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Celeste Roberge |
Language Arts Lesson
Teacher Reflections by Cindy Rotolo
The integration of language arts and visual arts was very natural and uncontrived. Viewing the sculpture informed the descriptive word brainstorming activity. The discussion of elements and symbols was integrated into their ideas for their sculptures and their haiku poems. The art teacher and I were able to juggle our schedules and team-teach as much of these activities as possible. This provided the students with a seamless delivery of instruction, and made the different components of the lesson come together as a whole. It was a challenge to find common planning time, and we often had to take advantage of time at the spur of the moment. Fortunately, we worked well together, were flexible, and could improvise. Being able to partner with a colleague was 0ne of the most fulfilling parts of this project for me.
Using the K-W-L-Q chart helps students prepare to view the work of art at the Museum. It connects the Museum visit to the classroom and encourages students to take responsibility for looking at and engaging with the work of art, to be active, and provides a context for the field trip.
During class viewing and discussion of Wrathful Deities, I always ask “why” in response to students comments, which pushes their thinking and verbalizing. Effective use of “wait time” is crucial in this process. It is important to allow the students enough space for thinking and responding.
The day after Museum visit, students reviewed what they saw and thought. They worked in small groups to create a chart of descriptive words. The goal was to name their experience, to put specific words to their thoughts, feelings, memories, and responses.