1. Integration of Arts in K-2 to Improve Language Development of ELLs
SURF-IT 2011
Dr. Liane Brouillette
Department of Education
University of California, Irvine
with thanks to Kiruthika Paulvannan
Biological Sciences

2. What is the Teaching Artist Project?
Funded by Improving Teacher Quality (ITQ) grant by California Postsecondary Education Commission (CPEC)
UCI
Dr. Liane Brouillette
Dr. Brad Hughes
San Diego Unified School District (SDUSD)
Karen Childress-Evans (VAPA)
Denise Lynne (VAPA)

3. Challenges No Child Left Behind (2001) CA budget crisis limits funding
English language learners score lower (Goldenberg, C. (2008) Teaching English language learners: What the research does—and does not—say)
CA budget crisis limits funding
Challenges facing San Diego schools
30.2% of students don’t speak English at home
Isolated from English-speaking peers
Add Source
(From SDUSD:

4. Goals of Project Enhance K-2 oral language skills
Provide English language development for English language learners
Integrate arts into literacy lessons
Provide teachers with hands-on experience in teaching arts to ELLs

5. Prior Research
Theatre arts are effective in developing oral language skills (Podlozny, A. (2000). Strengthening verbal skills through the use of classroom drama: A clear link)
Oral language key to fluency, literacy skills (Goldenberg, C. (2008) Teaching English language learners: What the research does—and does not—say.)
Add Source
Credit: Jasmine Yep, Liane Brouillette

6. Original K-2 Teaching Artist Project (2007-10)
3 Cohorts of 5 schools (15 total)
Each teacher receives
1 year working with teaching artists
Lesson videos available online
Dance, Theatre, Visual Arts
9 lessons in each of 3 arts disciplines
Co-teach 27 lessons with teaching artist

7. Revised K-2 Teaching Artist Project (2010-14)
3 Cohorts of 5 schools (15 total)
Each teacher receives
1 year working with teaching artists
Lesson videos available online
Dance & Theatre
14 lessons in each of 2 arts disciplines
Co-teach 28 lessons with teaching artist

8. Why it works: Multiple senses are engaged: Hear, see, say, do
Visual cues
Self-correction
Teachers can see who understands
Credit: Jasmine Yep, Liane Brouillette

9. What Teachers Reported
“About 95% of my kids are ELL. At the beginning of the school year, half did not talk at all. But in the arts lessons they are excited, using their vocabulary.”
Credit: Jasmine Yep, Liane Brouillette

10. What Teachers Reported
“When we were discussing characters from stories, I’d say: ‘Remember when you had theatre, how you felt when you acted it out…?’”
Credit: Jasmine Yep, Liane Brouillette

11. Original vs. Revised
Necessary slide? Replace with results.

12. Continuing Challenges
Teaching Artists
Differ in teaching styles
Vary in effectiveness
Year after Co-Teach
Teachers implement
Mentors at each school at each grade level
Vary in comfort level
Vary in fidelity
Feel time pressure
Arts specialists support
Credit: Jasmine Yep, Liane Brouillette

13. Goals for The Future How to enhance:
Multimodal learning the arts provide
Social-emotional development via performing arts
Motivation and engagement via creative activity
Critical thinking via art
Credit: Jasmine Yep, Liane Brouillette

14. For More Information:
Center for Learning and Sustainability:
Lesson Videos:
Lesson Plans:

15. Thanks to: Stuart Ross Said Shokair Anna Lynn Spitzer
Shellie Nazarenus
G.P. Li
SURF-IT fellows, mentors, speakers
Dr. Liane Brouillette
Dr. Brad Hughes
Pete Laubach
Farhan Siddiqi
MDP Team: Anna, Janelle, Kelly, Nathaniel, Nikita, Rose Mary
San Diego Unified School District, Visual and Performing Arts