This ECELA Toolkit is specifically designed for the use of ECELA district coaches and teachers to utilize as a guide to important information pertaining to one's role and responsibilities during Year 2 of the ECELA Project. Below includes six categories (Timeline/Deliverables, Focus Art Disciplines & Connections to EL Strategies in Modules, Integrated Arts & ELD Lesson Planning, Instructional Videos, and Coaching Support) of tools/resources to support each of you in carrying out project implementation activities at your district and/or site.
more professional learning tools and resources on ELD, Arts Integration, Social Emotional Learning, they can be found in the ECELA Open Educational Resources (OER).
Strategies to Develop Visual Literacy through Visual Arts and Media Arts:
See-Wonder-Think is adapted from a routine developed by Harvard’s Project Zero. This routine is designed to give students time to articulate what they see, encourages them to speculate based on what they are observing, and to come to some conclusions (the “think”) based on direct evidence within the artwork and the group discussion. Similar to Visual Thinking Strategies (VTS), both routines encourage close and intentional “looking” as a basis for interpretation that is grounded in visual evidence.
See-Wonder-Think, when combined with Think-Write-Pair-Share becomes an effective strategy to build both visual literacy and develop academic language, allowing for appropriate differentiating while incorporating all four language domains.
Visual Thinking Strategies (VTS) is an approach to facilitating a discussion centered on works of art. Learning is stimulated by a teacher-facilitated discussion that promotes active listening and speaking. Meaning about a work of art is discussed by building upon one’s own and others’ observations.
After providing time for reflective examination of an image, the discussion centers on three questions:
The high-impact method of VTS will elicit key behaviors sought by the Common Core State Standards for Literacy: thinking skills that become habitual and transfer from lesson to lesson, oral and written language literacy, visual literacy, and collaborative interactions among peers.
Visual Thinking Strategies can be very effective for English learners if appropriate scaffolds are provided and all four language domains are used during instruction.
Learning to look and talk about works of art offers students not only the ability to develop Visual Literacy but also Emotional Literacy and Cultural Competencies.
Cultural Competence is defined by the National Education Association as having an awareness of one's own cultural identity and views about difference, and the ability to learn and build on the varying cultural and community norms of others. Students and teachers that are more skilled in recognizing, understanding, labeling, and expressing emotions in themselves and others will be more likely to have increased compassion and empathy. Increased compassion and empathy in the classroom will undoubtedly increase the prosocial culture of the classroom where students and teachers are authentically invested in the overall community of their shared space.
Practicing observation and inquiry skills afforded by various Visual Literacy Development activities (such as “See-Wonder-Think”) teaches students how to make non-judgmental or non-value laden comments about what they observe and then how to ask sensitive and appropriate questions. Development of these Social and Emotional skills provides rich opportunities for students to develop Cultural Humility, such as:
Watch how a teacher leading a class through VTS and examples of how all four language domains are used during instruction.
Question Formulation Technique is a rigorous process that provides students an opportunity to learn to develop questions, improve them, and strategize to use them effectively. It creates a classroom environment where students are given license to ask questions and creates a safe space for learning. While applicable to all subject areas, QFT can be used to generate a lively discussion about a work of art.
To adapt QFT for use with English learners, before asking students to formulate their own questions, teachers should lead the student in analysis of different types of questions, both closed and open-ended, to ensure that students understand the structure of different types of questions, as well as to ensure that they understand interrogatives such as what, when, where, why, how, and which, and questions using an inverted structure using models such as do, can, will, should, etc.