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Arts Integration for Equitable Outcomes
Tana Johnson
Arts Integration Specialist Program LeadTeacher Action Research Institute Lead
Alameda County Office of Education
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Understanding Goals:
• How can looking at and talking about art increase language development and visual literacy skills?
• How can making and talking about art increase critical thinking?
• How can Studio Habits of Mind help students articulate their learning?
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• UG1: How can looking at and talking about art increase language development and visual literacy skills?
• Visual Thinking Strategies– Three questions:• What’s going on here?• What do you SEE that makes you say that?• What more can we find?
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Mark Dion, The Great Bug Hunt
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Mark Dion, Cabinet of Curiosities
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Mark Dion, Taxonomy of Non-Endangered Species
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• UG2: How can making, writing and talking about art increase critical thinking?
• Cultural Artifact Drawing:– Find a ‘cultural’ artifact or personal artifact– Draw it twice: once in pencil using contour drawing
and once oil pastel (7 minutes each)– Describe your artifact using these sentence frames:
• My object feels…• My object smells like…• My object tastes like…• My object looks like…• My object comes from…(or) reminds me of…
– Give One, Get One, find a partner and explain your drawings and your writings
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• UG3: How can Studio Habits of Mind* help students articulate their learning?– Which Habits of Mind did you use?• Studio Habits Wheel• Sentence Frames
– Thinking routine:• I See, I Think, I Wonder
– Taken from Project Zero’s Visible Thinking Website– http://pzweb.harvard.edu/vt/
*from Studio Thinking Framework: The Real Benefits of Visual Arts Education, by Hetland, Winner, Veenema and Sheridan
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Cultural Artifacts at Garfield School, San Leandro
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Cultural Artifacts at Garfield School, San Leandro