welcome! please skim through the handout and identify ...naeaworkspace.org/naea16/integrate literacy...
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Welcome! Please skim through the handout and identify something that you
SEE?What do THINK about it?What does it make you
WONDER?
Pat Klos/AI Specialist: [email protected]
Integrate Literacy Lessons in the Art Classroom
Pat Klos, Arts Integration SpecialistAnne Arundel County Public Schools
Annapolis, [email protected] www.aacpsartsintegration.org
How can I integrate literacy standards into my
classroom?
Artful Thinking Routines +
Exploring Feldman’s Four
=
READING & WRITING IN THE ART CLASS
Reading •Appropriate text complexity•Balance of literary and informational texts/literary nonfiction•Development of independence in reading and comprehension
•Close reading
•Questions requiring evidence from text
•Analysis /comprehension of two or more texts
•Less emphasis on building background to texts
Writing •Composing and evaluating argument and informative writing
•Writing to source
•Incorporating evidence
•Integrating ideas and evidence from two or more texts
•Developing short and long-term research projects using print and
digital resources
Speaking and Listening
• Academic discussion and collaboration: one-to-one,
small group, whole class
•Formal and informal presentation
•Use of diverse media and formats
Language •Academic vocabulary•Grammar and conventions
Interdisciplinary •Literacy instruction in all content areas
•Cross-disciplinary connections
Key Shifts in Literacy Focus
Pat Klos, AI Specialist [email protected] [email protected]
ART >>>> Observation >>>> Articulation• Works of art are complex visual objects that invite
multiple interpretations. Thinking about and writing from art is an excellent way to engage students in high-level thinking practices, such as reasoning, perspective-taking, problem-finding, and making metaphors. These thinking skills cross disciplines.
• For many students, visual images are more immediately accessible than text and may provide a valuable link to engaging them more thoughtfully, critically, and creatively during the process of writing and reasoning.
• Students are challenged to build their own reasoned interpretations of visual artworks. Students often connect with images on an emotional level. When they are given an opportunity to express their unique views and ideas, there exists a powerful motivation for capturing and expressing ideas through meaningful and articulate writing.
= NON-PRINT TEXT
Pat Klos, AI Specialist [email protected] [email protected]
• When people go to a museum, what is the average amount of time they spend looking at one piece of art?
A. Fifteen minutes
B. Five minutes
C. One minute
D. Thirty seconds
IS THAT ENOUGH
TIME?
Thirty Second Look: Try It
LOOKING 10 x 21. Look at the image
quietly for at least 30 seconds. Let your eyes wander.
2. In one minute, list 10 words or phrases about any aspect of the picture,
3. Share your words with the class.
4. Repeat Steps 1 & 2: Look at the image again and try to list 10 more words or phrases to your list. (apply a focus)
P Klos, Arts Integration Specialist Anne Arundel County Public Schools
LOOKING 10 x 21. Look at the image
quietly for at least 30 seconds. Let your eyes wander.
2. In one minute, list 10 words or phrases about any aspect of the picture,
3. Share your words with the class.
4. Repeat Steps 1 & 2: Look at the image again and try to list 10 more words or phrases to your list.
Take an imaginary walk through a work of art (or as someone pictured in one).
•Write a POSTCARDWrite what you sense as you walk: What do you hear, see, feel, taste, smell… ?
•Write a SENSORY POEM•Write a HAIBUN
STRATEGY: 1-word COOPERATIVE POETRY Groups of 4-7 students will create a poetic phrase cooperatively using
artwork as inspiration.Procedure: 1. Individually, contemplate the artwork (min. 30 seconds). Think about: What
does it say to you? What feelings do you get? What is happening? What can you connect to? How could you describe it?
2. Decide on one word that capsulizes your idea/s. Write the word on a post-it.3. Turn to a shoulder partner and tell him/her why you chose the word.4. The members of your group now share completed post-its with each other by
laying them out on a table and deciding which order would make the best, most poetic phrase that describes the artwork.
5. Choose someone to read your poem dramatically!
Reading Anchor Standard #1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Pat Klos, AI Specialist [email protected] [email protected]
Pat Klos, AI Specialist [email protected] [email protected]
Select at least
four (4) pieces
that you would
like to include in
an exhibit that
you and your
team will curate.
Create/Write a
museum label
for each piece
of artwork in
your collection
or for the
entire exhibit
based on style
and connection
to the theme of
the exhibit.
Become a curator!You and your team will Design an exhibit of
illustrating A targeted or identified THEME.
.
Gallery Walk:
Explore the
art of in the
collection
looking for
examples of
that fit the
theme you
are
considering.
Reach a
consensus
with your
team on a
and design
and a
provide a
title for your
exhibit.
Pat Klos/AI Specialist: [email protected]
Students select examples of artwork/songs from a collection provided by the teacher to create an exhibit based on a theme, topic etc. They create a concert list or make an exhibit on a display board with their selections. They write an artist statement or create museum labels to explain selections.
Curate an exhibit
Pat Klos/AI Specialist: [email protected]
A key skill advocated by the Common Core standards is the
ability to read texts closely—to be text detectives and answer text
dependent questionsThis includes NON PRINT TEXT!
Pat Klos/AI Specialist: [email protected]
Reading for meaning
help students find and evaluate evidence and
build thoughtful interpretations.
1. Identify short text to read for meaning.
2. Generate a list of statements or questions about the text that will make students search the text for evidence that supports or refutes the statement.
3. Introduce topic(s) and have student read statements before reading.
4. Have students record evidence for or against while or after reading.
5. Have students discuss the evidence in pairs or small groups.
6. Conduct whole class discussion.
7. Use students’ responses to evaluate their understanding and ability to support a position with evidence.
Pat Klos/AI Specialist: [email protected]
p. 9-10
DEEPER & COMPLEXTHINKING
Start with the visual to
Engage students
Provide a visual or kinesthetic peg
Encourage connections
Practice the critical thinking processes with Artful Thinking
Pat Klos, AACPS Arts Integration Specialist [email protected]
Pat Klos/AI Specialist: [email protected]
What’s going on/happening in this painting?What do you seethat makes you say that?
Artful & Visible Thinking Routines
See-Think-Wonder
What Makes You Say That?
Looking 10x2Listening 10x2
Claim-Support-Question
Beginning-Middle-End
Creative Questions
Connect-Extend-
Challenge
Perceive-Know-Care
AboutHeadlines
Creative Comparisons
The Elaboration
Routine
Think, Puzzle, Explore
Colors, Shapes,
Lines
Zoom In
Parts-Purposes-
Complexities4 C’s
Circle of Viewpoints Tug of War
Artful Thinking Routines: Connecting Critical Thinking and Arts Integration
• The Artful Thinking Routines were designed by Project Zero at Harvard University to help K-12 teachers regularly use works of visual art and music in their curriculum in ways that strengthen student thinking and learning.
• There are 2 goals for the program:– Teachers create rich connections between works of art and
music and curricular topics
– Teachers use art as a force for developing student thinking and promote engagement.
Pat Klos/AI Specialist: [email protected]
The Entry Point for arts integration:
Artful Thinking
Pat Klos, AACPS Arts Integration Specialist [email protected]
What is your hypothesis or interpretation of what
is happening based on what your are seeing?
How does this change your hypothesis or your
interpretation?
What are you wondering about?
http://www.slideshare.net/meaganmary/visible-thinking-13661174
What new things do you see now?
How does this new information change or add to the developing story of what is going on here?
What do you think is going on in this painting?What makes you say that?What questions remain?
And When Did You Last See Your Father?By W.F. Yeames
Spring by Giuseppe Arcimboldo1573
What do you see or notice?
Zoom In
Tools that drastically improve students thinking
and comprehension of content: provisional
writing, readable writing, and polished writing.
• Provisional writing: brief, daily writing that supports learning. (Learning logs/active response journals, 4-2-1 Free Write; Artful Thinking)
• Readable writing: requires students to clarify and organize their thinking to develop on-demand essays or responses for argument, explanation, narrative, comparison, analysis, analysis or description. (3x3 Writing Frame, Building Writing)
• Polished writing: engages students in the full writing and revision process including generating notes, organizers, outlines, drafts and revisions. (Writing folders, Writers Club)
Pat Klos/AI Specialist: [email protected]
p. 52-62
Artful Thinking Routines
Headlines I See, I Think, I Wonder
What Makes You Say That?
Looking 10x 2
Listening 10x 2
Beginning,Middle, End
Creative Questions
Claim/Support/ Question
Think / Puzzle/Explore
Perceive,Know, Care About
Elaboration Game
Colors, Shapes, Lines
CreativeCompari-sons
Connect / Extend/ Challenge