Katarina Corda

LOG_Arts Integration

Visual Arts Integration

Citation: Buckelew, M. B. (2003). The Value of Art in the English Classroom:

Imagination, Making the Tacit Visible. English Journal, 92(5), 49.

Summary: This article talks about a specific strategy an ELA teacher employed to
help her students become engaged in the writing process. Specifically, she discusses
how using paintings helped students notice small details and larger emotional
responses/big ideas. Students were able to cross from reading the painting to gain
information and reading to interpret the emotional response. They were then able
to transfer this understanding of the multiple purposes of reading to literary texts,
and they were able to make comparisons between writing techniques and techniques
painters use to convey an idea. Specifically, students were tasked with make sense of
how details in both kinds of art work on the viewers experience. The paintings used
then became the springboard for poetry with minor word choice differences showing
students how minor details can create a large difference in response.

Application:
Standard:
Listening/Speaking Standard listed here, but can also be used for close reading skills,
brainstorming/idea phase of writing, narrative writing, and looking at word choice
and technique.
CCSS.ELA-LITERACY.SL.7.1.C Pose questions that elicit elaboration and respond to others' questions
and comments with relevant observations and ideas that bring the discussion back on topic as needed.

Art Standards:
Identifies the expressive qualities of line; Identifies and use warm and cool colors
Infusion Descriptions:
1) Use postcards/paintings/photographs ask students to brainstorm what they
notice in the image, this could be colors/lines/first impressions/shapes etc. Then,
have students freewrite how this picture/painting IS or IS NOT like their social life,
friendships, school, family, etc. (this can serve as a springboard for close observation/
close reading work; noticing details and comparison in writing techniques (e.g.
vibrant colors and vibrant word choices); also can be used for interpretation mood
as literary device and visual technique
Resources/Ideas to Keep in Mind:
> Point of View choosing person in painting to write story from their perspective
> close observation how to view paintings, what do we look for, how do we describe it

visual arts and close reading

https://learning.blogs.nytimes.com/2015/02/27/10-intriguing-photographs-to-teach-close-
reading-and-visual-thinking-skills/?_r=0

I asked students how we would go about painting pictures with words. If an artist uses colors,
shapes, lines, paint, clay, and wood to create powerful images, what do word artists use?
What kinds of words?

Citation: Moynihan, K. (2016). Bringing Edward Hopper's Paintings into the English
Language Arts Classroom. English Journal, 105(5), 68-74.

Summary: In this article, the teacher/author uses Edward Hoppers painting as a

springboard into objective observation (recording details within the painting a
transferable skill to objective summarizes in ELA), as well as into narrative writing
by posing to students what kinds of questions or stories come to mind. The initial
work with the observation and questioning of a painting then moved onto comparing
across mediums (another ELA skill) in which students made connections between the
paintings and inspired photography and parodies. The author summarizes the series
of lessons as : What follows is a description of a lesson that includes studying
paintings to find a narrative within, writing the narrative, and imitating the artist by
creating a parody or a drawing or a photograph in his style.

Application:
Standard:
CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.

Infusion Descriptions:
1) Using Edward Hoppers paintings enlist in recording detailed observations of what
they see. Then, allow them to use their imagination to cultivate a narrative
what questions are posed, what characters can be found? Finally, use inspired
poetry (Raymond Carver) and photographs to explore the theme of isolation
(among others) in Hoppers work.
2) Have students create ekphrasis art inspired by Hopper using narrative form.
Resources/Ideas to Keep in Mind:
> Point of View Students chose the point of view they wished to use. I offered three
possibilities: the voice of the viewer of the painting, the voice of an omni- scient narrator, or
the voice of a person in the paint- ing (an interior monologue) (70).

MUSIC INTEGRATION

Citation: Kelly, L. L. (2013). Hip-Hop Literature: The Politics, Poetics, and Power of
Hip-Hop in the English Classroom. English Journal, 102(5), 51-56.

Summary: This article focuses on infusing hip hop into the english classroom through
the study of rap in particular as a literary text, an independent literary genre. The
author argues that using hip hop as a focus text allows students of color, often not
reflected in the subject or authorship of the traditional literary canon, to see their
experiences and identities reflected in the classroom in an engaging, intrinsically
motivating approach. The author also argues that this integration would allow for
white students to broadened their understanding of experiences outside of their own
race. The author suggests multiple strategies to integrate hip hop into the ELA
classroom including: through the use of rap to teach about literary devices
(generationally and culturally more relevant), as rap artists are todays public poets;
engaging in discussions of language, including context and connotations of words
(decoding, vocabulary); storytelling and following the narrative of the protagonist
through lyrics of a song; critical analysis of social and cultural forces influencing
students lives including frank, critical discussion of violent/offensive language (by
inviting students to critique troubling lyrics we challenge them to critique these same
offensives in their community and society).
Application:
ELA Standard:
CCSS.ELA-LITERACY.RL.8.3
Analyze how particular lines of dialogue or incidents in a story or drama propel the action,
reveal aspects of a character, or provoke a decision.

CCSS.ELA-LITERACY.RL.8.4
Determine the meaning of words and phrases as they are used in a text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including analogies or allusions to other texts.

Music Standard:
GLE: 4.2.1
Analyzes and evaluates relationships between music and other content areas.

GLE: 2.2.1
Applies a performance processincluding analysis and evaluation when creating a musical performance.
Demonstrates a performance process; Identifies audience and purpose of the work and/or
performance; Selects artistic resources, materials, and/or repertoire to
create, perform, and present; Analyzes the structure, context, and/or aesthetics of the
work; Interprets meaning through personal understanding of the work and/or performance.
GLE: 2.3.1
Applies a responding processincluding analysis and evaluation when experiencing music.
! Demonstrates a responding process: Engages the senses actively and purposefully while
experiencing music.Describes what is seen, felt, and/or heard (perceived/experienced). Analyzes the use and
organization of elements, principles, skills, fundamentals, and/or techniques. Interprets meaning based on
personal experiences and knowledge. Evaluates and justifies using supportive evidence and aesthetic criteria.
Infusion Descriptions (see summary for further description):
1) Language vocab. connotations; context
2) Literary Devices
3) Critical Analysis of Lyrics
4) Storytelling tracing narrative

Resources/Ideas to Keep in Mind:

READ-WRITE-THINK BLURB:
As listeners and fans, lots of teens turn to music for escape. They define themselves
through their favorite artists and bands, and they try on new identities by exploring
new genres. Other teens find self-expression and release through the music they
create. In this podcast episode from ReadWriteThink.org, youll hear about fiction and
nonfiction books that explore the importance of music in the lives of young people.
http://www.readwritethink .org/parent-afterschool-resources/podcast-episodes/
musical-books-teens-30741.html
Citation: Rodesiler, L. (2009). Turn It On and Turn It Up: Incorporating Music Videos in
the ELA Classroom. English Journal, 98(6), 45-48.

Summary: The author argues that the incorporation of music videos into the ELA
classroom will increase engagement as it aids students in making sense of literary
terms. Additionally, students can use music videos to learn more about social issues
and juxtapose literary and musical forms of social commentary. Lastly, the author
argues for the use of music videos to jumpstart student writing.

Application:
ELA Standard:
CCSS.ELA-LITERACY.RL.8.4
Determine the meaning of words and phrases as they are used in a text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone,
including analogies or allusions to other texts.
CCSS.ELA-LITERACY.W.8.3
Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
Music Standard:
GLE: 2.3.1
Applies a responding processincluding analysis and evaluation when
experiencing music.

Infusion Descriptions:
1) Pairing literary devices with music videos for added understanding including
tone, parody, allusion, genre, and narrative
2) Using music videos to aid critical discussion of societal issues, analyzing art forms
that take up social commentary
3) Jumpstarting student writing through the use of music videos

Resources/Ideas to Keep in Mind:

> the visual and audio use of music videos allows students to make connections to meaning
and mediums through multiple measures
> use music videos to aid student writing in following the narrative set-up in the video
http://www.pbs.org/theblues/classroom/lessonsint.html Lesson plans; blues
http://www.pbs.org/pov/educators/

THEATRE INTEGRATION

Citation: Bernal, P. (2007). Acting out: Using Drama with English Learners. The
English Journal, 96(3), 26-28. doi:10.2307/30047290

Summary: Article argues for the development of English Language learning and
literacy via social interaction in the form of drama. The author created one-act plays
for the use of ELL students (look up, published McGraw-Hill, note to self), give
strategies for integrating drama in English classroom without having to prepare for an
entire play. Strategies include: toning explicitly giving a pair of dialogue lines an
emotion to read by (e.g. sad, disappointed AND happy, ecstatic) students then
practice the lines and perform them, allowing for language use and intonation
practice; drama game for increased concentration; rehearsal of longer plays for
increased language use and creativity in manipulating language.

Application:
Standard:
CCSS.ELA-LITERACY.RL.8.4
Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of specific word choices on meaning and tone, including
analogies or allusions to other texts.
GLE: 1.2.1
Applies his/her understanding of given circumstances in a script to create a characters facial
expressions, gestures, body movements/stances, stage positions, blocking, and business in a
performance.
Infusion Descriptions:
1) Pair shortened play with narrative form of text, and compare language and
experience by acting out as explicated in article; have students try out tone and social
interaction via using dialogue and creating dialogue; use drama games as a source of
community connection and to practice listening/speaking skills
Resources/Ideas to Keep in Mind:

Citation: Clark, S. (2012). Guiding the Noticing: Using a Dramatic Performance

Experience to Promote Tellability in Narrative Writing. Clearing House, 85(2), 65-69.

Summary: This article is about making visible the writing process to students,
including their own writing products. Dramatic performance was considered a form of
inquiry and a way to explicate the text in this action research project. Basically (so
cool) this teacher used public performance (within the classroom) as a way for
students to see the effects of their writing through the stages of the writing process
from first draft to revision and editing. Student choice incorporated students had
freedom within 4 Ts: team, task, time, and technique. The teacher modeled the use
of narrative inquiry and dramatic inquiry first by brainstorming what makes a story
tellable and then by having a class written story, beginning with the student
dropped the number 2 pencil, a student then volunteered came up and performed
the action. The teacher then called students attention to what would need to change,
be added or be removed to make the story more tellable? Students then broke
into teams and shared skit ideas (a noun and a verb), time, technique, and task was
negotiated among student teams. In an effort to get students metacognition going
on the dramatic performances in order to transfer their new learning about the writing
process into their own individual writing the teacher called attention to what was
happening and provided time for reflection (see guided noticing questions). Students
were then able to writing individual narratives based on their performance changing
as they saw fit. The reflective process of noticing what makes a story tellable prior,
during, and following guided students adaptation of a narrative from start to finish.
Application:
Standard:
ALL NARRATIVE WRITING STANDARDS
ALL PERFORMANCE STANDARDS WITHIN THEATRE
Infusion Descriptions:
1) I would take up this very lesson as a way to transfer the reading of narratives to the
writing of narratives, once a community was established the explicit noticing to
guide students thinking as well as the reflection questions and space to reflect in
writing journals as well as the large student choice component could all be taken up
easily AND AWESOMELY!

Resources/Ideas to Keep in Mind:

DANCE INTEGRATION

Citation: LoMonico, Michael. (2005). Teaching English in the World: Close Reading
on Your Feet: Performance in the English Language Arts Classroom. The English
Journal, 95(1), 116-119.

Summary:. In this article, the author reveals applications of dance in the ELA
classroom to assist students close reading skills. Students take on performances in
make sense of poetry including the meaning and experience of words as well as
the performance of the poet themselves, performing a novel including the characters
and the dialogue of the novel or scenes from the novel. Teachers have used these
techniques and others to engage students in close reading using dance as
alternate form of reading that requires students to pay intimate attention to detail,
and then transfer comprehension from one language (text) to another (dance).
Application:
Standard:
CCSS.ELA-LITERACY.RL.8.4
Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of specific word choices on meaning and tone, including
analogies or allusions to other texts.

GLE: 1.1.1
Understands and applies the element space and the vocabulary of dance.
GLE: 1.1.4
Understands and applies the principles of choreography/composition and the vocabulary of dance.
Principles of Choreography/Composition: Form/Design, Theme, Repetition, Balance, Contrast,
Emphasis, Variety
! Uses the elements of dance and principles of choreography/composition to construct, explain, and
perform movements.

Component
2.1
Applies a creative process to dance. (Identifies, explores, gathers, interprets, uses, implements,
reflects, refines, and presents/performs)
GLE: 2.1.1
Applies a creative process to dance.

Component 3.1
Uses dance to express feelings and present ideas.
Component
4.1
Demonstrates and analyzes the connections among the arts disciplines (dance, music, theatre, and
visual arts).
Infusion Descriptions:
1) Students can perform the weight of words using movement to convey tone
and mood, as well as meaning within a poem
2) Students can use dance movements to convey individual characters or characters
in conversation
3) Students can use performative dance to dialogue or interact through characters
feelings and actions through a close reading of a scene and translation of that
scene into dance

Resources/Ideas to Keep in Mind:

Citation: Arts Edge, Lessons for Middle School (6-8), The Kennedy Center. Retrieved
from: https://artsedge.kennedy-center.org/educators/lessons/grade-band-collections/
6-8.
Summary:. This site allows for searching lessons via art form (dance, visual arts, etc.)
and grade and content levels. Among the lesson examples provided include
integrating dance through understanding of different cultures, and bridging social
studies and English Language Arts through the study of dance through time periods.

Application:
Standard:
CCSS.ELA-LITERACY.RL.8.4
Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of specific word choices on meaning and tone, including
analogies or allusions to other texts.

Component 1.3
Understands and applies dance styles of various artists, cultures, and times.

Component
4.4
Understands how the arts influence and reflect cultures/civilization, place, and time.

Infusion Descriptions:
1) Using dance as a starting point, and analysis of dance as a starting point to make
sense of cultures across time and space
2) Using guest speakers and dance experts to introduce cultural traditions and
connect to other art forms literary analysis

Resources/Ideas to Keep in Mind: