Integrate Literacy Lessons in the Art Classroom Pat Klos, Arts - - PowerPoint PPT Presentation

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: pklos@aacps.org

Integrate Literacy Lessons in the Art Classroom

Pat Klos, Arts Integration Specialist Anne Arundel County Public Schools Annapolis, MD pklos@aacps.org 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
• Anal

nalys ysis is /comp /comprehe ehensi nsion

• n of
• f t

two or

• or mor

more e te texts xts

• Less emphasis on building background to texts

Writing

• Compos

Composing ing and e and evalua aluating ting ar argument and inf gument and infor

• rma

mativ tive e writing riting

• Writi

Writing ng to sour to source ce

• In

Inco corpo porating ting evi vide denc nce

• In

Inte tegrating ting idea ideas s an and e d evi vide denc nce e fr from

• m tw

two or

• or mo

more e te texts xts

• Developing short and long-term research projects using print and

digital resources ces Speaking and Listening

• Aca

cade demic mic discussi discussion

• n and

and colla collabo boration: tion: on

• ne-to

to-on

• ne,

e, sm small all group

• up, w

, whole c hole clas lass

• Formal and informal presentation
• Use of diverse media and formats

Language

• Academic vocabulary
• Grammar and conventions

Interdisciplinary

• Liter

Literac acy y instr instruc uction tion in in all all co conte ntent nt ar area eas

• Cross
• ss-discipli

disciplina nary y co conn nnec ections tions

Key Shifts in Literacy Focus

Pat Klos, AI Specialist pklos@aacps.org pklos@aacps.org

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 pklos@aacps.org pklos@aacps.org

• 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 2

1. 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 2

1. 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 POSTCARD

Write 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 pklos@aacps.org pklos@aacps.org

Pat Klos, AI Specialist pklos@aacps.org pklos@aacps.org

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

• f artwork in

your collection

• r 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: pklos@aacps.org

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: pklos@aacps.org

Theme: human impact

• n the environment

Pat Klos/AI Specialist: pklos@aacps.org

A key skill advocated by the Common Core standards is the ability to read texts closely—to be text detectives and answer text dependent questions This includes NON PRINT TEXT!

Pat Klos/AI Specialist: pklos@aacps.org

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: pklos@aacps.org

• p. 9-10

DEEPER & COMPLEX THINKING

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 pklos@aacps.org

Pat Klos, AI Specialist pklos@aacps.org pklos@aacps.org

What do you

SEE? THINK? WONDER?

Pat Klos/AI Specialist: pklos@aacps.org

What’s going

• n/happening in

this painting? What do you see that makes you say that?

Ar Artfu ful & Visible Thin inki king ng Routines

See-Think- Wonder What Makes You Say That? Looking 10x2 Listening 10x2 Claim- Support- Question Beginning- Middle-End Creative Questions Connect- Extend- Challenge Perceive- Know-Care About Headlines Creative Comparisons The Elaboration Routine Think, Puzzle, Explore Colors, Shapes, Lines Zoom In Parts- Purposes- Complexities 4 C’s Circle of Viewpoints Tug of War

Artf tful Thinking Routines: Connecting Critical Thinking and Arts Integration

• The Artful

ful 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: pklos@aacps.org

The Entry Point for arts integration:

Ar Artfu ful l Th Think inking ing

Pat Klos, AACPS Arts Integration Specialist pklos@aacps.org

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/meaga nmary/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 Arcimboldo 1573

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: pklos@aacps.org

• p. 52-62

Artful Thinking Routines

Headlines I See, I Think, I Wonder What Makes You Say That? Looking 10 x 2 Listening 10x 2 Beginning, Middle, End Creative Questions Claim/ Support/ Question Think / Puzzle/ Explore Perceive, Know, Care About Elaboration Game Colors, Shapes, Lines Creative Compari- sons Connect / Extend/ Challenge