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Language Artists: Blending Art with narrative in a brain- Friendly environment

Language Artists: Blending Art with narrative in a brain- Friendly environment. Deb Pieri St. Thomas the Apostle School Grand Rapids, MI. Preparing to Learn by using movement to focus.

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Language Artists: Blending Art with narrative in a brain- Friendly environment

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  1. Language Artists:Blending Art with narrative in a brain- Friendly environment Deb Pieri St. Thomas the Apostle School Grand Rapids, MI

  2. Preparing to Learn by using movement to focus • “Movement integrates and anchors new information and experience into our neural networks.” (Carla Hannaford, 1995) • “It seems the more we study the cerebellum, the more we realize that movement is inescapably linked to learning and memory. (David Sousa, 2006) • Brain Gym: 26 simple movements that are used to integrate all areas of the brain. It stresses the importance of physical movement in learning (reduces stress, more oxygen to the brain, wakes up body & mind) • Your turn to experience Brain Gym!

  3. My Demo uses Art created by students to write a narrative Why use student-created Art as a prompt? “Drawing pictures to represent knowledge is a powerful way to generate nonlinguistic representations in the mind.” Marzano, Pickering, Pollock (2001, p.82) “When teachers move the learning into more integrated contexts, the brain is better able to chunk the information, see patterns, and link ideas to one another.” Robin Fogarty (2009, P.166.)

  4. This project specifically links Writing, Reading, Science, and Art. The Multiple Intelligences are also incorporated (visual-spatial, visual-linguistic, bodily-kinesthetic, interpersonal-social, intrapersonal-introspective, Naturalist-physical world)

  5. Students used Thinking Maps to write a narrative: Why use them? • “Concept maps help hemispheric integration and retention.” And • “Imaging and imagining help establish meaning, promote novelty, and increase retention.” David Sousa, (2006, P. 279) • “We believe that probably the best strategies for teaching text structures are visual-spatial strategies.” Peregoy and Boyle, Reading, Writing, and Learning in ESL (1997)

  6. Before beginning to write Read The Mixed-Up Chameleon by Eric Carle

  7. Time to Write a Narrative 1) Working with a partner, use the student-made creature as a springboard for writing your narrative. 2) Name your creature (it is a combination of two animals, your name is a combination of those animals. For example, if my animal was a combination of an elephant and a monkey, I might call it an “elemonk” or an “elekey,” or a “monephant.”)

  8. Using your Thinking Maps • 3) Using your Bubble Thinking Map: Write the name of your creature in the center. Then write adjectives to describe your creature in the surrounding bubbles. (can also draw a picture of creature in middle and have “bubbles” pointing to what you are describing, ex. “Sharp teeth” • Remember: “Interesting characters, like funny characters, are never static. They long for something, they dream, they move in a direction.” (Barry Lane, 2008, P. 101.)

  9. More Thinking Maps • 4) Now use your Flow Thinking Map to sequence the events in your narrative. Partners may work together or each do their own flow map. (Can write on colored sticky notes to enhance visually) • 5) Using your bubble map and flow map, write a short narrative (either with your partner or alone.)

  10. Criteria Chart for Narrative • Creature has been given a name • Narrative is written in 3rd person • Writing includes a clear beginning, middle, and end • Writing includes a clear conflict and resolution • Writing includes clear details using rich description of: physical characteristics of creature and all other characters habitat, including what the creature eats creature’s actions creature’s thoughts and feelings • Writing demonstrates a use of dialogue

  11. References Carle, E. (1975). The Mixed-Up Chameleon. New York, NY., HarperCollins Publishing. • Dennison, p.E. & Dennison, G. (1989). Brain Gym: Teacher’s Edition Revised. Ventura, CA., Edu-Kinesthetics, Inc. • Fogarty, R. (2009). Brain-Compatible classrooms. Thousand Oaks, CA., Corwin Press. • Hannaford, C. (2005). Smart moves: Why learning is not all in your head. Arlington, VA., Great River Books. • Hyerle, D. & Yeager, C. (2007). A Language for learning: Thinking maps. Cary, NC, Thinking Maps, Inc. • Lane, B. (2008). But how do you teach writing? New York, NY., Scholastic Inc. • Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development. • Sousa, D. (2006). How the brain learns. Thousand Oaks, CA., Corwin Press.

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