Slides #29-36So where do we start?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…
Let’s put this concept of Integration in action by taking a closer look at the CCSS for ELA. Find the pink document at the end of the PowerPoint. These are the college and career Readiness anchor standards. Each of the ELA grade level standards is based on the anchor standards. Read the anchor standard 1 for reading and writing. Talk to your table about what you see as the expectation of this standard – What would a student be able to do or demonstrate that would indicate he or she has met this standard?Share with your table and share out a few
Let’s think about this standard as a visual arts teacher might. I want you to be the students for this next activity. We are going to use the Visual Thinking Strategy of observation to analyze complex text. This concept of looking for evidence or supporting details can be difficult when looking at a piece of writing. But giving students a playing field that is more concrete can help your EL’s (all students). So as a table group or with a partner look carefully at this picture and take two minutes to list what you think the artist might be trying to convey or the mood of it, or your interpretation or understanding about the people in the picture or even just how it makes you feel. Create a T-Chart on your paper and make a vertical listShare out: Somber farmers, hardworking, maybe a little disappointed in life, Good! Now go back to the picture and look very closely at the details in it that provide evidence of your opinions or interpretations of the painting. Of course this is a very famous painting which can sometimes be used within the context of a subject area as well, such as US History.
The quote on this slide is from Lynne Munson, in a blog article referenced here. She also discusses Art, Speaking and Listening; Art, Informative Writing with good examples of works of art to use, grade level specific strategies and standards references. This is a good article to read later to expand your knowledge of these connections.The second resource link is to Edutopia’s Arts Integration Lesson Plans and resources, which has a rich collection of resources for interacting with works of art and addressing content standards. One particularly helpful presentation is in the section called Artful Thinking.
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.
TIE these into the 4 C’s - where is creativity? Collaboration? Critical thinking? Communication? 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.Reflection Question: How can the Arts and the Studio Habits of Mind enhance the implementation of the Common Core Standards?
Lisa presents Slides #37-42
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.
NoraTalking Points: The banner project integrates ideas of tessellations that can link back to the Syrian Tile Pattern