Teaching Artists Alda Reuter and Peter Bogdonos generate vocabulary charts with their ELL students. We see how using the charts in dance work helps ground the learning of vocabulary through the physical activity of dance. Jason, an ELL student, explains how he uses the dance vocabulary across his curriculum.
Tag Archives | clear criteria
Students in Ms. Sarantakis’ 3rd/4th grade class are learning how to perform and create a movement canon. Three students – all beginner English Language Learners, and each of whom speaks a different first language – must work together to create a movement phrase and perform it in a canon. The boys use English, gestures and […]
Students in Maya’s 4/5th grade class are learning the beginning of a piece of choreography. The artists use observation and description to help students understand the movement sequence, allowing multiple entry points for different kinds of learners. This experience helps students to learn and understand a piece of choreography, and it builds skills students will […]
A 5th grade student at PS 19Q is a new arrival to the country and a beginner English Language Learner. She is learning to make dances and to speak English at the same time. Teaching Artist Jen Golonka’s Tool Box of Dance elements provides visual language support, while classmates serve as translators and collaborators.
Using a rubric for theater, teaching artist Jenny Campbell leads students in Ms. Wong’s class at PS 163Q through the process of creating scenes in small groups that take place in a vehicle. The students use the rubric to assess their progress and to assess and give feedback to their peers during presentation and performance. […]
Teaching Artist, Erin Orr, establishes clear criteria for making a successful shadow puppet show. A group of students rehearse their show, Frida Kahlo Museum, for the first time. Their classmates give them compliments and helpful suggestions to make their show even better the next time.
In silence, Sarah Provost and her assistant, Kate Brehm, demonstrate the technique of making large-scale papier mâché puppets. Students observe, and then give voice to the artistic process.
It is the first day of dance class, and many of Ms. Alvarado’s Dual Language students have never participated in formal dance training. Teaching Artist Jennifer Golonka clearly introduces her Toolbox of Dance Elements, allowing all of the students to participate in dance-making by the end of this first class.
Formative Assessment in the Arts Artistic creation in all art forms is an iterative process: collaboration, critique and revision are essential, especially in the performing arts. The fundamentals of teaching and learning made visible in the arts are mirrored in the procedural knowledge that is key to student achievement of the Common Core State Standards. […]