Rich Arts Experiences

The Why and How of Integrating Rich Art Experiences into

Instruction for English Learners: What’s Good for EL’s is Good for All!

Presented by:Dr. Lisa Gonzales, Ed.D. Coordinator

Santa Clara County Office of EducationNora Guerra

Director of Educational Innovation & Development

Oak Grove School District

Outcomes

Provide an overview of the changes in ELA/ELD standards with Common Core

How the changes impact EL students

The role of the 4 C’s for EL students & all

The value of the arts for EL’s and all

Model programs – Oak Grove & Alum Rock School Districts

Changes with CCSS

Students must be able to:

Engage with complex, informational text

Use evidence in writing and research

Work collaboratively to present ideas and communicate multiple perspectives

Overview of California ELD Standards

Describe the knowledge skills, and abilities in English as a new language that are expected at exit from each proficiency level.

Exit descriptors signal high expectations for ELs to progress through all levels and to attain the academic English language they need to access and engage with grade-level content in all content areas.

Challenges of New CCSS for EL Students

Require systemic, district-wide approaches to curriculum design & instructional delivery

Focus has to be on language development AND content

CCSS are great at bridging gaps that have existed between language acquisition and content proficiency

ELs will need support to participate in activities that simultaneously develop conceptual understanding of content and language use.

Instructional Shifts To Improve ELL’s Language & Content Learning

Instructional Shifts To Improve ELL’s Language & Content Learning

Instructional Shifts To Improve ELL’s Language & Content Learning

Examples of Teacher Adaptations

Flexible, fluid grouping structures (homogeneous and heterogeneous)

Break down difficult tasks into manageable segments

Facilitate productive discussions

Provide meaningful and appropriate feedback

Explicitly modal and support student production of language

DESIGN

CONNECT

SYNTHESIZE

APPLY CONCEPTS

CRITIQUE

ANALYZE

CREATE

PROVE

ARRANGE

REPEAT

RECALL

RECITE

CALCULATE

DEFINEIDENTITY LIST

LABEL

ILLUSTRATE

MEASURE

REPORT

QUOTE

MATCH

STATE

TELL

WHO, WHAT, WHEN, WHERE, WHY

MEMORIZE

TABULATE

RECOGNIZE

NAME

USE INFER

CATEGORIZE

COLLECT AND DISPLAY

IDENTIFY PATTERNS

GRAPH ORGANIZE

CLASSIFY CONSTUCT

SEPARATE MODIFY

CAUSE/EFFECT PREDICT

ESTIMATE

COMPARE

RELATE

INTERPRET

DISTINGUISH

USE CONTEXT CUES

MAKE OBSERVATIONS

SUMMARIZE

SHOW

REVISE

APPRISE

CRITIQUE

FORMULATE

HYPOTHESIZE

CITE EVIDENCE

DRAW CONCLUSIONS

EXPLAIN PHENOMENA IN TERMS OF CONCEPTS

USE CONCEPTS TO SOLVE NON-ROUTINE PROBLEMS

DIFFERENTIATE

INVESTIGATE

COMPARE

DEVELOP A LOGICAL ARGUMENTASSESS

CONSTRUCT

How the Arts Have

Meaning in Common Core

LEVEL ONE(Recall)

LEVEL TWO(Skill/

Concept)

LEVEL FOUR

(ExtendedThinking)

LEVEL THREEStrategic Thinking

DESCRIBEEXPLAIN

INTERPRET

Why Is This An Issue?

2010 CBEDS data showed only 16.4% of students in free/reduced meal programs are enrolled in VAPA courses

Or…..83.6% of students enrolled in VAPA programs are not of low-socioeconomic status

Lower income children have fewer arts options in school; less disposable income to engage in after-school study

But there’s more…

Attention only to the impact of poverty limits how educators approach the whole child

Language and culture affirm positive traits of heritage, identity, and resilience which energize a child’s ability to learn, make meaning, create, contribute

Recent CA statewide research – CA middle schools who teach a majority of Latino, African American and American Indian students are far less likely to provide arts with reduced budgets

This is a video from YouTube – http://youtu.be/h_pWZBOR4ec

Discussion Question

Discuss with others near you:

How do the skills of description transfer across content areas?

How is this good for EL students?

How is this good for ALL students?

What is 21st Century Learning? And how do the arts tie in?

Three Modes of Communication

Collaborative (engagement in dialogue w/others)

Interpretive (comprehension and analysis of written and spoken texts)

Productive ( creation of oral presentations and written texts)

Model Programs

Elementary Schools: Integration of arts into daily instructional program Discrete arts classes during the school day Extra-curricular VAPA classes after school Chorus, mariachi, handbell choir Instrumental music: recorders, band, concerts Dance class: dance festival Drama/Theatre class: full-scale musical production Art & Music appreciation program: showcase

Model Programs

Middle Schools: Integration of VAPA standards into core Elective courses during the day After school courses Chorus, Honor chorus Visual arts Band, jazz band, Honor band Drum corps Digital photography Dance Drama/Theatre

Professional Development for Teachers

Integrating VAPA standards into core curricula

Integrating Arts in Math

Drama/Theater for ELs

Reader’s Theatre

Marion Cilker Arts Really Teach

Montalvo Art Splash

Teacher Action Network

County Arts Network

Partnerships

SCCOE Theatre Express

SFSU San Jose Repertory Theatre

YMCA San Francisco Symphony

Ballet San Jose Artists in Residence

San Jose Jazz Society

San Jose Children’s Museum of Art

Bay Area Children’s Art Project

CCSESA – ccsesaarts.org

CCSESA Resources

Arts Assessment

Arts Curriculum – K-6 and Middle School

Advocacy

Leadership

Arts in After-School Programs

Professional DevelopmentCcsesaarts.orgClick on “Toolbox”

Review of Our Outcomes

Provide an overview of the changes in ELA/ELD standards with Common Core

How the changes impact EL students

The role of the 4 C’s for EL students & all

The value of the arts for EL’s and all

Model programs – Oak Grove & Alum Rock School Districts