1. Anchor Standards – A Way for Art Sandy Roe Nanette Nichols WDMESC

2. What does Disciplinary Literacy mean for Arts Education? For the arts, this definition supports the continual building of skills, knowledge, and techniques while focusing on the art form’s elements. Fine Arts educators still will be fostering students’ experiences with the arts through exploring, creating, responding, and performing. (WAEA article, 2013)

3. Disciplinary Literacy IS NOT….. the new name for content area reading (Shanahan, 2012). for language arts only. a “fix-all” to replace general reading strategies (Ratzell 2011). Focused on every teacher is a reading teacher (Faggella-Luby, et al., 2012). IS…. aimed at what we teacher versus how we teach. exploring the content knowledge, experiences, and skills needed to develop proficiency. a set of tools (reading, writing, listening, speaking, thinking, and performing) to support a more in-depth study of a content area.

5. The arts have unique symbolic systems of communication. These unique systems allow people across countries, cultures, and time to connect. The brain takes in these symbols which may include letters, number, icons, notes, auditory cues, and various imagery, and makes meaning of the ideas. The symbols are representative ideas and messages for the learner to decipher. This “informational text” presents opportunities for the learner to internalize and then apply through exploring further, creating, responding, and performing.

6. 8 Steps to Building Art Knowledge through Literacy. Build Prior Knowledge Build Specialized Vocabulary Build Prior Knowledge Build Specialized Vocabulary Learn to deconstruct complex visual representation of ideas. Use knowledge of artistic elements and genres to identify main and subordinate ideas within the piece. Articulate what the graphic representations mean within a work or ideas to support its main components. Pose discipline relevant questions. Compare artistic elements of the work to other artwork. Use reasoning within the discipline (attach evidence to evaluation claims).

7. Activity Migrant Mother by Dorothea Lange: http://www.historyplace.com/unitedstates/lange/dor12-100.htm Compare to migrant paintings…………………

8. Portraits and Practices Activity

9. Practices and Portraits ELA CapacitiesMathematical PracticesScientific and Engineering Practices Demonstrate independenceMake sense of problems and persevere in solving them Asking questions (for science) and defining problems (for engineering) Build strong content knowledgeReason abstractly and quantitatively Developing and using models Respond to the varying demands of audience, task, purpose, and discipline Construct viable arguments and critique the reasoning of others Planning and carrying out investigations Comprehend as well as critiqueModel with mathematicsAnalyzing and interpreting data Value evidenceUse appropriate tools strategically Using mathematics, information and computer technology, and computational thinking Use technology and digital media strategically and capably Attend to precisionConstructing explanations (for science) and designing solutions (for engineering) Come to understand other perspectives and cultures Look for and make use of structure Engaging in argument from evidence Look for and express regularity in repeated reasoning Obtaining, evaluating, and communicating information

10. 1.What are three details you notice in each photo? Photo One Photo Two 2. What are two ideas you have about these photos? 3. What is one question you have about these photos?

20. Create a mood or emotion.. Paper mannequin activity Create paper mannequin Use the mannequin to create a mood or emotion through the use of line, color. etc. Describe, in written format, how the components of your art express this mood or emotion.

22. Closing remarks and activities

23. Contact information Sandy Roe sroe@wilbur.k12.ar.us Nanette Nichols nnichols@wilbur.k12.ar.us