Welcome! Please skim through the handout and identify something that you SEE? What do THINK about it? What does it make you WONDER? 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 Pat Klos/AI Specialist: pklos@aacps.org
How can I integrate literacy standards into my classroom? Artful Thinking Routines + Exploring Feldman’s Four = READING & WRITING IN THE ART CLASS
Key Shifts in Literacy Focus • Appropriate text complexity Reading • 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 on of of t two or o or mor more e te texts xts • Less emphasis on building background to texts • Compos Composing ing and e and evalua aluating ting ar argument and inf gument and infor orma mativ tive e writing riting Writing • 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 om tw two or o or mo more e te texts xts • Developing short and long-term research projects using print and digital resources ces • Aca cade demic mic discussi discussion on and and colla collabo boration: tion: on one-to to-on one, e, Speaking and sm small all group oup, w , whole c hole clas lass Listening • Formal and informal presentation • Use of diverse media and formats • Academic vocabulary Language • Grammar and conventions • Liter Literac acy y instr instruc uction tion in in all all co conte ntent nt ar area eas Interdisciplinary • Cross oss-discipli disciplina nary y co conn nnec ections tions Pat Klos, AI Specialist pklos@aacps.org pklos@aacps.org
ART >>>> Observation >>>> Art iculation • 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 = NON-PRINT TEXT 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. 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 IS THAT ENOUGH D. Thirty seconds 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)
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 Take an imaginary walk through a image again and work of art (or as someone try to list 10 more pictured in one). words or phrases • Write a POSTCARD to your list. Write what you sense as you walk: What do you hear, see, feel, taste, smell… ? • Write a SENSORY POEM • Write a HAIBUN P Klos, Arts Integration Specialist Anne Arundel County Public Schools
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 Pat Klos, AI Specialist pklos@aacps.org pklos@aacps.org evidence when writing or speaking to support conclusions drawn from the text.
Pat Klos, AI Specialist pklos@aacps.org pklos@aacps.org
Become a curator! You and your team will Design an exhibit of illustrating A targeted or identified THEME . . Reach a Gallery Walk: Select at least Create/Write a consensus Explore the museum label four (4) pieces with your art of in the for each piece that you would team on a collection of artwork in like to include in and design looking for your collection an exhibit that and a examples of or for the you and your provide a that fit the entire exhibit team will curate . title for your theme you based on style exhibit. are and connection considering. to the theme of the exhibit. Pat Klos/AI Specialist: pklos@aacps.org
Curate an exhibit 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. Pat Klos/AI Specialist: pklos@aacps.org
Theme: human impact on 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 p. 9-10 position with evidence. Pat Klos/AI Specialist: pklos@aacps.org
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
What do you SEE? THINK? WONDER? Pat Klos, AI Specialist pklos@aacps.org pklos@aacps.org
What’s going on/happening in this painting? What do you see that makes you say that? Pat Klos/AI Specialist: pklos@aacps.org
Ar Artfu ful & Visible Thin inki king ng Routines Claim- See-Think- What Makes Looking 10x2 Support- Wonder You Say That? Listening 10x2 Question Beginning- Creative Connect- Perceive- Middle-End Questions Extend- Know-Care Headlines Challenge About Creative The Think, Puzzle, Colors, Zoom In Comparisons Elaboration Explore Shapes, Routine Lines Parts- Circle of Purposes- 4 C’s Viewpoints Tug of War Complexities
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?
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