1. Marcela Mason & Beth Slocum NYSAFLT Rochester Regional 10 March 2012

2. Voices in the Park Click on the book covers to read the story Voices in the Park in French and Spanish.

3. Considering Art, Language & Culture How do language and art reflect as well as shape culture? What are the roles of art? What messages do we discover through it? Where can we find art? Why and how do people create art? How does art communicate? How can we read and understand a work of art? What can we learn from studying the art of others? Is a picture worth 1,000 words? Do artists have a responsibility to their audiences? To society? Should we ever censor artistic expression? What if we didn’t have the arts in our world? How can one express complex ideas using simple terms?

4. Established Goals The Arts – Standard 3: Responding to and Analyzing Works of Art Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought. The Arts – Standard 4: Understanding the Cultural Contributions of the Arts Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape diverse cultures of past and present society. LOTE – Standard 1: Communication Skills Students will be able to use a Language Other Than English for communication. LOTE – Standard 2: Cultural Understanding Students will develop cross-cultural skills and understandings. ACTFL Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. ACTFL Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of cultures studied and their own.

5. Understandings Art is an important element to cultural understanding. Art is about making connections, analyzing relationships and interpreting meaning through metaphor. Through the study of other languages, we gain a knowledge and understanding of the cultures that use that language and in fact, cannot truly master the language until we have also mastered the cultural contexts in which the language occurs. Learning languages provides connections to additional bodies of knowledge that may be unavailable to the monolingual English speaker.

6. Words move the reader beyond the language of pictures alone. * * * By studying the role of pictures within picture books, students learn a great deal about both the language of pictures and the language of words. The Powers of Pictures: Creating Pathways to Literacy Through Art, Beth Olshansky

7. A Paradigm Shift: Redefining Pictures as a Language for Learning Language of Pictures Language of Words 2 Parallel Languages

8. Allow students to construct their own knowledge Teach appreciation of diversity Foster imaginative and critical thinking skills Encourages the use of language through storytelling Allows students to share personal experiences The Story in the Picture: Inquiry & Artmaking with Young Children, Christine Mulcahey

9. Learning to Look in 4 Simple Steps Description AnalysisInterpretationEvaluation  Take a few minutes to look quietly at the image.  Observe what is in the work. What do you see?  What words come to mind to describe color, shape and composition?  Who is the artist?  What choices does the artist make (color, line, texture)?  How was it done?  What is the title of the work?  How helpful is the title? Does it reflect the artist’s choices?  Where & when was the work done?  What do you believe is the message of this work?  Include feelings, moods & ideas communicated by the work of art.  Respond to the work. What do you infer from the painting?  Support your ideas with information found in description & analysis.  What was your experience in looking and thinking about this work?  What questions does this leave you for the artist and his/her work?  What words would you use to describe your experience with this process?

11. Sunday Morning, 1907. Jerome Myers American, 1867-1940 Collection of the Memorial Art Gallery Marion Stratton Gould Fund, 98.74. Learning to Look: Do you see what I see?

12. Soldier on Leave, Norman Rockwell American Painting, 1944 Oil on canvas Gift of Dr. & Mrs. Robert M. Boynton, 74.98

13. Learning to See: What stories do they tell? Imagine! Observe the scene Compare and contrast the story elements Imagine the stories Predict the next step in each passenger’s journey. Assume the voice of a character and share his or her story.

14. Think, Pair, Share

15. Three-Story Intellect

16. Common Core State Standards What is the Common Core State Standards Initiative? The Common Core State Standards Initiative (CSSI) is a state-led effort to establish a shared set of clear educational standards for English language arts and mathematics that states can voluntarily adopt. The standards have been informed by the best available evidence and the highest state standards across the country and globe and designed by a diverse group of teachers, experts, parents, and school administrators…

17. These standards are designed to ensure that students graduating from high school are prepared to go to college or enter the workforce and that parents, teachers, and students have a clear understanding of what is expected of them; benchmarked to international standards to guarantee that our students are competitive in theemerging global marketplace.

18. Language Learning & CCSSI "The Common Core State Standards make clear that literacy is the responsibility of all disciplines. I applaud the efforts of ACTFL and its partnering world language organizations to identify explicit practices in learning languages that make a direct contribution to the development of literacy for all students” Gene Wilhoit, Executive Director Council of Chief State School Officers

19. Taking the Oath and Drawing Rations, John Rogers American Sculpture, 1865 Plaster and paint Gift of M. Gertrude Deavenport, 51.310  Choose a work.  Take time to look carefully at the piece. What do you see? What words come to mind?  What choices did the artist make?  What message, mood or feeling do you get from this piece?  How would you respond to it?  What questions do you have for the artist?  Assume the role of someone in the piece. Imagine the story. Predict and explain what the voices are saying in this work.

20. Danseuse vue de dos, Edgar Degas French Drawing, ca. 1878-1881 Black chalk and pastel on faded blue laid paper Gift of Dr. and Mrs. James H. Lockhart, Jr., 87.65

21. Interior of a Mosque, Jean-Léon Gérôme French Painting, 1890-1899 Oil on canvas Gift of Mr. and Mrs. F. Harper Sibley, 57.18

22. The Printseller’s Window, Walter Goodman British Painting, 1883 Oil on canvas Marion Stratton Gould Fund, 98.75

23. Summer Street Scene in Harlem, Jacob Lawrence American Painting, 1948 Tempera on gesso panel Marion Stratton Gould Fund, 91.5

24. Towing a Boat, Honfleur, Claude Monet French Painting, 1864 Oil on canvas Gift of Marie C. and Joseph C. Wilson, 91.35

25. View of Mt. Marseilleveyre andthe Isle of Marie (L’Estaque), Paul Cézanne French Painting, ca. 1878-1882 Oil on canvas Anonymous gift in tribute to Edward Harris and in memory of H. R. Stirlin of Switzerland, 69.45

26. http://mag.rochester.edu/plugins/acrobat/teachers/Boomtown.pdf Boomtown, Thomas Hart Benton American Painting, 1928 Oil on canvas Marion Stratton Gould Fund, 51.1

27. Caída de Un Picador de Su Caballo Debajo del Toro, Francisco Goya y Lucientes Spanish Printing, 1815 Etching, aquatint and dry point Marion Stratton Gould Fund, 85.5

28. Washerwomen of Fouesnant, William-Adolphe Bouguereau French Painting, 1869 Oil on canvas Bertha Buswell Bequest, 55.61

29. Chinese Restaurant, John Sloan American Painting, 1909 Oil on canvas Marion Stratton Gould Fund, 51.12

30. Election Night, John Sloan American Painting, 1907 Oil on canvas Marion Stratton Gould Fund, 41.33

31. ARRANGING A MAG TOUR http://mag.rochester.edu Bi-lingual Docents available for:  Learning to Look  Animals in Art  Passport to the Past  Seeing America (Colonial Days, Westward Expansion; Civil War; Black History; 20 th century urban life)  Genesee Journey  Design Your Own Tour ! Customized tours in the target language (French, Spanish, German, ASL) that you design to fit the level and needs of your students.

32. Contact Information To make arrangements for a MAG tour: Mary Ann Monley, Administrator of Volunteer Services and Tours: 585.276.8974 mmonley@MAG.Rochester.edu For help creating classroom activities and tours: Carol Yost, Estelle B. Goldman Assistant Curator of Education, School Programs: 585.276.8973 cyost@MAG.Rochester.edu cyost@MAG.Rochester.edu

33. Resources Art in Education – Connecting the Dots http://www.davisart.com/Portal/SchoolArts/articles/5_10- advocacy-connecting-the-dots-eldon-katter.pdf Big Questions http://www.artjunction.org/archives/big_questions.pdf http://www.artjunction.org/archives/big_questions.pdf Creating a Compassionate Curriculum – Art & Technology http://www.davisart.com/Portal/SchoolArts/articles/08_10- tech4arted-theresa-mcgee-creating-a-compassionate- curriculum.pdf http://www.davisart.com/Portal/SchoolArts/articles/08_10- tech4arted-theresa-mcgee-creating-a-compassionate- curriculum.pdf LOTE, CCSS, APPR & SLO – Presentation info from FLACS http://www.flacs.org/FLACS/CCSS_APPR_SLOs_Presentation.html