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I can utilize academic language in oral discourse

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I can utilize academic language in oral discourse

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I would modify this lesson slightly to have the critique be presented in small groups to the artist. It would be even better if I was able to film the students speaking to one another.

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I can use subject specific vocabulary, describing tools and techniques in the Arts

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I can use subject specific vocabulary, describing tools and techniques in the Arts

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I can Describe visual content in another students sculpture

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I can Describe visual content in another students sculpture

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I can Analyse how the elements and principles of design function together

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I can Analyse how the elements and principles of design function together

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I can Interpret how the work connects to the meaning, function, context, location

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I can Interpret how the work connects to the meaning, function, context, location

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I can evaluate the success of the artwork when considered as a whole and communicate it to the artist

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I can evaluate the success of the artwork when considered as a whole and communicate it to the artist

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I can connect ideas using conjunctions to describe and explain what I am seeing

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I can connect ideas using conjunctions to describe and explain what I am seeing

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THV.01 - explain the elements and principles of media arts as they apply to their own work and to the work of others;
ANV.01 - use the stages of critical analysis to examine and discuss the aesthetic and compositional components of current and historical media artworks.

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TH1.03 - recognize and use vocabulary specific to media art;
AN2.03 - exhibit or perform effectively media artworks or productions in individual and group settings for a variety of audiences (e.g., peers, community, teacher);
AN4.02 - evaluate personal strengths and needs (e.g., time management, flexibility, tenacity, co-operation, multiple intelligences) at various points in the course and work towards improvement in identified areas.

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Student must have some strategies to overcome language gaps by using circumlocution

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Student must have some strategies to overcome language gaps by using circumlocution

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Student needs a framework of statements or conversation starters to use affirmative statements in a supportive way to critically analyze an artwork.

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Student needs a framework of statements or conversation starters to use affirmative statements in a supportive way to critically analyze an artwork.

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Harmony
Contrast
Repetition
Proportion
Movement
Shape
Colour
Texture
Emphasis
Space
Line
Size
Balance

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Subject Specific Language Demands in Instructions :

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Subject Specific Language Demands in Instructions :

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Installation Sculpture
Critique/Critical Analysis
Describe
Analyse
Interpret
Evaluate

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Through this exercise reinforced how all teachers are language teachers.  At our school we have an ESL program as well as students who have completed ESL that may not have come across some of the terminology and language used in an artistic context. Taking time to develop language objectives and reflect on what kind of demanding tasks we may be asking of language learners in our class is a valuable exercise.

I modified this OERB lesson plan to be a verbal critique that would be shared with the student that created the artwork.  I would include a language/participation protocol for students in order to give them some starters and communicate in a supportive form of academic discourse.  The original lesson required students to write the critique and hand it in to the teacher.

Working through the process of deconstructing a lesson for English Language Learners was a highly valuable exercise.