Connecting Language Arts and Art in ESL and Bilingual Classrooms
MOMA
Tuesday, November 16, 2010
9 a.m. to 3 p.m.
MOMA Education Building
Prepared by
Calder Zwicky, MOMA
and
Marguerite Lukes, NYS SBETAC
Art and Literacy
11-16-2010 MOMA/NYS SBETAC
Zwicky/Lukes
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Connecting Language Arts and Art in ESL
and Bilingual Classrooms
AGENDA
9-9:30
Food and Casual Introductions
9:30-10:00
Introduction to art and language arts connection
Some background:
Some poetry
Linking language arts and visual arts
10:00-10:30
Basics for integrating art into instruction
Transferable skills of language arts/literary analysis and art
Techniques for prior to viewing, during viewing, and post-viewing
(teacher-generated ideas – discussion)
10:30-12
Gallery visit
 Demonstration of interacting with art conversation with students
 Small groups of 3 develop theme-based “tours” in the galleries
12:00-12:45
Working Lunch
12-12:20
Debrief theme-based tours
Debrief on “Art Tour:” Share you theme and the works you chose:
What worked and what did you learn?
What was difficult?
What might you change
12:45-1:30
Concrete activities to link literacy with art
Open-ended questions (Introduction and pair practice)
Resources on-line
Format for creating a lesson
Pairs will use reproductions to practice peer questioning techniques
1:30-2:30
Lesson Development
Presentation of lessons created by former participants and photos
Pairs will each develop a theme-based lesson which will include:
Theme, grade level, time frame, works to use, activities prior to viewing
During viewing, post-viewing
2:30
Art and Literacy
Discussion and share
Evaluation
11-16-2010 MOMA/NYS SBETAC
Zwicky/Lukes
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The Moon by Jaimes Sabines
La Luna ( por Jaime Sabines)
La luna se puede tomar a cucharadas
o como una cápsula cada dos horas.
Es buena como hipnótico y sedante
y también alivia
a los que se han intoxicado de filosofía
Un pedazo de luna en el bolsillo
es el mejor amuleto que la pata de conejo:
sirve para encontrar a quien se ama,
y para alejar a los médicos y las clínicas.
Se puede dar de postre a los niños
cuando no se han dormido,
y unas gotas de luna en los ojos de los ancianos
ayudan a bien morir
Pon una hoja tierna de la luna
debajo de tu almohada
y mirarás lo que quieras ver.
Lleva siempre un frasquito del aire de la luna
para cuando te ahogues,
y dale la llave de la luna
a los presos y a los desencantados.
Para los condenados a muerte
y para los condenados a vida
no hay mejor estimulante que la luna
en dosis precisas y controladas
You can take the moon by the spoonful
or in capsules every two hours.
It's useful as a hypnotic and sedative
and besides it relieves
those who have had too much philosophy.
A piece of moon in your purse
works better than a rabbit's foot.
Helps you find a lover
or get rich without anyone knowing,
and it staves off doctors and clinics.
You can give it to children like candy
when they've not gone to sleep,
and a few drops of moon in the eyes of the old
helps them to die in peace.
Put a new leaf of moon
under your pillow
and you'll see what you want to.
Always carry a little bottle of air of the moon
to keep you from drowning.
Give the key to the moon
to prisoners and the disappointed.
For those who are sentenced to death
and for those who are sentenced to life
there is no better tonic than the moon
in precise and regular doses.
More poetry and resources on Mexican poet Jaime Sabines
http://sololiteratura.com/sab/sabinesprincipal.htm
Art and Literacy
11-16-2010 MOMA/NYS SBETAC
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LIST POEM
Writing Prompt – What does the moon evoke for you? After reading/hearing the poem –
make a list that starts with “the moon.” A list or a description – don’t worry about spelling.
This is a free-write.
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Digression On Number 1, 1948
I am ill today but I am not
too ill. I am not ill at all.
It is a perfect day, warm
for winter, cold for fall.
A fine day for seeing. I see
ceramics, during lunch hour, by
Miró, and I see the sea by Leger;
light, complicated Metzingers
and a rude awakening by Brauner,
a little table by Picasso, pink.
I am tired today but I am not
too tired. I am not tired at all.
There is the Pollock, white, harm
will not fall, his perfect hand
and the many short voyages. They'll
never fence the silver range.
Stars are out and there is sea
enough beneath the glistening earth
to bear me toward the future
which is not so dark. I see.
Frank O'Hara
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Interacting with text in the Classroom
Works of art are “visual documents.” Hence, what we already know are good practices in
working with literature can be transported into work with art to develop literacy skills.
Think about your own classroom and other good practices in language arts and the content areas.
With a partner, write down some examples of how you can do the following in your classroom.
You may want to use the poem “Rain” as an example.
Classroom instruction
Examples/strategies
Introduce a theme
Explore students’ prior
knowledge
Introduce a text or poem
Interact with a text or
poem during reading
Extend the learning
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Why Use Art in the Classroom?
Art, like text, can be used as a source to practice critical-thinking skills. Using art with students
has many things in common with the integration of high quality literature into the curriculum:
through activities prior to viewing, during viewing, and post-viewing, and using open-ended
questions and connections to students’ own experience, students become critical viewers and
thinkers. Teachers create opportunities for students to explore prior knowledge, practice their
language, and produce texts and other products for performance-based assessment. Unlike a
text, a work of art is like a “visual document” and a whole classroom of students can interact
with it easily together at the same time. It provides a common point of reference, without the
need for the teacher to stop and check for comprehension.
New York State Standards
As speakers and writers, students will use oral and written language for self-expression
and literary response.
Students will listen, speak, read and write in English for classroom and social interaction.
Students will listen, speak, read and write in English for critical analysis and evaluation.
Students will speak and write using the conventions and features of American English to
influence an audience.
Goals for Students
To develop understanding of what constitutes artistic expression
To explore academic language, use of visual images and other conventions
To become empowered to compare and contrast various works of art
To use higher order thinking skills to connect art viewing to their own experiences
What are some ways that our literacy and language arts strategies apply to interacting with art?
Art and Literacy
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Gallery Tour – themes for a tour
In your group, pick two works that you would like to focus on with your students: related to a
theme that you discuss with your partner.
Notes on your theme:
Work 1:
Title _________________________________________ Artist: ___________________
Notes on the work and its relation to the theme:
Questions you will ask students:
Work 2:
Title _________________________________________ Artist: ___________________
Notes on the work and its relation to the theme:
Questions you will ask students:
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Questioning and Discussion Strategies
When discussing a work of art with students, the Community Programs Educators at the
Museum of Modern Art employ some or all of the following questioning and discussion
techniques:
1. Use Open-Ended Questions to Draw Students’ Attention to the Artwork
a. “What do we see here?” or “What is going on here?”
b. “What do we see at the top, bottom, etc. of the artwork?”
c. “What small details, shapes, colors, etc. can we find in the artwork?”
2. Connect Students’ Personal Experiences and Prior Knowledge to the Artwork
a. “Does anybody know what musical instrument this is?”
b. “Has anybody ever been to a place that looks like this? When?”
c. “Does this remind you of anything you’ve seen around your house or your
school?”
3. Create a Narrative or Thematic Understanding of the Artwork
a. “What is the person in this painting doing? What are they going to do next?”
b. “What do we notice about the expressions on these people’s faces? What
emotions might they be feeling?”
c. “Does this remind us of any stories from our childhood? Which ones?”
4. Allow for Students to Express Personal Reactions to the Artwork
a. “Anthony has said that this piece makes him think of music and dancing. Does
anybody else get a similar feeling?”
b. “It seems like the group enjoyed the last artwork that we discussed much more
than this one. Why is that?”
5. Connect Art-Historical Information and Ideas Regarding Artistic Intent into the
Students’ Interpretation of the Artwork
a. “This is a self-portrait. What is the artist trying to show us about herself? How is
she showing it?”
b. “This artist is well known for his abstract art. Has anybody heard that term before
or know what that word means?
c. “Why would an artist use all of these dark colors in a painting? What feelings or
emotions might she be trying to express to her viewers?
6. Paraphrasing
a. Connect and reinforce pertinent themes.
b. Build a conversation around previous comments and questions.
c. Rephrase comments and connect similarities between student responses.
Art and Literacy
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Developing a lesson plan: Integrating art into a thematic lesson
Who are my students? What do I want to emphasize or explore? What themes will emerge?
Prior to viewing
What ways will I explore students prior knowledge?
What vocabulary and what language structures will students need to explore this theme
through art and literature
How will I introduce the theme and get students to connect to it? Will it be through writing?
Reading? Viewing?
What materials will I need?
During viewing
What open-ended questions will I ask the students?
What connections will I make to other classroom activities or works that we have read?
How will I encourage students to think critically?
After viewing
How will I extend the learning?
What will I ask students to create to demonstrate they have mastered the topic?
How will I assess their performance?
Art and Literacy
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Art and Literacy Lesson Plan
Instructor(s)
Theme:
Student level
Time frame
Materials
Language/vocabulary
Exploring prior
knowledge/
Introducing the
theme(s)
Interacting with text
and art
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Extensions/
Production
Assessment
Other Notes
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Examples of Arts-Based-Activities for ELLS
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OTHER RESOURCES
MoMA Website:
http://www.moma.org/
Browse the Collection at: http://www.moma.org/explore/collection/index
Resources to connect visual arts and language arts:
Engagement with Art and Museums
http://lacnyc.org/resources/familylit/Artsbook.pdf
The Poet Speaks of Art
http://homepage.mac.com/mseffie/assignments/paintings&poems/titlepage.html
Academy of American Poets
www.poets.org
Antologia de la Poesia Hispanoamericana
http://amediavoz.com/indice-A-K.htm
A media voz
http://amediavoz.com/poetas.htm
Art and Literacy
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I am from Poems
De Donde Yo Soy (Where I’m From)
by Levi Romero
I am from leche de jarro
from Morrell manteca and Gold Medal flour
I am from acequias, viviendas, dispensas, y
el Rosario recited on Radio ¿Qué Dice?
I am from the Irises drooping like teardrops
in grammita’s abandoned flower bed
y las Barras de San José
whose long gone limbs I remember
as if they were my own.
I’m from ojos verdes and travesuras y avergüénzalas / avergonzadas
from mis primos Peter and Jondas de La Villita
I’m from no friegues con migo and que Dios te bendiga
from dime con quien andas y te diré quien eres
I’m from ¡pórtate bien, repártete con tu hermano
y no seas malcriado!
I’m from Santos, velas, and lo que será, será
I’m from aquel vallecito de lagrimas soy de
Romero, Atencio, Valdez, y Duran
vengo de hablan cuando no deben de hablar
y son callados cuando deben de decir algo
soy de atole, frijolitos, papas con carne, y chile colorado
From tu abuelo, Juan Andrés, murió en la borrega en Monte Vista
y tu otro abuelo, Silviares, viajaba vendiendo fruta
desde el Embudo hasta Ratón
los retratos de mis antepasados
los traigo en mi corazón
yo soy un manito del Norte
me río por no llorar
soy de aquel mestizaje floreciendo
como el rocío en el amanecer
Art and Literacy
11-16-2010 MOMA/NYS SBETAC
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KOSKO: Actividad de presentación
Figure 1: “Yo soy…”
Instrucciones: Completar las cajas con información pertinente al tema. Pueden añadirse nuevas
cajas con otros temas de interés. Utilizar la información provista para crear un poema u otro
documento que sirva de presentación. Ser creativos.
CREATED BY KAREN KADEIRO KAPLAN, San Diego State University
De dónde soy (bosquejo)….
Cosas en mi hogar/casa de mi niñez
Cosas en mi barrio/pueblo
Dichos/expresiones de mi país/niñez
Lugares preferidos en mi país
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Cosas en el patio de mi casa
Mis parientes preferidos
Comidas preferidas de mi país/cultura
Actividades preferidos de mi niñez
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I’m From Outline….
Things in My Home
Things in My neighborhood
Sayings from my Country
Things in My Yard
My Favorite Relatives
Favorite Foods from My Country
Favorite Places in My Country
Favorite Childhood Activities
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Other Poetry/Art resources
The following are in no real order, but are popular and evocative poems that may be helpful in
generation some classroom ideas. Each theme is paired with a suggested painting from MOMA’s
collection
Night and Stars
Visual Image:
Starry Night (Van Gogh)
http://moma.org/collection/browse_results.php?criteria=G%3AHO%3AE%3A1&page_number=
9&template_id=1&sort_order=1
Poetry
HOY ES NOCHE DE SOMBRAS.
(Claribel Alegría)
Hoy es noche de sombras
de recuerdos-espada
la soledad me tumba.
Nadie que aguarde mi llegada
con un beso
y un ron
y mil preguntas.
La soledad retumba.
Quiere estallar de rabia
el corazón
pero le brotan alas.
Hymn to the Night by Henry Wadsworth Longfellow
I heard the trailing garments of the Night
Sweep through her marble halls!
I saw her sable skirts all fringed with light
From the celestial walls!
I felt her presence, by its spell of might,
Stoop o'er me from above;
The calm, majestic presence of the Night,
As of the one I love.
I heard the sounds of sorrow and delight,
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The manifold, soft chimes,
That fill the haunted chambers of the Night,
Like some old poet's rhymes.
From the cool cisterns of the midnight air
My spirit drank repose;
The fountain of perpetual peace flows there,-From those deep cisterns flows.
O holy Night! from thee I learn to bear
What man has borne before!
Thou layest thy finger on the lips of Care
And they complain no more.
Peace! Peace! Orestes-like I breathe this prayer!
Descend with broad-winged flight,
The welcome, the thrice-prayed for, the most fair,
The best-beloved Night!
INMENSIDAD DE LA NOCHE por Abelardo Linares, España
En medio de la noche surge a veces
una pregunta, y la noche se agranda,
y es inmensa la noche hasta la angustia.
Como un barco sin luces, silencioso,
surca así nuestro cuarto tanta sombra
que parece sin límites el mundo.
Nos rodea el vacío, es agua oscura
más densa aún que la sangre. Nada se oye,
tan sólo un chapoteo de hondo cieno
allá en lo más profundo de ese agua:
es nuestro corazón. Pero la noche
no cesa de crecer y ya es un ojo
de insoportable desnudez que mira
nuestro terror. Y es esa la pregunta,
y la noche lo sabe y mira entonces
(sólo a veces) el desvalido ser
que somos, con ternura, y vuelve el sueño.
Y la infinita gruta que es el universo
de nuevo resplandece.
De "Espejos" 1986 - 1991
Pre-Textos, 1991 Valencia-España
The Sleeping Gypsy (Rousseau)
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http://moma.org/collection/browse_results.php?criteria=G%3AHO%3AE%3A1&page_number=
20&template_id=1&sort_order=1
The Land of Nod
From Breakfast on through all the day
At home among my friends I stay,
But every night I go abroad
Afar into the land of Nod.
All by myself I have to go,
With none to tell me what to do-All alone beside the streams
And up the mountain-sides of dreams.
The strangest things are there for me,
Both things to eat and things to see,
And many frightening sights abroad
Till morning in the land of Nod.
Try as I like to find the way,
I never can get back by day,
Nor can remember plain and clear
The curious music that I hear.
Art and Literacy
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Cradle Song by William Blake
Sleep, sleep, beauty bright,
Dreaming in the joys of night;
Sleep, sleep; in thy sleep
Little sorrows sit and weep.
Sweet babe, in thy face
Soft desires I can trace,
Secret joys and secret smiles,
Little pretty infant wiles.
As thy softest limbs I feel
Smiles as of the morning steal
O'er thy cheek, and o'er thy breast
Where thy little heart doth rest.
O the cunning wiles that creep
In thy little heart asleep!
When thy little heart doth wake,
Then the dreadful night shall break.
COMMUNITY/HOME
I and the Village (Chagall)
http://moma.org/collection/browse_results.php?criteria=G%3AHO%3AE%3A1&page_number
=41&template_id=1&sort_order=1
In the Land of Words by Eloise Greenfield
In the land
of words,
I stand as still
as a tree,
and let the words
rain down on me.
Come, rain, bring
your knowledge and your
music. Sing
while I grow green
and full.
I'll stand as still
as a tree,
and let your blessings
fall on me.
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