developing art lessons with at-risk youth and ells in mind delanie holton art teacher fletcher...

DEVELOPING ART LESSONS WITH AT-RISK YOUTH AND ELLS IN MINDDelanie Holton

Art Teacher

Fletcher Primary and Intermediate Aurora, CO

Why the Arts Matter

Students who participate in the arts: Have higher retention rates. Have higher standardized test scores. Demonstrate improved self-concept and self-

efficacy. Have improved critical thinking skills, fluency,

originality, focused perception, and imagination. Have improved parent relationships, self-

concept and overall academic achievement regardless of socioeconomic background.

Develop an understanding of visual language.

At-Risk Youth

At-risk youth are those who lack the cultural capital necessary to achieve in a traditional academic setting.

At-risk youth may struggle with: Self-concept Societal pressures Cultural identity

SHARE: What are some lessons you have in your tool box that address these struggles?Were your students “hooked”?

What Already Works

High quality art education is: based on the visual world. about examining culture. hands-on. expressive. standards-based. integrated.

English Language Learners (ELLs) English Language Learners

Are those whose first language is other than English.

Because most ELLs are of minority status background, they may be considered at-risk.

School failure increases when staff is ill-equipped to meet the unique needs of ELLs.

A study conducted by Spina (2006) indicated that students who participated in an arts program that used appropriate interventions made gains in native language retention and reading scores.

Why Shelter Instruction in Art? You’re probably already doing it Focus strategies Increase interest and participation Improve instruction Meet the needs of all students

Sheltered Instruction for ELLs

Lesson planning with ELLs in mind The Sheltered Instruction Observation Protocol

(SIOP) is a model used to organize and implement Sheltered Instruction strategies.

Teachers use six strategies: Clearly defined content objectives Clearly defined language objectives Content concepts that are age and background

appropriate Extensive use of supplemental materials Differentiation and adaptation of content Meaningful activities that integrate lesson concepts

Key Features of SIOP

Component Description

Preparation •Adaptation of content•Links to background•Links to past learning•Strategies incorporated

Scaffolding •Modeling•Guided practice•Independent practice•Comprehensible input

Grouping Options •Whole class•Small group•Partners•Independent

Integration of Process •Reading•Writing•Speaking•Listening

Application •Hands-on•Meaningful•Linked to Objectives•Promotes engagement

Assessment •Individual•Group•Written•Oral

Writing Content Objectives

Clearly define goals of the unit and each lesson.

Align to curriculum and Visual Arts standards.

Clearly post and review objectives before and during lessons.

State orally. Choose objectives with students’

background, abilities and interests in mind.

Writing Language ObjectivesAnticipate basic language needs What are the essential language skills needed?

i.e., within reading, writing, listening, and speaking

Language Objectives are: Key technical vocabulary and concept words

Give explicit and ample opportunity for practice Language skills Grammar or language structure Language learning strategies

Predict, preview text, hypothesize Tasks

Read, take notes, explain a procedure Language functions

Define, classify, compare, explain

Sample Language Objectives In pairs, read and discuss a

paragraph. Correctly spell 5 new concept

words in writing. Identify and name the 7

elements of art. Student will discuss the

artwork of Frida Kahlo in small groups, make predictions…

Students will listen to critique instructions and comment on their partner’s artwork.

Students will pronounce vocabulary words correctly.

DETERMINE THE TASK and ask yourself what language skills are needed for the task.

BE EXPLICIT! DETERMINE THE

SEQUENCE of Language Objectives

Use at least one SPEAKING Language Objective

Comprehensible Input and Affective Filter

Stephen Krashen Input hypothesis

Language acquisition occurs in increments i+1 (input + one new piece of information) Language is presented as one “step” beyond

what the language learners already know Affective filter

Language acquisition is affected by variables including:

self-image motivation anxiety level

IMAGINE you are isolated in a room and all you can hear for years is the sounds of a German radio station, would you ever learn to speak German listening to that radio station?

Making Instruction Comprehensible Build on student’s prior

knowledge. What do they already know? What do they need to know?

Move from concrete to advanced.

Use new vocabulary in context. Use pictures, props,

demonstrations, and hands-on activities.

Talk about what you’re showing.

Simplify speech. Structure written text carefully.

As art educators, we are good at demonstrating and using realia. Take a moment to REFLECT on lessons that have been most successful.

What got kids “hooked”?

Did they “get it”? Did you use any of

the SIOP strategies without knowing it?

Were the kids doing more than you were talking?

Meaningful Activities

Content objectives are integrated

Ample practice time for new vocabulary

Activities support content and language objectives

Activities are linked to student interest and prior knowledge

BRAINSTORM:•How do you link art making to concept development? Is it explicit?

Differentiation and AdaptationAdaptation is not about lowering expectations! Differentiation and adaptation is meeting the unique

needs of all students in meaningful ways. Adapt texts by:

high-lighting important vocabulary. using comprehensible texts linked to visual cues.

Scaffold instruction: Help the learner get there a bit at a time EXAMPLE: You demonstrate first, the class explains the steps,

the student produces independently. Differentiate

with high-quality, higher-order production in mind. Plan ahead.

Lesson Plan Template