# data[].attributes.body
Students walk around classroom art displays in pairs using Rally Robin strategy. Partner A describes what they see using academic art vocabulary (composition, texture, contrast), Partner B listens and asks clarifying questions. Switch roles every 2 minutes. Provide sentence frames: 'I notice that the artist used...' 'The focal point appears to be...' 'This reminds me of...'

# data[].attributes.body
Show a famous artwork for 30 seconds. Students think individually about the artist's choices, then pair up to discuss using academic language stems: 'The artist's use of [color/line/shape] creates...' 'I interpret this piece as...' 'The mood conveyed is...' Partners share their analysis with the class.

# data[].attributes.body
In groups of 4, students analyze an artwork using different ELPAC criteria: Student 1 describes visual elements, Student 2 explains artistic techniques, Student 3 interprets meaning, Student 4 makes connections. Teacher calls a number and those students share their group's analysis using academic vocabulary.

# data[].attributes.body
Students form two circles. Inner circle holds art vocabulary cards (symmetry, perspective, medium), outer circle has definition cards. Students find their match by asking questions: 'Does your term relate to spatial relationships?' 'Is your definition about color theory?' Rotate and repeat with new cards.

# data[].attributes.body
Divide class into expert groups, each reading a different section of an artist's biography (early life, training, famous works, legacy). Students become experts on their section, then form new groups with one expert from each section. They teach their part using academic language and complete a collaborative timeline.

# data[].attributes.body
Set up stations with short texts about different art movements (Impressionism, Cubism, Pop Art). Students rotate through stations using graphic organizers to record key characteristics, famous artists, and time periods. Provide sentence starters: 'This movement is characterized by...' 'Artists from this period typically...'

# data[].attributes.body
Students examine artworks and write museum-style labels using academic language. Provide templates with required elements: artist name, title, medium, date, and 2-3 sentences describing technique and significance. Use sentence frames: 'Created in [year], this [medium] demonstrates...' 'The artist's technique of [specific method] reveals...'

# data[].attributes.body
While creating art, students document their process using academic vocabulary. They write step-by-step descriptions using transitional phrases (first, subsequently, finally) and technical terms (blend, layer, compose). Share documentation with classmates using Pairs Compare strategy.

# data[].attributes.body
Students use structured graphic organizers to analyze artworks, focusing on academic language development. Include sections for: Visual Elements (line, shape, color), Principles of Design (balance, emphasis, rhythm), and Personal Response. Provide academic vocabulary word bank and sentence starters for each section.

# data[].attributes.body
Students create question cards about art vocabulary and techniques. They stand up, find a partner, ask their question, praise/coach if needed, switch cards, and find a new partner. Questions focus on academic language: 'What is the difference between hue and value?' 'How does an artist create emphasis in a composition?'

# data[].attributes.body
Set up stations with different art techniques (watercolor wash, charcoal blending, collage). Students rotate in teams using Timed Pair Share to explain what they observe, then practice the technique while describing their process to partners using academic vocabulary. Provide technique-specific word banks.

# data[].attributes.body
Students walk around the room while music plays. When music stops, teacher calls out a color theory concept (complementary colors, warm palette, monochromatic). Students quickly form groups based on clothing colors that match the concept, then explain their grouping using academic language.

# data[].attributes.body
Students work in pairs to find examples of art elements (line, shape, texture, space) around the classroom or school. They document findings with academic descriptions: 'We found an example of implied texture in...' 'The architectural elements demonstrate...' Use Rally Table to record discoveries.

# data[].attributes.body
In groups of 4, students create a story about an artwork using Round Table structure. Each student adds one sentence using academic art vocabulary, building on the previous student's contribution. Provide story starters: 'The artist began by...' 'Using [technique], they created...' Stories must include at least 8 art vocabulary terms.