Transcript Integration of Arts in Elementary Education to Improve

Integration of Arts in K-2 to
Improve Literacy
SURF-IT 2011
Kiruthika Paulvannan
Biological Sciences
Mentor: Dr. Liane Brouillette
Department of Education
What is the Teaching Artist
Project?
• Funded by Improving Teacher Quality (ITQ)
grant by California Postsecondary Education
Commission (CPEC)
• UCI
– Dr. Liane Brouillette
– Dr. Brad Hughes
• San Diego Unified School District (SDUSD)
– Karen Childress-Evans (VAPA)
– Denise Lynne (VAPA)
Challenges
• No Child Left Behind (2001)
– English language learners score lower
(Goldenberg, C. (2008) Teaching English language learners: What the research does—and does not—say)
• Financial disadvantage
• Fewer opportunities to practice
English
– 30.2% of students don’t speak English
at home
– Isolated from English-speaking peers
(From SDUSD: http://sandi.net/page/21)
Goals
• Enhance oral language skills
– English language development for
English language learners
• Integrate arts into lessons
• Provide teachers with experience in
teaching arts
Prior Research
• Theatre arts are
effective in
developing oral
language skills
(Podlozny, A. (2000). Strengthening verbal skills
through the use of classroom drama: A clear link)
• Oral language key
to fluency, literacy
skills
(Goldenberg, C. (2008) Teaching English language
learners: What the research does—and does not—
say.)
Credit: Jasmine Yep, Liane Brouillette
Original K-2 Teaching Artist
Project (2007-2010)
• 3 Cohorts of 5 schools (15 total)
• Each teacher receives
– 1 year with teaching artists
– Lesson videos online
• Dance, Theatre, Visual Arts
– 9 lessons in each arts discipline
– Co-teach with Teaching Artist
Revised K-2 Teaching Artist
Project (2010-2014)
• 3 Cohorts of 5 schools (15 total)
• Each teacher receives
– 1 year with teaching artists
– Lesson videos online
• Dance & Theatre
– 14 lessons in each arts discipline
– Co-teach with Teaching Artist
Why it works:
• Multiple senses
are engaged:
Hear, see, do
• Visual cues
– Self-correction
– Teachers can see
who understands
Credit: Jasmine Yep, Liane Brouillette
What Teachers Reported
• “About 95% of my
kids are ELL. At the
beginning of the
school year, half did
not talk at all. But in
the arts lessons they
are excited, using
their vocabulary.”
Credit: Jasmine Yep, Liane Brouillette
What Teachers Reported
• “When we were
discussing
characters from
stories, I’d say:
‘Remember when
you had theatre,
how you felt when
you acted it out…?’”
Credit: Jasmine Yep, Liane Brouillette
s
s
s
wh
o
wa
ys
no
t
an
d
Be
ne
f
it s
in
a
en
tf
g
or
E
LL
it
st
ud
en
ts
al
izi
ng
ar
y
pt
in
g
vo
ca
bu
l
ph
ys
ic
le
ar
ni
n
pr
om
ct
s
lig
ht
ee
m
ub
je
ne
w
se
lf es
t
wi
th
ou
t
th
ro
ug
h
ar
e
ev
id
la
ng
ua
ge
s
ve
rb
al
ize
bl
os
so
m
ed
to
ot
he
rs
id
s
in
rk
le
th
ei
st
ud
en
t
le
ss
on
s
St
ud
en
t
e
qu
ie
th
av
e
po
ss
ib
se
e
re
fe
re
nc
ed
in
er
e
co
nf
id
en
c
bo
os
t
w
le
ss
on
s
ds
ga
in
Te
ac
he
rs
un
de
rs
t
St
ud
en
t
su
cc
ee
d
St
ud
en
t
St
ud
en
t
Ki
st
ud
en
ts
TA
P
Sh
y
% Teacher Agreement
Original vs. Revised
100%
80%
2007-2011
60%
2010-2014
40%
20%
0%
Problems
• Teaching Artists
– Different teaching styles
• Physical Capabilities of
Teachers
• Comfort of Teachers
Credit: Jasmine Yep, Liane Brouillette
For The Future
• Consistent arts
integration
– Opportunities for
interaction
– Engaging students
Credit: Jasmine Yep, Liane Brouillette
For More Information:
• Center for Learning and Sustainability:
http://www.clta.uci.edu/programinitiatives/tap
• Lesson Videos:
http://www.clat.uci.edu/lessons
• Lesson Plans:
http://sandi.net/page/2203
Thanks to:
Stuart Ross
Said Shokair
Anna Lynn Spitzer
Shellie Nazarenus
G.P. Li
SURF-IT fellows, mentors, speakers
Dr. Liane Brouillette
Dr. Brad Hughes
Pete Laubach
Farhan Siddiqi
MDP Team: Anna, Janelle, Kelly, Nathaniel, Nikita, Rose Mary
San Diego Unified School District, Visual and Performing Arts