Description
Book SynopsisThis edited book offers resources and practical suggestions from teachers who have successfully integrated the arts into their curriculum. It is a useful resource for classroom teachers and other practioners who work with ELL learners from K-12.
Trade ReviewIn many ways, this book is a well-timed revolution. It is an antidote to an era when test scores are prioritized over robust education, when schools are stealing from the most marginalized students access to arts education. If discussions about benefits of the arts for English Language Learners isn’t enough, the on-the-ground activities for bolstering, not just student learning, but also student engagement are invaluable. Every teacher of English Language Learners should read this book. -- Paul C. Gorski, associate professor of Social Justice and Human Rights at George Mason University and founder of EdChange
Using Photography and Other Arts-Based Methods With English Language Learners is an interesting and inspiring book that introduces highly engaging instructional strategies and logical, clear research to classroom teachers so they can strengthen and enhance the learning of non-native English speakers (and all their students). Throughout the book, the authors share ideas and examples of how ELL students have been empowered to be creative problem solvers and encouraged to take active roles in their learning with rich “hands-on, minds-on” experiences. Each chapter explains the “whys and hows” of supporting ELL students as well as the benefits (academically and social/emotionally) of encouraging a safe, secure community of learners so all students can participate and grow. This is an interesting and inspiring book that introduces highly engaging instructional strategies and logical, clear research to classroom teachers so they can strengthen and enhance the learning of non-native English speakers (and all their students). Throughout the book, the authors share ideas and examples of how ELL students have been empowered to be creative problem solvers and encouraged to take active roles in their learning with rich “hands-on, minds-on” experiences. Each chapter explains the “whys and hows” of supporting ELL students as well as the benefits (academically and social/emotionally) of encouraging a safe, secure community of learners so all students can participate and grow. -- Jeanne Muzi, 2008-09 NJ State Teacher of the Year
Table of ContentsPreface Acknowledgements Chapter 1: Engaging English Language Learners through the Arts Using the Aesthetic Overlay of CRISPA Donna Goodwin and P. Bruce Uhrmacher Chapter 2: Sensemaking Through Artmaking: Trash for Teaching and Visual Arts Integration with Elementary Emergent Bilingual Students Kristin Papoi Chapter 3: Photo Elicitation: Using Photography with Elementary ELL Students Carissa Natalewicz Chapter 4: Becoming a Community: How an Arts-integrated Curriculum Supported the Development of English Language Learners in a Kindergarten Classroom Rebecca Garte and Michelle Allen Chapter 5: Telling Stories After School: Using Photography to Build Literacy and Community Tabitha Dell’Angelo, Lauren Madden, and Maureen Hudson Chapter 6: Bilingualism and Project Arts-based Learning Laura Felleman Fattal Chapter 7: Photovoice as a Vehicle for Supporting Environmental Literacy and Language Acquisition Marissa Bellino, Jennifer D. Adams, and Joanna Higgins Chapter 8: Exploring Identity Through Image: E-Portfolios Supporting Cross-Curricular Learning for English Language Learners Sarah Jean Morrison Chapter 9: The Selfie Project: Using Photographs to Improve Writing with Diverse Learners Browning Neddeau Chapter 10: Who are you? I am…: Activist Art to Author ELL Identities Sheron L. Mark Chapter 11: Everyday Photography Tips for your Classroom Destiny De La Rosa About the Editors About the Contributors Index
