How to Teach Language Skills in Combination With Art
With the international threat of COVID-19, educators and families face up the problem of keeping students separated while nonetheless providing language enrichment programs when faced with shuttered schools and reduced capacities. These are challenging times for language learners who cannot attend classes or meet face to face with tutors and demand inspiring, convenient spaces to practice language and abound vocabulary.
Mobile-assisted language learning (MALL) with smartphones and personal digital administration bridges the knowledge gap and expands the boundaries of where and how languages are taught and learned. Several benefits of mobile-assisted learning in using visual arts to teach linguistic communication are discussed. How can existing literature, cadre behavior, standards-based learning frameworks, and virtual resources for using visual thinking strategies (VTS) with art aid to improve language skills?
The new Louvre in Saudi Arabia, which opened in 2017, is a partner of the earth's most famous art museum, the Louvre of Paris. It features Eastern and Western artworks from prehistory to modern times. It has one of the most virtually accessible children's museum learning experiences, with an app for tablets in six languages: Arabic, English, French, Mandarin, German language, and Hindi.
Mobile and wireless technologies have created an e'er-changing surround for learning that is more straight connected to existent-world artifacts and living artists. Kukulska-Hulme (2009) offered reflections on how, alongside formal teaching, the outside-of-school opportunities to access learning resources on both fixed and mobile devices have multiplied. For example, in the MyArtSpace project (Sharples et al., 2007), students went to a museum and used their mobile phones to view, clarify, and discuss multimedia content linked to specific exhibits. They shared with peers their observations, artifacts, audio, video recordings, and notes. The results showed the effectiveness of using a mobile device to support and extend second-language learning in self-directed ways, especially to build cognition of vocabulary.
Shadiev, Liu, and Hwang (2020) reviewed the literature from 2007 to 2016 concerning mobile language learning and concluded that elementary through college students had positive perceptions of mobile linguistic communication learning and that information technology had positive furnishings on language proficiency.
The researchers suggested teachers design learning activities based on a student-centered arroyo in authentic environments focused on solving real-world bug. Instructors and students were recommended to create and share content on diverse subjects with other students and instructors from the same or dissimilar schools.
Visual thinking strategies (VTS, 2019) are used by schools and museums to incorporate art as the medium by which students discuss and share their opinions. VTS are used for exploring artwork to amend the language output of speaking and writing for get-go- and 2nd-language acquisition students.
Online art galleries brandish artwork from current, by, hereafter, or existent-time exhibitions. VTS ask three questions of learners: What'southward going on in this motion-picture show? What do you see that makes you say that? What more can we find?
Educatee oral and written production about a variety of artworks demonstrated increased disquisitional thinking skills, cultural awareness, and collaboration with peers. A written report by Bomgaars and Available (2019) indicated that by style of engaging in VTS, L2 high school students showed significant gains in diverse writing skills as well as the quantity of speaking product.
Becker (2019) reviewed the arts integration, language, and literacy studies and institute positive outcomes in print knowledge, alphabet knowledge, syntax, vocabulary, narrative, reading, and writing for children with language damage and other disabilities using the visual arts. Additional insights from her review included that visual-based experiences capitalize on students' nonverbal learning strengths and can aid compensate for the effects of L1 language impairment, which impedes expressing ideas, feelings, and personal feelings.
Core Beliefs
Students in the digital 21st century take been brought up in a civilisation dominated by visuality. With a disquisitional eye, students learn that artworks ofttimes tell stories. The fine art shifts the focus from the self-conscious learner to the work of art. Multilingual learners employ and develop language through activities that intentionally integrate multiple modalities, including oral, written, visual, and kinesthetic modes of communication (WIDA, 2020). Visual stimulation promotes active exploration of the language. Language and fine art can exist used together productively (Vasquez, 2018). When a concept is not clear in its written form, the visual class can assist the learner to embrace. Likewise, when the visual grade is confusing and unclear, the written form tin facilitate understanding. To comprehend both texts and fine art requires sustained observation and attention to detail. In that location are many competing screen images in students' cyberspace. Slowing downward is required to find the story awareness of how artists visually tell their stories through the use of colour, line, gesture, limerick, and symbolism. Some art does non tell a story and is less about lives, history, and things but more about the exploration of color, line, and shape.
According to Becker (2019), arts-integrated lessons can accost a range of language and literacy components aligned with multiple standards, such as the National Coalition for Core Arts Standards, 2014; WIDA, English Linguistic communication Evolution Standards, 2020). Students' learning feel may be maximized by viewing examples of standards-based learning activities for beginning, intermediate, and advanced linguistic communication learners. Teachers tin develop lesson plans and communicate these to students. Included in the plans should be the purpose, objectives, activities aligned to standards, recommended websites, and rules of cyber etiquette and safety. This can promote collaboration among students and assistance establish groups to conform students who may not accept smartphones or internet access. Teachers should use set procedures for receiving and sending messages.
A practical process for using art with MALL for beginning, intermediate, and avant-garde language learners equally a means of instruction follows.
Showtime Language Learner
ELP 1 Reading: Search for topics on websites, in libraries, or using other sources with a partner from a list.
VA: Re7.2.Ka: Draw what an image represents.
Essential Questions: "What's going on in this picture? What exercise you encounter that makes yous say that? What more can nosotros find?" (VTS, 2019)
Activities: Ask students to break the water ice and chat with friends to see what virtual museums they like and why. Have notes on the museum exhibits and send the notes as a text bulletin to the class or to the teacher. Utilise the camera feature to re-create and store favorite works of art. Create a scavenger chase for finding interesting exhibits. Make drawings of paintings seen and share with others (Reinders, 2010).
Intermediate Language Learner
ELP 1 Writing: Integrate information from multiple sources to list, summarize information, and/or produce poems or short stories.
VA: Cn11.one.1a: Understand that people from different places and times take made art for a multifariousness of reasons.
Essential Questions: "What is the story being told? What practise you think happened before this scene? What do you think happened next? What emotions do you notice in the artwork? What is the meaning or message? What title would you lot give this artwork?" (Ingram, 2017)
Activities: Use the device'due south voice recorder to share stories almost artwork. Do collaborative writing in which students create a story together by sharing and adding one text message at a time.
Advanced Linguistic communication Learner
ELP 1 Writing: Respond questions to hold or disagree with current issues from models depicted visually or graphically.
VA: Cn10.1.2a: Create works of fine art about events in the dwelling, schoolhouse, or community life.
Essential Questions:
ane. Draw: What do you see? How are the elements of line, color, texture, and shape used?
2. Assay: How is the work arranged? How did the artist apply contrast, accent, unity, and balance?
3. Interpretation: What mood or bulletin does the art communicate to you? How did the artist use color, infinite and contrast?
iv. Sentence: Is this a successful piece of work of fine art? How does the message of the art brand you feel? (Feldman, 1994)
Activities: Use a mobile phone to keep a multimedia weblog near personal experiences, museums visited, and favorite exhibits. Do a linguistic communication commutation where two students who desire to learn each other'due south languages work together and bandy text messages. Act as a tour guide for a virtual museum (Wigglesworth, 2020).
Conclusion
MALL using VTS with art provides teachers, students, and their families a promising medium for instruction that is supportive of a range of needs, interests, and ages of L1 and L2 students.
A review of literature and studies revealed that MALL supports a range of language and literacy outcomes that are aligned with multiple standards. Multilingual learners employ and develop linguistic communication through activities that intentionally integrate multiple modalities, including oral, written, visual, and kinesthetic modes of communication.
References
Becker, P. A. (2020). "Pedagogy Language and Literacy through the Visual Arts: An interdisciplinary, literature-based arroyo." Teaching Infrequent Children, 52(three), 166–179.
Bomgaars, J., and Bachelor, J. Westward. (2019). "Visual Thinking Strategies: Exploring artwork to meliorate output in the L2 classroom." Journal of Foreign Language Education and Technology, 5(1).
Kukulska-Hulme, A. (2009). "Will Mobile Learning Change Language Learning?" Remember, 21(2), 157–165.
Feldman, Eastward. B. (1994). Practical Art Criticism. Englewood Cliffs, NJ: Prentice Hall.
Ingram, C. (2017). "82 Questions to Inquire about Art." Art Class Curator. artclasscurator.com/82-questions-to-inquire-most-a-work-of-fine art
National Coalition for Core Arts Standards. (2014). National Core Arts Standards. https://www.nationalartsstandards.org
Reinders, H. (2010). "Twenty Ideas for Using Mobile Phones in the Language Classroom." English Teaching Forum, iii. https://files.eric.ed.gov/fulltext/EJ914893.pdf
Shadiev, R., Liu, T., and Hwang, Due west. Y. (2020). "Review of Research on Mobile- Assisted Language Learning in Familiar, Authentic Environments." British Periodical of Educational Technology, 51(three), 709–720.
Sharples, M., Lonsdale, P., Meek, J., Rudman, P. D., and Vavoula, 1000. N. (2007). "An Evaluation of MyArtSpace: A mobile learning service for schoolhouse museum trips." Proceedings of sixth Almanac Conference on Mobile Learning, 238–244.
Vasquez, D. (2018). "Teaching a Second Linguistic communication through Fine art." Yale- New Haven Teacher's Found. http://teachersinstitute.yale.edu/curriculum/units/1981/4/81.04.12.10.html
Visual Thinking Strategies. (2019). https://vtshome.org
WIDA (2020). English Language Development Standards. https://wida.wisc.edu/teach/standards/eld/2020
Wrigglesworth, J. (2020). "Using Smartphones to Extend Interaction beyond the EFL Classroom." Computer Assisted Language Learning, 33(4), 413–434.
Images
Bey, Osman Handid (Artist) (1878). Young Emir Studying, Oil on canvas, 45.v x ninety cm, Louvre, Abu Dhabis, Saudia Arabia.
Nelson, Kadir (Artist) (2017). And then Together,Watercolor, 20 x20 cm, picture book, Blue Sky, White Stars past Sarvinder Naberhaus, Dial Books.
Rockwell, Norman (Artist) (1958). Runaway, Oil on canvass, 35¾" x 33½ cm, Cover, Saturday Evening Post.
Wyeth, N.C. (Artist)(1923). The Giant, Oil on canvass, 182.9 × 152.four cm, Brandywine River
Museum of Art, Chadds Ford, PA.
Links
ane. https://www.louvreabudhabi.ae/en/Whats-Online/kids-app-for-tablets
ii. http://www.myartspace.com
iii. https://www.nationalartsstandards.org
iv. https://wida.wisc.edu/teach/standards/eld/2020
Art Museum Links
Louvre Abu Dhabi, the Children's Museum (www.louvreabudhabi.ae/en/Explore/childrens-museum)
Louvre, Paris, France (www.louvre.fr/en/visites-en-ligne)
Metropolitan Museum of Art (www.metmuseum.org/art/online-features/metkids)
The J. Paul Getty Museum (world wide web.getty.edu/educational activity/teachers/classroom_resources/curricula/esl3)
The New Children'southward Museum – Art Museum for Kids (https://thinkplaycreate.org/visit)
The San Diego Museum of Art (www.sdmart.org)
Nile Stanley, PhD ([email protected]), is a regular contributor to Linguistic communication Magazine with 15 articles published. He is acquaintance professor of literacy and arts education at the University of North Florida and a visiting scholar to China, Vietnam, and Germany.
Source: https://www.languagemagazine.com/2020/10/22/language-learning-with-a-side-of-art-to-go/
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