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Build Connections Between Visual Art & Literacy Draw Upon Art and Common Core Standards
NAEA 2014, San Diego CA Presented by Wanda Gray & Barb Reinke
Engage
Learners Help Teachers
Implement
Standards
Improve Reading
Writing &
Communication
Use Art to Build Literacy Skills
Art Integration Draws Upon Common Core Standards
Look Again… Story Insights from Illustrations
Hands On—Visual Literacy & Written Literacy Both
Conveys Meaning
85%
93%
Believe art experiences help close theachievement gap
Use visual art to teach literacy skills athigher frequency than other subjects
National Arts Infused Education Study, Crayola LLC, July 2012.
Visual Arts is a gateway for Arts Integration
In survey, classroom teachers reported:
Reading Informational Text Strand Craft and Structure
CCSS.ELA-Literacy.RI.Kindergarten.6 Name the author and illustrator of a text
and define the role of each in presenting the ideas or information in a text.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy. RI. Kindergarten. 7 With prompting and support, describe
the relationship between illustrations and the text in which they appear (e.g., what
person, place, thing, or idea in the text an illustration depicts).
Reading Literature Strand Integration of Knowledge and Ideas
CCSS.ELA-Literacy. RL. Grade 1. Use illustrations and details in a story to
describe its characters, setting, or events.
CCSS.ELA-Literacy. RL. Grade 1. Compare and contrast the adventures and
experiences of characters in stories.
Reading Foundation Skills Strand
Fluency
CCSS.ELA Literacy. RF. Grade 2. Read with sufficient accuracy
and fluency to support comprehension.
CCSS.ELA Literacy. RF. Grade 2. Use context to confirm or self-correct
word recognition and understanding, rereading as necessary.
Writing Strand Text Types and Purposes
CCSS.ELA Literacy. W. Grade 3. Write informative/explanatory texts to examine a
topic and convey ideas and information clearly.
CCSS.ELA Literacy. W. Grade 3. Introduce a topic and group related information together;
include illustrations when useful to aiding comprehension
CCSS.ELA Literacy. W. Grade 3. Write narratives to develop real or imagined
experiences or events using effective technique, descriptive details, and clear event
sequences.
CCSS.ELA-Literacy. W. Grade 3 Use dialogue and descriptions of actions, thoughts, and
feelings to develop experiences and events or show character response to situations.
Speaking & Listening Strand Comprehension and Collaboration
CCSS.ELA Literacy.SL. Grade 4 Engage effectively in a range of collaborative
discussions (one-on-one & groups) with diverse partners building on others’ ideas and
expressing their own.
CCSS.ELA Literacy. SL.Grade 4 Paraphrase portions of a text or information presented
in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA Literacy. SL. Grade 4. Identify the reasons and evidence a speaker
provides to support particular points.
Speaking & Listening Strand
Presentation of Knowledge and Ideas
CCSS.ELA-Literacy.SL. Grade 2. Tell a story or recount an experience with
appropriate facts and relevant, descriptive details, speaking audibly in coherent
sentences.
CCSS.ELA-Literacy.SL. Grade 2. Create audio recordings of stories or poems; add
drawings or other visual displays to stories or recounts of experiences when
appropriate to clarify ideas, thoughts, and feelings.
Language Strand
Vocabulary Acquisition and Use
CCSS.ELA-Literacy. L. Grade 5 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases choosing flexibly from a range of strategies.
CCSS.ELA-Literacy.L.5. Use context as a clue to word meaning.
CCSS.ELA-Literacy. L. Grade 5 Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
Knowledge of Language
CCSS.ELA Literacy. L. Grade 6 Use knowledge of language and its conventions when
writing, speaking, reading, or listening.
CCSS.ELA Literacy. L. Grade 6 Vary sentence patterns for meaning, reader/listener
interest, and style.
CCSS.ELA-Literacy. L. Grade 6. Maintain consistency in style and tone.
Creating:
Generating and conceptualizing artistic ideas and work.
Organize and develop artistic ideas and work.
Presenting:
Analyze, interpret and select artistic work for presentation.
Convey meaning through the presentation of artistic work.
Responding
Interpret intent and meaning in artistic work.
Apply criteria to evaluate artistic work.
Connecting
Relate artistic ideas and works with societal, cultural, and historic context to
deepen understanding
New (draft) Core Arts Standards Strands
Authors & Illustrators have Similar Communication Tools
Unity-Harmony
Focal Point
Patterns: Rhyme-Repetition-Alliteration
Proportion-Size-Bold Emphasis
Figurative Language & Images
Authors’ Tools Parallel to Illustrators’ Elements & PoD
Art
Elements Line
Color
Texture
Shape
Form
Principles of Design Balance
Emphasis
Movement
Rhythm—Repetition—Pattern
Proportion
Unity—Harmony
Variety—Contrast
Writers’ Tools Fonts— Lines
Colorful commentary--words that
paint pictures, similes, metaphors
Texture of Figurative
Language: adjectives & adverbs
Stories take shape & form: Plot
& Setting, Motion-Emphasis. Balance.
Characters: Proportion. Variety.
Contrast.
Patterns: Rhythm-Repetition. Unity-
Harmony-Dissonance
Visual Literacy & Written Literacy Parallels
Authors & Illustrators Communicate Using Symbol Systems
Read illustrations/interpret art for clues-contextual meaning
Increase writing skills with robust descriptions & content
Create visuals that communicate intended meaning
Examples of Books using Illustrator’s Tools How does this illustrator convey meaning using Art Elements & PoD?
Art
Elements Line
Color
Texture
Shape
Form
Principles of Design
Balance
Emphasis
Movement
Rhythm—Repetition—Pattern
Proportion
Unity—Harmony
Variety—Contrast
Madeline’s Lines
Ludwig Bemelman’s classic story Madeline… What observe?
Rhythm, Repetition, Rhyming—Patterns in words and simple line
sketches
Balance—Parallel sentence structure and visuals
Unity-Harmony in both text and visuals
Jungle Textures
Why Mosquitoes Buzz in People’s Ears
How do these illustrations convey meaning?
What art elements/principles of design are used prominently? Texture
Lines
Colors
Patterns
Emphasis
c
Emotional Fairy Tale Ed Young’s Lon PoPo
How are emotions expressed through these illustrations?
What art elements/principles of design that are used
prominently? Balance-Emphasis-Proportion
Texture
Variety-Contrast
Color
Llama Rhyming Quilt
Anna Dewdney’s Llama Llama Red Pajama
How do the illustrations and story reinforce each other?
Which elements/design principles does Dewdney focus on?
rhythm-repetition-pattern
color
texture
line
Magical Witch
Tomie dePaola’s Strega Nona
How can you decode the story just from the illustrations?
Who is the dominate character and how can you tell from the
illustrations?
Discuss dePaola’s use of:
Emphasis
Color
Form (3D) & Shape(2D)
Suggestion for Art & Literacy hands-on
to share with your school Madeline’s-lines (Use patterns-repetition and simple lines to convey similar style. to show
unity and harmony. Explore balanced images & a limited color palette to show unity-harmony.)
Jungle Textures (Use textures to shows intensity/character personality. Use patterns to
show depth and movement. Use emphasis to create focal point. Explore how outlining with
white lines and monochromatic colors form a consistent style.)
Emotional Fairy Tale (Use balance-proportion-emphasis to convey dominance/power. Use
colors that convey threat and innocence. Use texture to convey harness/softness. Use
variety-contrast to show difference in character personalities.
Llama Rhyming Quilt (Use line-rhythm-repetition-pattern to create a textured rhyming quilt,
in this color palette)
Magical Witch (Use color palette, form/shape and emphasis to communicate story and
develop characters, consistent to dePaolo’s style—how do your visuals convey personality
and plot?)
Let’s Create and Share Take a current book being read by a teacher or a grade level in your school
Depict the book and lean into how you might connect in a new way with the
common core standards we discussed today.
Examples CCSS.ELA-Literacy. RL. Grade 1.
Use illustrations and details in a story to describe its characters, setting, or events.
CCSS.ELA-Literacy.RI.Kindergarten.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
Your Key Take Away Message…
Thank You
www.crayola.com
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