Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Teaching Art: Guide to Giving Directions

No description

Alexandra Schafer

on 21 April 2015

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Teaching Art: Guide to Giving Directions

Teaching Art: Guide to Giving Directions
Tell students:
• To have their desktops, laps, and hands free of any objects

• While they are silent, attentive listeners: Begin your lesson with a standard and a big idea, vocab, and ESL structures

• The name and the objectives of the activity: Connect and reinforce pertinent themes

• Why they are doing the activity: Build a conversation around previous comment and question

• That they are listening to learn the activity directions: Rephrase comments and connect similarities between student responses

• How they will participate in the activity: Consider what open ended questions to ask the students to encourage inquiry

Ex: What do we see here? What is going on here? Has anybody ever been to a place that looks like this? When? What is the person in this painting doing? What are they going to do next? Anthony has said that this piece makes him think of music and dancing. Does anybody else get a similar feeling? This is a self portrait. What is the artist trying to show us about herself? How is she showing it?
Beginning the Activity:
• The basic steps of the activity

• What they are not going to be doing

• Any new words, terms, phrases they need to know

• What materials they will need: Determine what materials the students needs to learn in the lesson and identify potential language barriers.

What are the student's background knowledge and experiences that can be incorporated to provide a starting point for student connections to the material?

• The behavioral guidelines of the activity & why certain behavioral guidelines are required
Tell Them More Than Once-

Watch your listeners to get a sense of what to reiterate: Students will retain information and new words more easily if they are able to see the word and the image. Consider placing images of tools or processes used in art with the new vocabulary word

Watch their faces for confused or blank expressions. Check with them to see if they understand your directions as you go: Be sure to spend a few minutes each class period checking on ESOL students and asking them critical questions regarding their artwork to aid in assessing student learning.

Ask them to respond:

• “Nod your head if this makes sense.”
• “Thumbs up if you understand the directions.”
• “Fold your arms if you are feeling kind of confused about what you will be doing.”

Teacher Suggestions:
Use Open Ended to Draw Attention to the Artwork
Connect Students' Personal Experiences and Prior to the Artwork
Create a Narrative or Thematic Understanding of the Artwork
Allow for Students to Express Personal Reactions to the Artwork
Why Effective Instruction is important?
In an art classroom, there are many instructions that need to be given in the beginning and throughout a period or session. There are directions in demonstrations of new materials and/or new projects. During a project, explicit direction needs to be given to the entire classroom as well as individual students that need assistance. A student with English as their second language may have more difficultly understanding and processing directions. These are strategies in art that a teacher can implement that will help ESOL students hear and understand instructions more clearly.
Show Students
Some students—primarily the auditory learners—need no more than your oral instructions. Most students, however, benefit from seeing an example of the task or finished product, in addition to hearing about it. Before you send them off to work independently, show them what they are working towards.

• Model the activity yourself or with other students. Clarify that the model is an example of what they will later do on their own.

• Model the planning involved. Show them an example of a planning discussion. Role- play with student volunteers.

• Show them a diagram, a chart, a video, a photo, etc.

• Use the chalkboard, an overhead projector, a handout, a recording, or a physical model.

• Show them how they will present, share, or display what they produce.
Help students:
• “How many people understand the directions?”
Help them by asking them questions. Throughout the giving of directions, help students by checking in with them about their comprehension of the instructions.
• “Is this clear so far?”
By inviting them to ask questions
By asking a student to explain the procedures
By reminding them
By establishing time limits
Value what you are saying by refusing to continue giving directions when they are failing to listen

Consider how to better foster peer awareness amongst a diverse group of students that might include both ESOL students and English speaking students

Prepare adaptations for the delivery of the lesson content for these ESL learners as much as possible so that you will always be prepared for the next group of students

For art teachers who are already facing a classroom filled with second language learners, it is recommended taking the time to learn a little bit about the culture of the students

• Assemble in groups

• Do the activity

• Hear your praise of their good work

• Share their group’s work with the rest of the class

Let students:
Art As A ToolFor Teachers Of English Language Learners. 1st ed. Albany, New York: The New york State Education Department Office of Bilingual Education and Foreign Languages Studies, 2015. Print.

M. Flynn, R. (2007). Giving Directions: A Teaching Art. Teaching Artist Journal, 5(1), P37-46. 10p. Retrieved April 15, 2015, from Academic Search Premier.

Netto, Amelia M., "ESOL Students in the Art Room: An Art Educator's Resource Guide." Thesis, Georgia State University, 2012. http://scholarworks.gsu.edu/art_design_theses/100.

Full transcript