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Chapter 4Communication, Expression, and Experience: Literacy and
the Arts
By Terrah JohnsonSelina Black Mary Proctor
How can the Arts be fundamental to becoming literate?
How does using the Arts provide an effective
methodology for acquiring reading, writing,
comprehension, and communication skills?
The Arts Can Provide a Common Language for Students with “Word” Language Barriers.
It provides freedom of expression for second language learners.
This freedom of expression allows for collaborative learning amongst students.
The Arts Provide the Means for Children to Represent Images and Ideas.
It can be achieved through dramatic play which helps with the
development of language which sets the stage for creative language and
symbolic development.
Learning With and Through the ArtsThis includes teaching cursive writing through
movement, and spelling and vocabulary through drawing picto-spelling.
Literacy and Story Comprehension With and Through Arts
The first step in this process is to introducing students to quality poetry and literature.
The second step is to allow the students the time to examine paintings or sculptures.
The third step is allow time for the students to create a story, poem, or dance about their observations.
The fourth step is to enjoy .
http://youtu.be/WkBepgH00GM
Playing With WordsObtain English Language Acquisition through
English Poetry in
three easy steps.
Introduce PoetryFirst Step
Ask the students to describe what they think poetry is.
Ask students if they have ever written, read, or remembered any poetry.
Read some popular poems out loud to students.
Common TopicSecond Step
Focus on one topic that is familiar to everyone in one form or another. For example ~ “family”Group students to brainstorm on words in English
relating to family and write them on the board. Have students come up with their own list of
words that relate to families.
Creating their own PoemThird Step
An example of the words written on the board would be: grandma, grandpa, brother, sister, aunt , niece, dad, mom. Using this list of words have the students write their own “word poem.”Student poem example –
Caring grandma, grandpamom, dad, aunt, uncle, cousin, niece, nephew,sister, brother, baby
A Step FurtherUsing the same familiar topic, “family,” ask
the students to write a simile about one of their family members.
Student simile example: My brothers are like spider
webs• From this simile the students brainstormed a
different set of words. Words like sticky, cockroach and tarantula.
• Using this set of words the students created another poem.
Additional MethodsJOURNALING
Students kept poetry journals.
Journals included poems they composed and poems they found.
Students were able to write in their journal every
morning.
COPYING POEMSCopying poems helps with
spelling and grammar.Copying poems serves as
a bridge for students who are not comfortable with
their writing ability.
Key Elements Toward Writing Poetry Wordstorming- Students brainstorm words before writing
poetry as a way to get started. Modeling- Teachers model elements of the writing process
using an overhead, always clearing away model-poems quickly to avoid copying or dependence.
Editing and Revising- Spend several weeks on the same poem. Edit and revise constantly!
Publishing- Publish poetry using bulletin boards, local schools/colleges, and poetry books.
Journals- Assign poetry journals to every student!Timing- Use guided poetry writing at the same time every
week. Sharing- Share! Share! Share!
SummaryArt provides many methods for gaining
literacy skills and can support reading and writing skills.
Poetry has an especially important function with regard to literacy.
Through writing poetry, students may explore a world of words!
Lesson PlansPicto-spells (93)
Helps students visually represent spelling of vocabulary words.
Photograph Exploration and Writing (94) Uses photography as an art form to teach creative
writing. Animal Alliteration (95)
Students draw an animal in the shape of the first letter from which the animal is spelled (Example: S= Snake).
Pantomime Storytelling (96)Students model characters’ emotions and actions.