Art Meets Language Arts
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Transcript of Art Meets Language Arts
Art Meets Language Arts E. Farnesi & N. Thurzo Wilkins Junior High
Background Information
Indian Springs School District 109 is located in Justice (southwest of Chicago)
Low Income: 61.3%
What our district has pushed
6 +1 traits
S.M.A.R.T. Goals
Cross Curricular Lessons
Legislation Alignment
Common Pacing Guide
Grade Level Specific Themes/Project Based Learning
Why merge L.A. & Art?
Push of Common Core L.A. Standards
Testing, Testing, Testing
Common language
Realization of cross curricular
Reinforcing skills that appeal to different modalities
References
6+1 Traits of Writing by Ruth Culham
Reproducible Forms for the Writing Traits Classroom: Middle School by Ruth Culham
Six Traits for Writing Success Middle School by Houghton Mifflin Harcourt Publishing Company
Using Art to Teach Reading Comprehension Strategies by Jennifer Klein and Elizabeth Stuart
What’s Our Language Arts Department Like?
8 Teachers/4 Special Education Teachers/ 4 Houses
80 min blocks
Inclusive setting
Time divided between Reading
Writing
Intervention
What’s Our Art Department Like?
1 Art Teacher
9 weeks, 4 quarters
6-40 minute classes a day
3 Art 1
3 Art 2
Collaboration
Art and 7th Grade L.A. connection
Looked at Common Core E.L.A. Standards
Went through Pacing Guide for L.A.
Broke down skills that Art could reinforce within the classroom
Decided on 6+1 and reading comprehension
L.A. Curriculum
Monday Tuesday Wednesday Thursday Friday
Read Aloud
Read Aloud
15-20 minutes
Read Aloud
15-20 minutes
Read Aloud
15-20 minutes
Read Aloud
15-20 minutes
20 question Read Aloud listening comprehension
assessment
Weekly Story Lesson
Story Lesson Pre-Assessment
Vocab Power (Tier Two Vocabulary)
Meet the Author
Differentiated Reading of the Story
Writing Question based on Story and Common Core
Class re-read of story
Comprehension Questions (This is our assessment)/
Story Activity
Post Test for Vocabulary/
Writing Question Due
Intervention Work
20-30 minute intervention
activity
20-30 minute intervention
activity
20-30 minute intervention
activity Progress monitoring
Assessment
Writing
(Narrative, 6+1)
6+ 1 Writing Time
6+ 1 Writing
6+1 Wrap up for week/
Discuss writing question for week
Weekly Language Arts Schedule 1st Quarter 2013-2014
6+1 Traits
Traits broken down by quarter
Language arts focuses on two traits in each quarter, while still talking about the others
When grading writing, only covered traits are graded or assessed.
Each trait is taught in isolation
Mini lessons are done to enforce traits
Traits are then applied into different writing pieces
Comprehension • Comprehension is taught through weekly reading stories and think aloud.
• We also enforce comprehension through our intervention groups.
• Intervention Groups-
• Targeted Areas
• Fluency: Readers Theatre
• Comprehension • Explicit Main Idea • Supporting Details • Cause and Effect • Inference / Implicit Main Idea
• Vocabulary Group (To Be Determined – Not Progress monitored on the ISAT Grid)
• Critical Thinking Group
• How Interventions Work
• First Week Assessment – All areas of Comprehension
• Based on Results – place into targeted areas for intervention groups
• Three 25-30 minute sessions (Tuesday/Wednesday/Thursday)
• Progress monitoring assessment at the end of intervention time on Thursday
Art Curriculum
Daily Journals
Reflective Writing
Art 1: Fundamentals Value Color Perspective
Art 2: Advanced Ceramics Life Drawing Printmaking/Animation Cels
6+1 Traits
Quarter 1 Journals Comprehension (3 days per week)
6+1=Ideas/Organization (2 days per week)
Week 1 Making Connections Picture this Activity
Week 2 Determining Importance Journals –grading idea
Week 3 Inferring Postcard Activity
Week 4 Questioning Journals-grading idea
Week 5 Visualizing Organization activity
Week 6 Synthesizing Journals-grading organization
Week 7 None Organization activity
Week 8 None Journals-grading organization
Week 9 None None
Example of Ideas Journals/Activities
Picture This Activity
Select an image to write about. Write a paragraph that is so descriptive, that
someone who has never seen the image will be able to identify and clearly imagine
what you are looking at.
Discover Details
Student Example
Sarah:
“The picture I’m looking at has winding hills into a valley. The grass on the valley has a dull greenish yellowish color. In front of the picture where the valley starts it has bunches and bunches of red flowers. The top of the hill in the beginning of the valley by the flowers to the right it has a house that is white, with red roofs. The house has two pine looking trees on the left and red flowers to the right of the house. Where the flowers in the beginning of the valley end there are trees/bushes. At the start of the house a path starts and goes on over the hills. In the background the sky is blue with white clouds. The valley goes up higher with each hill. The last hill shown in the picture is covered by clouds.”
Tell this
story…
Hurry! help me out of
this painting Grandpa!…
Organization
List 3 examples of how artists can organize their
thoughts and ideas.
1 2
3
4
Which Art?
Which art would you most like to step into? Why? What happens when you step into that artwork?
Either explain your choice or tell a story about what happens after you step into the work of art.
M.C. Escher
Dali
Comprehension
Quarter 1 Journals Comprehension (3 days per week)
6+1=Ideas/Organization (2 days per week)
Week 1 Making Connections Picture this Activity
Week 2 Determining Importance Journals –grading idea
Week 3 Inferring Postcard Activity
Week 4 Questioning Journals-grading idea
Week 5 Visualizing Organization activity
Week 6 Synthesizing Journals-grading organization
Week 7 None Organization activity
Week 8 None Journals-grading organization
Week 9 None None
Art to Art
Marilyn Minter, Lilyputti ,
2006 , enamel on metal , 24 x 24"
Aviditas
Charcoal, 2009
42” x 55”
Art to Art continued…
Leonardo Da Vinci Mona Lisa, 1503–1519
Johannes Vermeer The Girl with the Pearl Earring,1665
Student Examples
Why is it important to compare and contrast different works of art?
Ivette, “It is important to compare two different artworks because then you could really see what the artist is trying to communicate through their artwork.”
Jimmy, “I think it is important to compare artwork because you can see the differences in both and see if also find the similarities to see if that inspires you.”
Sarah, “It is important to compare and contrast different pieces of artwork because every artist has their own way of art but it’s interesting to see what their art has in common.”
Art to Self
What connections do artists make to their artwork?
Student Examples
What does the painting remind you of? “This painting remind me of my room how it’s alway junky.”
What experiences in your life seem similar to this artwork? “Experience in my life is similar to this artwork because there been many days I got in trouble cause my room be junky.”
Do you have any other personal connections to this work of art?
“My personal connection is that most of the time when I’m doing stuff and don’t clean back up my room be mess up books, papers, clothes, and shoes be everywhere.”
Art to World
What connections do artists make in their artwork to
their world?
Inferring
What is Inferring?
How do artists use color and facial expressions to tell
the mood and the “story” in the painting?
How does the strategy of inferring help us understand a
piece of art?
Gustave Courbet — The Desperate Man (self-portrait) — 1845
Katie O’Hagan, Life Raft, 2011 (oil, 38×60)
Reflective Writing
Students write a reflection at the end of every project.
4-5 questions
Align to 6+1 rubric
Transition to Artist Statement
Trouble Shooting
No common rubric across grade levels
Getting All L.A. teachers on board
Loss of Class Time
Not all Encore Teachers implementing 6+1
Achievements
Students making connections
Students retaining information
Better Student engagement
Students are able to understand that the skills they are learning will be used throughout not just the school day but everyday life
All teachers are taking part in the teaching of E.L.A. standards, which makes for a more unified staff.
Going Forward
Continue to add and revamp journals
Common Rubric District Wide-Art Inclusion
More Training
Common Plan Time
Questions?
Contact: Elizabeth Farnesi, Art :[email protected]
Nicole Thurzo, Language Arts:[email protected]