Teaching the Arts to Engage English Language Learners Written for prospective and practicing visual arts, music, drama, and dance educators committed to the arts and education, Teaching the Arts to Engage English Language Learners offers guidance for engaging ELLs, alongside all learners, through artistic thinking. By paying equal attention to visual art, music, drama, and dance education, this book articulates how arts classrooms can create rich and supportive contexts for ELLs to grow socially, academically, and personally. The making and relating, perceiving and responding, and connecting and understanding processes of artistic thinking, create the terrain for rich curricular experiences. These processes also create the much-needed spaces for ELLs to gain communicative practice, skill, and confidence. This book offers ideas and suggestions for ways in which teachers may create the classroom conditions for this learning and growth to take place. The practical, teacher-friendly strategies and techniques included in the book will prove effective, not only with ELLs, but with all students. Special Features: ƒ Generative texts such as films, poems, and performances function as springboards for arts educators to adapt according to the specifics of their ELL students, other student needs, and given contexts ƒ “Teaching Tips”, formative assessment practices, and related instructional tables and resources enable arts teachers to offer the necessary critical guidance for artistic thinking ƒ An annotated list of internet sites, reader-friendly research articles and texts offering practi- cal findings and advice on related topics, instructional materials, and particularly helpful resources for students are identified for quick reference ƒ A glossary at the conclusion of the text serves as another useful feature for readers’ reference Margaret Macintyre Latta is an Associate Professor in the Department of Teaching, Learning, and Teacher Education in the College of Education and Human Sciences at the University of Nebraska-Lincoln. Elaine Chan is Assistant Professor in the Department of Teaching, Learning, and Teacher Education in the College of Education and Human Sciences at the University of Nebraska-Lincoln. Teaching English Language Learners Across the Curriculum Series Editors: Bárbara C. Cruz, Stephen J. Thornton, and Tony Erben Teaching Mathematics to English Language Learners Gladis Kersaint, Denisse R. Thompson, Mariana Petkova Teaching English Language Learners in Career and Technical Education Programs Victor M. Hernández-Gantes and William Blank Teaching English Language Learners through Technology Tony Erben, Ruth Ban, Martha Castañeda Teaching Social Studies to English Language Learners Bárbara C. Cruz and Stephen J. Thornton Teaching Language Arts to English Language Learners Anete Vásquez, Angela L. Hansen, Philip C. Smith Teaching Science to English Language Learners Joyce W. Nutta, Nazan U. Bautista, Malcolm B. Butler Teaching the Arts to Engage English Language Learners Margaret Macintyre Latta and Elaine Chan Teaching the Arts to Engage English Language Learners MArGArET MACiNTyrE LATTA AND ELAiNE CHAN First published 2011 by routledge 270 Madison Avenue, New york, Ny 10016 Simultaneously published in the UK by routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4rN Routledge is an imprint of the Taylor & Francis Group, an informa business This edition published in the Taylor & Francis e-Library, 2011. To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk. © 2011 Taylor & Francis The right of Margaret Macintyre Latta and Elaine Chan to be identified as authors of this work has been asserted by them in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or here- after invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging in Publication Data A catalog record has been requested for this book ISBN 0-203-83723-1 Master e-book ISBN iSBN 13: 978-0-415-87385-7 (hbk) iSBN 13: 978-0-415-87386-4 (pbk) iSBN 13: 978-0-203-83723-8 (ebk) We dedicate this book to educators around the world interested in exploring and addressing the multiple opportunities of working with an increasingly diverse student population in the arts. We are deeply indebted to our partners Bill Latta and Morris Ham for their love, support, patience, and willingness to carry on with family life as we sat huddled at our computers late into many a night. Finally, we are grateful for the insights and unique perspectives each of our children provides into the nature of learners and learning. Anna Latta, Will Latta, Scott Hottovy, and Alexandra Ham greatly informed our efforts throughout. Contents List of Figures � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � x List of Tables � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �xi Series Introduction � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �xiii Acknowledgements � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � xv Introduction � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � xvii PArT 1 — Your EngLISh LAnguAgE LEArnEr Tony ErbEn � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 1 1�1 — orientation � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 3 1�2 — The Process of English Language Learning and What to Expect � � � � � � � � � � � � � � � � � � � � � � � 5 Principle 1: Give ELLs Many Opportunities to read, to Write, to Listen to, and to Discuss Oral and Written English Texts Expressed in a Variety of Ways . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Principle 2: Draw Attention to Patterns of English Language Structure . . . . . . . . . . . . . . . . . . . . . 7 Principle 3: Give ELLs Classroom Time to Use their English Productively . . . . . . . . . . . . . . . . . . . 8 Principle 4: Give ELLs Opportunities to Notice their Errors and to Correct their English . . . . . . 8 Principle 5: Construct Activities that Maximize Opportunities for ELLs to interact with Others in English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 1�3 — Deciding on the Best ESoL Program � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 13 1�4 — Teaching for English Language Development � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 18 viii Contents 1�5 — not All ELLs are the Same � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 22 Stages of Cultural Adjustment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Cultural Practices at School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 1�6 — Culturally responsive Pedagogy � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 27 1�7 — not All Parents are the Same: home–School Communication � � � � � � � � � � � � � � � � � � � � � � � � 30 ideas: On Fostering Access . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 ideas: On Fostering Approachability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 ideas: On Achieving Good Follow-Through . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 1�8 — English Language Learners with Special needs � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 33 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 PArT 2 — PrInCIPLES oF TEAChIng AnD LEArnIng In ThE ArTS � � � � � � � � � � � � � � � � � � � � � � � � � � 37 2�1 — The nature of Artistic Thinking � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 39 2�2 — Qualities Instilling Artistic Thinking � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 41 2�3 — The Primacy of Creativity and relational Pedagogy to Arts Instruction � � � � � � � � � � � � � � � � � 43 2�4 — Arts-Focused ESoL research � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 45 importance of Affirming Diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Need for Mainstream Teacher Education for ELLs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Value of Arts Education (Visual Arts, Music, Drama, and Dance) to Support Students’ Language Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Value of Arts Education (Visual Arts, Music, Drama, and Dance) to Enhance Access and Learning about Students’ Experiences of Diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 2�5 — Enacting an Arts Curriculum � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 54 Curriculum as Artistic Medium for Teachers and Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Assessment as Artistic Learning’s Accompaniment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 PArT 3 — TEAChIng ThE ArTS—VISuAL ArTS, MuSIC, DrAMA, AnD DAnCE � � � � � � � � � � � � � � � � � 59 3�1 — Introduction � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 61 3�2 — Visual Arts Experiences to Engage ELLs Alongside All Learners � � � � � � � � � � � � � � � � � � � � � � 70 Visual Arts, Theme i: “Total Control Can Be the Death of a Work” . . . . . . . . . . . . . . . . . . . . . . . 71 Visual Arts, Theme ii: “responsive Matters of Perception” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Visual Arts, Theme iii: “Examined Lives in relation—A Fusion Dinner Party” . . . . . . . . . . . . . 89 3�3 — Music Experiences to Engage ELLs Alongside All Learners � � � � � � � � � � � � � � � � � � � � � � � � � 103 Music, Theme i: “Total Control Can Be the Death of a Work” . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 Music, Theme ii: “responsive Matters of Perception” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 Music, Theme iii: “Examined Lives in relation—A Fusion Dinner Party” . . . . . . . . . . . . . . . . . 120 3�4 — Drama Experiences to Engage ELLs Alongside All Learners� � � � � � � � � � � � � � � � � � � � � � � � � 129 Drama, Theme i: “Total Control Can Be the Death of a Work” . . . . . . . . . . . . . . . . . . . . . . . . . . 130 Drama, Theme ii: “responsive Matters of Perception” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 Drama, Theme iii: “Examined Lives in relation—A Fusion Dinner Party” . . . . . . . . . . . . . . . . 147 Contents ix 3�5 — Dance Experiences to Engage ELLs Alongside All Learners � � � � � � � � � � � � � � � � � � � � � � � � � 156 Dance, Theme i: “Total Control Can Be the Death of a Work” . . . . . . . . . . . . . . . . . . . . . . . . . . 157 Dance, Theme ii: “responsive Matters of Perception” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166 Dance, Theme iii: “Examined Lives in relation—A Fusion Dinner Party” . . . . . . . . . . . . . . . . 172 PArT 4 — rESourCES � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 183 Internet resources for Teachers � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 185 Professional Organizations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 Museums/Galleries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186 Journals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187 research Centers and institutes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 Classroom Teaching resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190 Culturally responsive Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199 Clip Art and image Banks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200 Multimedia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200 Print and Associated resources for Teachers � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 202 Culturally Sensitive/responsive Pedagogy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202 Cultural and Newcomer information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 Teaching Through the Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 Teaching English Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 ESOL Textbooks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207 Home–School Collaboration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207 Audio-Visual Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207 Publishers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208 resources for Students � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 209 Dictionaries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209 Online Dictionaries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210 Online Translation Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210 internet Sites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210 Print Materials that Support English Language and Cultural Learning . . . . . . . . . . . . . . . . . . . . 212 Audio-Visual Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213 glossary � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 215 notes � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 217 references� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 219 Index � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 231