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.
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 […]
Teaching Artist Lindsay MacNaughton and the ESL teachers at PS 229 in Queens, NY share strategies for working with Beginner ELLs. Amanda, a recent arrival from China, is learning English through her participation in Ms. Lindsay’s theater class.
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.
Fourth grade students in Chris Heller’s theater residency at PS 239q devise scenes based on The Private Notebook of Katie Roberts, Age 11, a text from the curriculum. Throughout the process students share their scenes and give each other feedback. Feedback is charted to help students remember and apply feedback. Follow one student, Noel, as […]
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. […]
Dance Artist Mei-Yin Ng is teaching a traditional Chinese ribbon dance, and at the same time lays the groundwork for practicing peer feedback. Ms. Hunt’s 4th grade students work in partners to observe each other and then give verbal feedback.
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.
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