INTEGRATED UNITS #6
Art teachers and English-As-A-Second Language (ESL) teachers who work cooperatively and team teach to help English Language Learners succeed academically and have equal access to the ART curriculum, need to share lots of visuals and the key vocabulary in the language of art.
Art teachers, in many instances, want ALL students to be able to describe a work of art -- a painting, a sculpture, an artistic object, any type of artistic expression.
Students, in most instances, do not have the art words needed to describe an art object of any kind. Thus, the VOCABULARY listed below only SERVES TO INTRODUCE BOTH, THE ART TEACHER AND THE ESL TEACHER to the key language that any art student must master.
The vocabulary is organized into meaningful categories. The words under each category and the categories themselves represent only a partial list of all ART terms and key vocabulary words that need to be mastered by ALL art students.
The Art and ESL teachers must share pictures. Many pictures need to be used representing each concept listed so ALL students grasp the meaning of each vocabulary word. Once students master a concept and its corresponding word, teachers need to show other pictures for students to recognize the concept and distinguish it from all other key concepts and ideas. Thus, for example, many pictures need to be shown to illustrate "positive space." When students master this concept, then many other pictures need to be shown where students recognize, point and name "positive space" in contrast to "negative space."
Here is a PARTIAL Vocabulary List:
SCANNING VOCABULARY (to describe a work of art)
Definition: Any one of the hues of the spectrum or rainbow, loosely including black and white.
(There are over 6000 color words!!!)
COLOR MOVEMENT -- implied by the relationship of color to other design elements:
Primary colors -- red, yellow, blue
Secondary colors -- green, purple, orange
Tertiary colors: those colors between primary and secondary colors -- red-orange,
Complementary colors: colors which are opposite each other on the color wheel --
red - green
orange - blue
yellow - purple
Neutrals -- black, white and complements mixed to make gray
Monochromatic colors: variations of one color--various tints and shades of red
rough - smooth
wet - dry
hard - soft
shiny - dull
slick - sticky
course - porous
flat - raised
VALUE: amount of light reflected on surface
dark - light
positive space: figures in front of background
negative space: background
long / short
BALANCE: visual equilibrium
slow - fast
speeding - crawling
flowing - jerking
rhythmic - random
even - uneven
uniform - changing
ordered - chaotic
large - small
sweeping - rigid
long - short
hovering - extending
upward - downward
rising - lowering
rising - falling
horizontal - vertical
parallel - at an angle
advancing - receding
alarm / joy
DYNAMIC or ENERGY LANGUAGE
IDEA or IDEAL LANGUAGE
For more in-depth information, classroom demonstrations, and "coaching" of new and/or experienced teachers, Dr. CARMEN SANCHEZ SADEK offers:
1. Cognitive - Academic Language and Vocabulary Development
2. Cross Cultural Diversity - Multicultural Strategies
3. Effective Instruction for English Learners (L.E.P. students) Parts 1, 2, 3, 4
4. Promoting Academic Success in Language Minority Students
5. Cognitive - Academic Language and Vocabulary Development
6. Oral Language / Literacy Skills / Higher Order Thinking Skills
7. 50/50 Dual Language Programs: design, planning and implementation
8. The Structure of English / The Structure of Spanish
9. Transition: Introduction to English Reading
Web Site Programs for Teachers: Numbers 1, 5, 7, 8, and 9.
Web Site Programs for Paraprofessionals: Number 3.
Web Site Programs for New Teachers:
Enhanced Cultural Sensitivity - The Challenge of Students Diversity
Identifying / Responding to Students' Language Needs
Phonemic Awareness: Teaching English phonics to L.E.P. students
Relationship Between Reading, Writing and Spelling
Improving Reading Performance -- Building Oral Language Skills)
Write and e-mail any additional questions you may have, and Dr. CARMEN SANCHEZ SADEK will establish with you, your school or district a Technical Assistance Service Contract. Dr. CARMEN SANCHEZ SADEK will answer all your questions promptly and to your satisfaction.
For information and credentials please click on the link below or contact directly:
CARMEN SANCHEZ SADEK, Ph.D.
Educational Consultant, Program Evaluator
National Board for Professional Teaching Standards, Certification (12/2006)
3113 Malcolm Avenue, Los Angeles, California 90034-3406
Phone and Fax: (310) 474-5605