1. DEVELOPING ENGLISH LANGUAGE LITERACY THROUGH THE ARTS

2. What does it mean to work and think like an artist?

3. Nicoll and Oreck Nicoll, J. and Oreck, B. Can the “Best Practice” Trend Leave Room for the Unknown? Journal of Dance Education, 13: 92-98, 2013. Learning to work and think like an artist means “…learning to pose meaningful questions, discover interests and pursue provocative problems, and work collaboratively in the unknown territory of artistic creation. Goals and learning objectives become fluid and developmental rather than fixed, predetermined and outcome oriented.”

4. National Core Arts Standards: A Conceptual Framework for Arts Learning “For authentic practice to occur in arts classrooms, teachers and students must participate fully and jointly in activities where they can exercise the creative practices of imagine, investigate, construct, and reflect as unique beings committed to giving meaning to their experiences.”

5. Teaching and Learning Across Disciplines Common Core Capacities  Demonstrate independence  Build strong content knowledge  Respond to the varying demands of audience, task, purpose & discipline  Comprehend as well as critique  Value evidence  Use technology and digital media strategically & capably  Come to understand other perspectives & cultures

6. Common Core Shifts The main goals are to:  help students learn to problem solve and apply critical thinking  help students develop academic language and literacy  help students learn to work independently

7. Problem Current Teaching trends Skills to be acquired Do not match

8. Types of Knowledge  Fact based  Vocabulary  Rules  Memorization  Focus on WHAT  Example- memorizing the times table  Application  A procedure  A process  Needs practice  Focus on HOW (to) Example- solving a multiplication problem Declarative Procedural

9. Group Activity  Match each task with the type of knowledge it requires.  What strategies or teaching techniques help us convey each type of knowledge?

10. Good News!  Both language learning and art making processes involve procedural knowledge development.  Engagement in both of these tasks help develop the skills needed to achieve common core capacities

11. Connections to DELLTA work  The art making process provides opportunities for  small group work  cooperative learning experiences  modeling  use of prompts and scaffolding  increased independence  All of these opportunities are reflected in language and academic development for emerging bilinguals en route to the common core standards.

12. Deeper learning across disciplines “…given the sophisticated use of language required by the [CCSS], these changes also entail a reconceptualization of the way English language learners ‘apprentice’ into these demanding disciplinary practices by simultaneously acquiring and developing language as well as acquiring disciplinary knowledge and skills…[which are] mutually enriching processes.” Framework for English Language Proficiency Development Standards corresponding to the Common Core State Standards and the Next Generation Science Standards. Council of Chief State School Officers, 2012.

13. Language students need to learn to work and think like artists 1. Understand the structures, principles, concepts, and vocabulary of the art form, and understand criteria used to assess work within the art form in order to improve their work, i.e., language to help them work like artists. 2. Brainstorm ideas and make artistic choices, incorporating both personal invention and desire along with their understanding of the structures and criteria demanded by the art form. 3. Explain their choices to others. Discuss ideas, negotiate and compromise in collaboration with others. Work with others to experiment, adapt, and refine original choices. Give feedback to peers on their own artistic choices. 4. Describe what a work of art communicates to them.

14. NYS Common Core ELA Standard Speaking & Listening 1: Collaborative Discussions Hold the floor Share another person’ s idea Ask for clarificatio n Agree & disagree Affirm Paraphrase others’ ideas Acknowledg e other’s ideas Offer a suggestio n 1c. Use questions to clarify, link ideas and elaborate 1b. Follow rules & roles for discussions 1a.Prepared to explore ideas in discussion 1d. Explain ideas and draw conclusions We decided that… We agree that… Our group thinks that… I think/ I believe that… In my opinion … Based on my experienc e, I think … Maybe we could… What if we… Here is somethin g we could try My idea is similar to _____’s idea I agree with ____ that What I hear you saying is… So you are saying that… In other words, you think… What I hear you saying is … That’s an interestin g idea I hadn’t thought of that I see what you mean I do/do not agree with you because… I got the same/ different answer I see it another way ____ said that____ ______ pointed out that _____ _______ conclude d that _____ What do you mean? Can you explain that? Can you repeat that? What do you think about…? Do you agree? What did you get for an answer? As I was saying… What I was trying to say was… In addition I… Ask for a respons e Express opinion Report out ArtsConnection & Jennifer Stengel-Mohr, 2012, Adapted from Kinsella, 2007

15. Explore dance concepts and techniques to collaboratively develop movement phrases to create a performance piece. Spatial Awarenes s Dance Technique Collaboration Levels Positive & negative space Patterns through space DisciplineTransition Dance vocabulary Listening Compromise Positive reinforce- ment Understand 3 levels -high -medium -low Can choose a level & shape to fit picture Identify positive & negative space & connect to it with a shape Make a shape that has negative space Students know: -Circle - Vertical - Horizontal - Diagonal Students transition from one to another Dancers can follow directions Know what is expected of them Retain “classroom rules” Flow from one step to another Travel smoothly from one place on the stage to another Define each dance step Recognize dance terms and can perform the action Can use dance vocabulary to explain ideas Eye contact Body language Gives the speaker needed attention Can explain what was just said Share ideas Willing to accept other peoples’ ideas and incorporate them into the work. Confident enough to say “oh, that’s a great idea!” Recognizes good things in each other’s work Willing to give and accept constructive criticism Dance Artist: Jennifer Golonka