Integration of Arts in K-2 to Improve Language Development of ELLs

1. Integration of Arts in K-2 to Improve Language Development of ELLs SURF-IT 2011 Dr. Liane Brouillette Department of Education University of California, Irvine with thanks to Kiruthika Paulvannan Biological Sciences

2. What is the Teaching Artist Project? • Funded by Improving Teacher Quality (ITQ) grant by California Postsecondary Education Commission (CPEC) • UCI • Dr. Liane Brouillette • Dr. Brad Hughes • San Diego Unified School District (SDUSD) • Karen Childress-Evans (VAPA) • Denise Lynne (VAPA)

3. Challenges • No Child Left Behind (2001) • English language learners score lower (Goldenberg, C. (2008) Teaching English language learners: What the research does—and does not—say) • CA budget crisis limits funding • Challenges facing San Diego schools • 30.2% of students don’t speak English at home • Isolated from English-speaking peers (From SDUSD: http://sandi.net/page/21)

4. Goals of Project • Enhance K-2 oral language skills • Provide English language development for English language learners • Integrate arts into literacy lessons • Provide teachers with hands-on experience in teaching arts to ELLs

5. Prior Research • Theatre arts are effective in developing oral language skills(Podlozny, A. (2000). Strengthening verbal skills through the use of classroom drama: A clear link) • Oral language key to fluency, literacy skills(Goldenberg, C. (2008) Teaching English language learners: What the research does—and does not—say.) Credit: Jasmine Yep, Liane Brouillette

6. Original K-2 Teaching Artist Project (2007-10) • 3 Cohorts of 5 schools (15 total) • Each teacher receives • 1 year working with teaching artists • Lesson videos available online • Dance, Theatre, Visual Arts • 9 lessons in each of 3 arts disciplines • Co-teach 27 lessons with teaching artist

7. Revised K-2 Teaching Artist Project (2010-14) • 3 Cohorts of 5 schools (15 total) • Each teacher receives • 1 year working with teaching artists • Lesson videos available online • Dance & Theatre • 14 lessons in each of 2 arts disciplines • Co-teach 28 lessons with teaching artist

8. Why it works: • Multiple senses are engaged: Hear, see, say, do • Visual cues • Self-correction • Teachers can see who understands Credit: Jasmine Yep, Liane Brouillette

9. What Teachers Reported • “About 95% of my kids are ELL. At the beginning of the school year, half did not talk at all. But in the arts lessons they are excited, using their vocabulary.” Credit: Jasmine Yep, Liane Brouillette

10. What Teachers Reported • “When we were discussing characters from stories, I’d say: ‘Remember when you had theatre, how you felt when you acted it out…?’” Credit: Jasmine Yep, Liane Brouillette

11. Original vs. Revised

12. Continuing Challenges • Teaching Artists • Differ in teaching styles • Vary in effectiveness • Year after Co-Teach • Teachers implement • Mentors at each school at each grade level • Vary in comfort level • Vary in fidelity • Feel time pressure • Arts specialists support Credit: Jasmine Yep, Liane Brouillette

13. Goals for The Future How to enhance: • Multimodal learning the arts provide • Social-emotional development via performing arts • Motivation and engagement via creative activity • Critical thinking via art Credit: Jasmine Yep, Liane Brouillette

14. For More Information: • Center for Learning and Sustainability: http://www.clta.uci.edu/program-initiatives/tap • Lesson Videos: http://www.clat.uci.edu/lessons • Lesson Plans:http://sandi.net/page/2203

15. Thanks to: Stuart Ross Said Shokair Anna Lynn Spitzer Shellie Nazarenus G.P. Li SURF-IT fellows, mentors, speakers Dr. Liane Brouillette Dr. Brad Hughes Pete Laubach Farhan Siddiqi MDP Team: Anna, Janelle, Kelly, Nathaniel, Nikita, Rose Mary San Diego Unified School District, Visual and Performing Arts