Arts Integration for Equitable Outcomes Tana Johnson Arts Integration Specialist Program Lead Teacher Action Research Institute Lead Alameda County Office of Education

Understanding Goals: How can looking at and talking about art increase language development and visual literacy skills? How can making and talking about art increase critical thinking? How can Studio Habits of Mind help students articulate their learning?

UG1: How can looking at and talking about art increase language development and visual literacy skills? Visual Thinking Strategies – Three questions: What’s going on here? What do you SEE that makes you say that? What more can we find?

Mark Dion, The Great Bug Hunt

Mark Dion, Cabinet of Curiosities

Mark Dion, Taxonomy of Non-Endangered Species

UG2: How can making, writing and talking about art increase critical thinking? Cultural Artifact Drawing: – Find a ‘cultural’ artifact or personal artifact – Draw it twice: once in pencil using contour drawing and once oil pastel (7 minutes each) – Describe your artifact using these sentence frames: My object feels… My object smells like… My object tastes like… My object looks like… My object comes from…(or) reminds me of… – Give One, Get One, find a partner and explain your drawings and your writings

UG3: How can Studio Habits of Mind* help students articulate their learning? – Which Habits of Mind did you use? Studio Habits Wheel Sentence Frames – Thinking routine: I See, I Think, I Wonder – Taken from Project Zero’s Visible Thinking Website – *from Studio Thinking Framework: The Real Benefits of Visual Arts Education, by Hetland, Winner, Veenema and Sheridan

Cultural Artifacts at Garfield School, San Leandro

Arts Integration Specialist Program