INTEGRATING LANGUAGE AND CONTENT LEARNING IN BILINGUAL SCHOOLS CLIL

And

VISUAL ARTS

Rosa Fernndez (Art teacher)

Rosa Mara Fernndez Alba, Art teacher Endicott, Beverly. July, 2011

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Endicott College, Beverly - Massachussets

You will find everything published: http://plastinglish.blogspot.com/p/endicott-corner.html.

What is CLIL? Content and Language Integrated Learning. In other words: Students learning different content subjects through two languages.

TEACHING STYLES, METHODS AND STRATEGIES

What the learner does is more important than what the teacher does. Geoff Petty

LEARNING BY DOING

First of all, this means: LEARNING BY DOING

Learning by doing creates the foundation of learning. Decide, Do, Reflect and Get conclusions is more effective that traditional methods, as the Geoff Pettys learning Pyramid shows. It is good to begin doing (ACTIVE

LEARNING), and, afterwards, thanks to the theory (PASSIVE LEARNING), the contents will be consolidated and we will be in the way to amplify contents. Besides, it is more rewarding not only for students, but for teachers too.

Rosa Fernndez (Art teacher)

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Art classes are not going to be less. Therefore, art teachers are learning by doing. So, now we are being students, AGAIN.

http://photopeach.com/album/ukyu5m

OUR LEARNING BY DOING IN ENDICOTT COLLEGE, JULY 2011

BEGIN CLASSES.

It is essential to get the students involved within the first three minutes of the lesson. There are many ways to do it, even before the bell rings (music, posters, objects hanged, an anecdote, a challenging question, a funny story, a magic trick ). If it is the first time, it is a good idea to present ourselves. A ball could be used by turns or Art teachers made our students presentations in three ways: A collective or collaborative visual presentation: GROUP MURAL

Just 30 seconds each time and move

Rosa Fernndez (Art teacher)

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And the result:

Wonderful! An individual search of ETHNOGRAPHIC ART OBJECTS:

An individual visual presentation: VISUAL JOURNALING

Rosa Fernndez (Art teacher)

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CLASSROOM MANAGEMENT

Besides, CLASSROOM MANAGEMENT can be the key to the success of a course. It includes grouping and seating, activities, authority, critical moments, tools and techniques It is very important the way a teacher approaches to students (the explainer, the involver, the enabler).

Art teachers have been sharing the way we manage the classes in Madrid and I am sure that we will take advantage of it. For example, we shared different films to be used in our Image classes, as The triplets (Gaudi and Cinema History), Zbmiew Ribcinsky, and Teresa told us about Acorazado Potemkin, Los Intocables and Agrralo como puedas 33 y 1/3 to be used when working with shots, at the same time.

Rosa Fernndez (Art teacher)

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ACTIVITIES Week 1 Visual Arts: Art, Self & Literacy in the Studio Teacher- Enid Larsen and Diane Giardi 1. Collaborative painting. Make your mark on the world2. Individual stones. Chose an rock/stone (aesthetic, representation, symbol). 3. Mask. Self-portrait. 4. White book. Books could be for catalogs, collection of inspiration, samples, sketches, final works 5. Japanese book. Japanese binding. 6. Accordion book. 7. Collograph. Printing with a lot of texture. 8. Flipbook. Animation. Week 2 Visual Arts and Cultural Literacy Teacher: Cynthia McCann

1. Visual presentation of ourselves. About us. 2. 2D, tissues. Colorful technique to overlap. 3. 2D and a half, loom. Design a weaving. 4. 3D, stick structures. Toothpicks to build. Week 3 Visual Arts and Environments Teacher: Jennifer Toler

1. Lines. Expressive words 2. Shapes and color. Represent Hitchkock movie The birds. 3. Endicott environment. A walk all along Endicott environment. 4. Forest, natural environment. Treasures to get. 5. Dining room. Circulation.
Rosa Fernndez (Art teacher) Page 6

Week 4 Visual Arts and the Human Form Teacher: Diane Giardi

1- Working with 2 hands. Funny task. 2- Printing. Collograph to be printed. 3- Ceramics, clay. 4- Gesture drawing from the model. 1 min, 5, 10,15 and 1 hour. 5- Relief. Incising in clay. 6- New composite multi-medium. Over a former drawing. 7- Goya. Barriers to creativity.

As an appetizer, here you will find two slideshows with my activities:

a) Making-off. My activities. >

http://photopeach.com/album/o8ruug

b) Results. My activities. >

http://photopeach.com/album/ee2nk4

Once we have finished our art activities, I am able to do a reflection about them in general.

First of all, we all have been surprised at the big amount of materials we have been able to use. So many! We have seen it at Endicott College, but also in Saltonstol School, Salem. Of course, when such amount of resources is offered, creativity appears much easier.

Rosa Fernndez (Art teacher)

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Secondly, we have accomplished activities I have never done before. For example it has been very interesting for me to make a loom, an etching or a relief, to learn the materials, the vocabulary...

Besides, we have executed some activities which I have not done since almost 20 years ago. Therefore, for me it has been a great idea to include drawing from a model or designing a Japanese book.

Moreover, each activity has been finished with a reflection of all of us explaining our exercise, receiving the feedback of our teachers and colleagues. It will be a great idea to do the same with our students, this way they will be improving their speaking and writing skills.

Last but not least, I have to recognize that I have never worked in an artistic team, may be because I am an architect and we are used to work alone even in our Architecture School when we were students. So, this has been very enriching for all of us. We have been able to see how each one has developed the assignments in a different way, learning from our colleagues. In this way, I have been able not to block myself and dare to use new materials, techniques as I have never done before. The key is not to block yourself, you have to leave yourself open to everything.

Rosa Fernndez (Art teacher)

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Creativity is not a question of being lucky. Glorious accidents do not exist, so, to have the possibility of being creative we need: Time Space Habit

In Madrid we usually have no time, no space, and no habit. Here in Endicott, we have be given time, space and habit and good friends to share them with.

Anyway, just to conclude, the activities have been perfect, perfect for us and perfect for our students, with an adequate coverage of content. In fact, I am sure that we all will be able to apply them next year in our high schools in Madrid. We have learned new techniques as for example the use of tissues that we can use to cover Color content instead of using tempera. So, from each activity we have realized we will be able to apply it in different ways. In fact, our idea is to publish in our Endicott blog ( http://artinendicott.blogspot.com/ ) future applications of these activities so as everyone can have a look and share experiences AGAIN.

VOCABULARY

Such variety of activities covering all disciplines we can teach in Madrid (Imagen, Artesana, Educacin Plstica, Dibujo artstico) has been relevant for the bilingual project. We have been provided with different lists of vocabulary, the correct one for each activity, and correct expressions and verbs for each operation/stage in the activity.

Besides, we have been given an art supplies catalogue which will be very useful to identify visually the materials, tools, techniques and all these staff.

Last but not least we have studied the key terminology of bilingualism.

Rosa Fernndez (Art teacher)

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LEARNING BY TEACHING

Teaching others is an immediate use of learning. As it has been published in Teaching Today, by Geoff Petty, teaching others gets the 90% of students rate in the Learning Pyramid. This way, students are able to apply their learning.

In learning you will teach and in teaching you will learn. Phil Collins. Son of Man

Rosa Fernndez (Art teacher)

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LEARNING BY SHARING

Discussion groups are the third way students can apply their learning (50% in the Learning Pyramid). So

Again,

Spanish

teachers

shared

our

favorite

text/texts

on

teaching

methodology, our favorite online resources, webs or electronic tool. (Peer teaching).

Photopeach: http://photopeach.com/home Animoto: http://animoto.com/ Clipgenerator: http://clipgenerator.com/ Slide: http://www.slide.com/ Arts teacher Picturetrail: http://www.picturetrail.com/ My tutorials in Endicotts blog: http://artinendicott.blogspot.com/20 11/07/rosas-it-corner-photopeachslide.html

My presentation: Photopeach and others.

Just instead of being hours preparing a Video Maker Movie with a set of images, take Photopeach, Animoto, Clipgenerator or Slide and create a video clip or a slideshow just in seconds. It is very useful for publishing the

You will find an easy tutorial in our students assignment and for creating visual Quizzes (only Photopeach)..

Rosa Fernndez (Art teacher)

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Ricardos presentation: Perception and Prezi.

The first one is a very interesting PowerPoint for students to have a look to the perception theories and the second one is a free online tool to publish a PowerPoint or the students assignments. Leticias presentation: The earth from its origin to nowadays.

Leticia

showed the

us

cross

curricular last

assignment

students

performed

course in her high school. A very good example of how the drawing department can work with the biology one. Eugenios presentation: Kirigami

The perfect example of learning by doing, avoiding TTT (teacher talking time). We were asked to create a kirigami with a sheet of paper. Fold, cut, fold, cut and we all got a 3D form. Teresas presentation: Geogebra

She displayed several menus so as to show us how to install this free IT tool, how to install it and how to use it online. Furthermore, she showed us several examples for technical drawing and other subjects. Noelias presentation: Creating a blog

Rosa Fernndez (Art teacher)

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She asked everybody to create an account in blogger to be able to create a personal blog. Santiago`s presentation: Coming soon Microsoft Movie Maker Alfredos presentation: Student exchanges

A PowerPoint for foreign students (to begin or finish their lessons in Spain). http://artinendicott.blogspot.com/2011/07/rosa s-it-corner-photopeach-slide.html

Estanislaos presentation: Coming soon Jose Maras presentation: Coming soon Oblique Perspective Jimmys presentation: Coming soon One Point Perspective Jose Luiss presentation: Coming soon English Vocabulary

There are many methods to increase Student Practice of the Target Language in the Art Classroom such as Teach by asking, buzz groups, brainstorming, Round, Jigsaw, Scored discussion, conceptual maps As far as Im concernedI would like to share now some more online resources which I think they are very interesting for the bilingual program in general, not only for our Art and Crafts subject: QUIZZES.

Rosa Fernndez (Art teacher)

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There are many ways to create your own Quiz. But, nowadays, QUIZZES with web 2.0 everywhere, teachers must take advantage of it and share with a Creative Commons license. This means that there For improving are many sites which not only provide you with lots of Quizzes ready to be used, but ready to be embedded in your blogs, wikis, Google Sites or whatever site you use, too. Of course these quizzer can be used to improve both vocabulary

GRAMMAR and/or VOCABULARY

while improving and grammar. the contents I would recommend these sites where you can search your subject from: QuizRevolution: http://www.quizrevolution.com/ . It makes a quiz in seconds and embed a great looking quiz widget in any website or blog without programming. I love these quizzes because you can use pictures so as to illustrate your questions. Proprofs: http://www.proprofs.com/quiz-school/ . It is ideal for the classroom, in both on-ground and online learning environments. Quizlet: http://quizlet.com/ . You can create your own one or browse by subject.

Do not forget that you can use Photopeach as well as a Quizz Creator.

You may have a look at some Art Quizzes I have used with my students last year: http://plastinglish.blogspot.com/search/label/vocabulary .

Some of the quizzes are planned as a game, so that they can get their score after answering. They have fun and just review, learnand we can give them a mark for the quiz, so, they can be an exam too or just add their score as a comment in the blog..

Rosa Fernndez (Art teacher)

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As far as I am concerned, everything during these four weeks has been extremely interesting. I have learned new activities, new resources, new materials (How many they have, my goodness!), new techniques, new vocabulary They all will be reflected from now on in the blog. Activities, techniques and vocabulary of our group of teachers as students will be developed there, not only the final art but their making off as well.

The instructors have been available for questions and clarification, everything we have done has had its feedback, we have been provided with reading selections and assigned texts, books and learning materials, list of materials (in fact I have already bought some of them here in Beverly and in Boston), PowerPoint presentations that have been given to us afterwards ready to be used or modify. I suggested to the instructors to create our own visual vocabulary with pieces of cloths, papers, sticks and I have just started to get some of them to create it at home when Cynthia brought me a book with a lot of materials already prepared by her. So much work! Of course I will complete it afterwards and it will be a treasure for me and my future students. May be my students could begin one of them in a Japanese book.

Last, but not least, it has being wonderful to share workshops with our American teachers and with other colleagues from Madrid. In the end, we are getting up to twelve different solutions for the same proposal. Therefore, our learning has being multiplied by 12. These four weeks have been intense and rewarding and besides we have enjoyed and now we have new good friends.

Rosa Fernndez (Art teacher)

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