Bilingual 4220: Teaching Fine Arts and the Humanities in Linguistically Diverse Classrooms April 2,...

Bilingual 4220: Teaching Fine Arts and the

Humanities in Linguistically Diverse

Classrooms

Bilingual 4220: Teaching Fine Arts and the

Humanities in Linguistically Diverse

ClassroomsApril 2, 2009April 2, 2009

AnnouncementsAnnouncements

Free Events Change of last two quizzes to Teaching

Philosophy assignment Reminders: next class at the Chicago

History; no class April 16 (work on Teaching Philosophy)

Free Events Change of last two quizzes to Teaching

Philosophy assignment Reminders: next class at the Chicago

History; no class April 16 (work on Teaching Philosophy)

Sandra Cisneros, April 14, 6 pm, Harold Washington Libraryhttp://www.chipublib.org/events/details/id/24747/Free

Sandra Cisneros, April 14, 6 pm, Harold Washington Libraryhttp://www.chipublib.org/events/details/id/24747/Free

After-School Workshop on Sandra Cisneros

After-School Workshop on Sandra Cisneros

Facing History and Ourselves, April 15, 4:30-7:00, Bucktown/Wicker Park Branch Library, Free, rsvp

http://www2.facinghistory.org/Campus/Events.nsf/HTMLProfessionalDevelopment/1E8B2B58118487F48525754D0066255D?Opendocument

Facing History and Ourselves, April 15, 4:30-7:00, Bucktown/Wicker Park Branch Library, Free, rsvp

http://www2.facinghistory.org/Campus/Events.nsf/HTMLProfessionalDevelopment/1E8B2B58118487F48525754D0066255D?Opendocument

Storytelling PerformanceStorytelling Performance

Jumping Jambalaya, Thursday April 9, 3:15-4:15, Hall of Governors, GSU. Free.

Jumping Jambalaya, Thursday April 9, 3:15-4:15, Hall of Governors, GSU. Free.

In class:In class:

Ten minutes to group-compose a brief article about where we’ve been going and events attended for the Bilingual Education Program newsletter.

Ten minutes to group-compose a brief article about where we’ve been going and events attended for the Bilingual Education Program newsletter.

ConceptsConcepts

Review of Visual Art Concepts Hamlet revisited April is National Poetry Month!

poets.org Dance

Review of Visual Art Concepts Hamlet revisited April is National Poetry Month!

poets.org Dance

ReminderReminder

Sign up online for Open House for Educators, May 11, 2009

http://www.artic.edu/aic/calendar/event?EventID=5623&ProgramCategory=4

Sign up online for Open House for Educators, May 11, 2009

http://www.artic.edu/aic/calendar/event?EventID=5623&ProgramCategory=4

Hamlet in Prison

http://www.youtube.com/watch?v=9cjPcOK_WwU

Hamlet in Prison

http://www.youtube.com/watch?v=9cjPcOK_WwU

Dance in the classroom Seed strategies for teaching dance concepts Seed strategies for dance Integration of dance

Dance in the classroom Seed strategies for teaching dance concepts Seed strategies for dance Integration of dance

Benefits of Dance Education

Kathy DeJean, lifelong dancer and dance educator at Lusher Alternative Elementary School in New Orleans, Louisiana, makes these observations about dance education:

* “Dance for children is much needed in a school curriculum along with physical education, because it explores their potential in movement ... on any size, shape, or color of body.”

* “Dance for children is much needed in a school curriculum along with physical education, because it explores their potential in movement ... on any size, shape, or color of body.”

* “I get a lot of feedback from classroom teachers who say, ‘I can tell these children have been with you and had dance because they are more assertive — not aggressive, but more assertive in their thinking and being able to share their thoughts.’”

* “I get a lot of feedback from classroom teachers who say, ‘I can tell these children have been with you and had dance because they are more assertive — not aggressive, but more assertive in their thinking and being able to share their thoughts.’”

* “Dance is a good experience for children who have a hard time sitting down. Once they come to movement and burn off some of that energy, they can focus on more sequential, factual information.”

* “Dance is a good experience for children who have a hard time sitting down. Once they come to movement and burn off some of that energy, they can focus on more sequential, factual information.”

* “Boys do like to dance. I start them off using the word ‘movement.’ Some boys are beautiful at movement. They get to explore that. Girls widen their perspective. They see that it is not just one style — dance is about what you think, what you feel, what you see.”

* “Boys do like to dance. I start them off using the word ‘movement.’ Some boys are beautiful at movement. They get to explore that. Girls widen their perspective. They see that it is not just one style — dance is about what you think, what you feel, what you see.”

At P.S. 156, The Waverly School of the Arts in Brooklyn, New York, former physical education teacher Scott Pivnik now teaches dance and movement, says:

At P.S. 156, The Waverly School of the Arts in Brooklyn, New York, former physical education teacher Scott Pivnik now teaches dance and movement, says:

* “The nice thing about dance is that it is nonconfrontational and completely cooperative. You learn how to work together as a group to make a final product, and everybody has to participate in order for it to look good.”

* “The nice thing about dance is that it is nonconfrontational and completely cooperative. You learn how to work together as a group to make a final product, and everybody has to participate in order for it to look good.”

* “Some people are going to look at this whole thing and say, ‘How do you know this is working?’ You just have to come in and look at it. There’s a level of self-confidence that develops, a level of poise that comes from this. Deep down inside it’s: ‘Wow, I can do this.’”

* “Some people are going to look at this whole thing and say, ‘How do you know this is working?’ You just have to come in and look at it. There’s a level of self-confidence that develops, a level of poise that comes from this. Deep down inside it’s: ‘Wow, I can do this.’”

Before watching:Before watching:

As you watch the program, consider the benefits of each approach:

* In what circumstances would each be effective?

* How would you incorporate each into an integrated curriculum unit?

As you watch the program, consider the benefits of each approach:

* In what circumstances would each be effective?

* How would you incorporate each into an integrated curriculum unit?

Watch the Program: 30 minutes

http://www.learner.org/libraries/artsineveryclassroom/v3beforewatching.html

Watch the Program: 30 minutes

http://www.learner.org/libraries/artsineveryclassroom/v3beforewatching.html

After watchingAfter watching

How could dance be incorporated into studies of other subjects, such as social studies, math, and science?

How might you incorporate the natural movements that children do every day into classroom learning?

How could dance be incorporated into studies of other subjects, such as social studies, math, and science?

How might you incorporate the natural movements that children do every day into classroom learning?

Why should dance/movement be integrated (research/theories, and philosophy)?

What do classroom teachers need to know to integrate dance and movement?

How can dance be integrated (planning, environment, literature, instruction, adaptations, assessment)?

Why should dance/movement be integrated (research/theories, and philosophy)?

What do classroom teachers need to know to integrate dance and movement?

How can dance be integrated (planning, environment, literature, instruction, adaptations, assessment)?

Some PracticeSome Practice

Dance word walls Letters of the alphabet Antonyms Word of the Day Line by Line

Dance word walls Letters of the alphabet Antonyms Word of the Day Line by Line

ChoreographChoreograph

Choose a dance seed strategy from Chapter 11 and guide us through it.

Choose a dance seed strategy from Chapter 11 and guide us through it.

ReflectionsReflections

Discussion and Exit Tickets Discussion and Exit Tickets

Chicago History Museum: meet there at 5 pm, 1601 N. Clark St.

The Museum is easy to reach via public transportation. CTA buses 11, 22, 36, 72, 73, 151, and 156 stop nearby. The Brown Line Sedgwick station and Red Line Clark/Division station are also located approximately one half-mile from the Museum

free pass information at http://www.chipublib.org/eventsprog/programs/kids/grkids_museumpass.php

Or

Chicago History Museum: meet there at 5 pm, 1601 N. Clark St.

The Museum is easy to reach via public transportation. CTA buses 11, 22, 36, 72, 73, 151, and 156 stop nearby. The Brown Line Sedgwick station and Red Line Clark/Division station are also located approximately one half-mile from the Museum

free pass information at http://www.chipublib.org/eventsprog/programs/kids/grkids_museumpass.php

Or

Adults: $14 with audio tours Students (13–22 with ID): $12 with

audio tours Free for members of the Chicago

History Museum, DuSable Museum, and National Museum of Mexican Art.

Admission includes two audio tours: Chicago: Crossroads of America, a tour developed with the Second City (available in English and Spanish) and In Our Own Words, a tour created by local teens (English)

Adults: $14 with audio tours Students (13–22 with ID): $12 with

audio tours Free for members of the Chicago

History Museum, DuSable Museum, and National Museum of Mexican Art.

Admission includes two audio tours: Chicago: Crossroads of America, a tour developed with the Second City (available in English and Spanish) and In Our Own Words, a tour created by local teens (English)