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Using the Arts to Support ELLs - Kennedy Center

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Using the Arts to Support ELLs - Kennedy Center

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Arts Education, the Common Core, and ELLs

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Earlier in December, Education Week published an article about the connections between arts education and the new Common Core State S tandards (CCSS) written by reporter Erik Robelen. The article featured school districts and art institutions such as the Isabella Stewart Gardner Museum in Boston that are making that connection explicit through programming and curriculum development.

One point in particular by Michelle A. Grohe, the director of school and teacher programs at the Gardner Museum, caught my attention. She notes that, "When one of our schools is focusing on 'close' readings, to read an excerpt of text and describe the main idea and provide supporting evidence or details, that is very similar to what we do with the visual arts."

Robelen returns to Ms. Grohe's point later in the article:

"When students first encounter a piece of art, they are asked to spend a few minutes looking silently at the image, Ms. Grohe said. Their guide begins by asking what's going on in the artwork. As students share impressions, they are asked, 'What makes you say that?'-a question that directly ties to multiple common-core standards for evidentiary reasoning in both English/language arts and math, she said.

"A third question, Ms. Grohe said, is "What more can we find?'

"By spending 15 to 20 minutes at a time with one work of art, 'the students learn to slow down and look carefully, attention skills that also are used when grappling with new or unfamiliar text, math equations, or problems,' she said."

Ms. Grohe's approach is particularly relevant to CCSS lesson planning since the standards do in fact explicitly touch upon the arts through activities such as the comparison of filmed or live versions of text and analysis of illustrations. In addition, Robelen reports that some schools and districts are exploring the use of the arts with the Common Core math standards, such as the musical or visual representation of geometric patterns. (For more on the arts and STEM fields, see Robelen's 2011 Education Week article, STEAM: Experts Make Case for Adding Arts to STEM.)

The Arts and ELLs

This discussion of the arts and the CCSS got me thinking about the arts and English language learners. Unfortunately, the first image that came to my mind was the unproductive practice of sending ELLs to the back of the room with a box of crayons and a coloring sheet while the class continues its content lesson for the day.

Yet just as ELLs need to access content in science and math and social studies, they can benefit from a rich arts education experience as well, with the opportunity to develop their language, literacy, and writing skills by interacting with different forms of art and media such as drama, film, visual and graphic arts, music, and dance. Imagine the benefits of having ELLs spend an extended period of time with a piece of art or music, as Ms. Grohe describes, while providing them with vocabulary words, background knowledge, and critical thinking activities.

The benefits aren't strictly academic, however - the arts can also provide ELLs with a chance to build confidence and express themselves in ways that showcase strengths that aren't necessarily apparent in the classroom setting, as noted by award-winning illustrator Rafael López in his interview clip " Art in schools. "

In addition, the arts offer ELLs a setting in which to share their own experiences and cultural background with their peers, an exercise which is valuable in and of itself but also dovetails with the Common Core's emphasis on the ability to "understand other perspectives and cultures" as part of a 21st-century skill set.
Recommended Resources
For further discussion of using the arts with ELLs, and how arts education can support language and literacy development, take a look at the following:

I'll close with a final thought from Robelen regarding arts education and our current budget climate: "Embracing the common core may be something of a survival strategy for the arts in schools, some experts suggest, given how much time, energy, and resources districts and schools are devoting to the standards."

What do you think? Are you seeing any connections being made between the arts and the Common Core, or the arts and your ELLs? Have you had related experiences with your students? We'd love to hear from you!

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Arts Education, the Common Core, and ELLs

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Earlier in December, Education Week published an article about the connections between arts education and the new Common Core State S tandards (CCSS) written by reporter Erik Robelen. The article featured school districts and art institutions such as the Isabella Stewart Gardner Museum in Boston that are making that connection explicit through programming and curriculum development.

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Music and Language Learning

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"We are the music makers and we are the dreamers of dreams." - Arthur O'Shaughnessy (as quoted in the film, Willy Wonka and the Chocolate Factory)

Before "high stakes tests" were invented, teachers created their own "high stakes tests." My high school civics teacher required that each student write from memory the preamble to the Constitution in order to pass the class. If you recall, the preamble starts, "We the people, in order to form a more perfect union..." and goes on for about six lines.

Thankfully, all my years of watching TV were not a total waste of time (as my mother warned me they would be). I had watched the School House Rock series on Saturday mornings and remembered a cartoon and song with the preamble to the Constitution in the lyrics. I sang that song to myself during the test and passed with ease. This memory has always reinforced to me that music can be a strong tool for memorization and learning new information.

Language learning offers a unique and exciting opportunity to integrate music. Many people have had the experience of learning a world language and singing simple, silly songs in class. The introduction of music provides a light-hearted and fun way to interact with another language and culture.

Multiple Intelligences in the Classroom

In fact, music and language are linked in Howard Gardner's theory of multiple intelligences. The multiple intelligences theory states that there are eight basic ways that people are "smart." In this case, "smart" is defined as the strengths that each learner has in acquiring new information. The eight intelligences are:

Linguistic intelligence (word smart)

Logical-mathematical intelligence (number/reasoning smart)

Spatial intelligence (picture smart)

Bodily-kinesthetic intelligence (body smart)

Musical and Linguistic intelligence (music and language smart)

Interpersonal intelligence (people smart)

Intrapersonal intelligence (self smart)

Naturalist intelligence (nature smart)

Using the multiple intelligences in teaching, a teacher can present content with a variety of activities in the lesson to appeal to students' various strengths. For example, in a social studies lesson on the Great Depression, a teacher may engage students with logical-mathematical intelligence by presenting a problem that a family faced due to their income and the things they needed to buy to survive. To engage students with interpersonal intelligence, the teacher may want to set up group work or role play activities. Musical and linguistic intelligence could be supported by listening to and analyzing popular songs from the times. Every person has these intelligences, but we all have our preferences and strengths, so a lesson plan that includes a variety of activities is bound to capture students' attention and facilitate learning.

In addition, it's worth noting that different kinds of activities may give ELLs an opportunity to participate in ways that build their confidence or fit their learning styles - a student who is shy or insecure may surprise with you a music or art assignment!

Integrating Music

Music can also be a creative way to enhance student writing. I like to play soft music when my students are doing a writing activity. This helps to establish a calm environment for students to focus and relax while they organize their thoughts and choose their words.

I've also used a variety of music to assist students in expanding vocabulary and learning synonyms. For example, I play a selection of soft classical music and have the students write down all the adjectives that come to mind. When they finish writing, I have them share the words they wrote down. Students often have quite a variety of words that they can share and teach each other. For more advanced students, this creates a wonderful opportunity to discuss the subtle nuances of words. For example, students discuss the difference between words such as, "sorrow" and "sad" or "calm" and "peaceful." I then introduce more varieties of music to elicit angry, excited, or happy vocabulary.

A fun listening activity to use with older students is to bring in a recording of a song and give the students a handout with every seventh or tenth word missing. Play the song and see how many blanks the students are able to fill in. This is very challenging because the lyrics go very fast, and the pronunciation and stress are different than in spoken language. My students have always loved this activity and usually want to listen to the song a couple of times to see if they can get all the words. If you are willing to perform, students also like to sing the song once they have all the words.

Finally, music can be a powerful tool for learning new concepts or memorizing information. Lisa Grigorieff, a kindergarten and first grade teacher, wrote in her bright idea of how to use music to learn the alphabet. She uses the tune from "Who let the dogs out? (woof, woof, woof)" and instead uses the alphabet. For example, "Who let the A out?" Young students get to sing and dance while repeating alphabet letters using a modern, catchy tune. She uses visual materials from the reading curriculum to reinforce the learning. Grigorieff says, "[the students] retained the letter sounds faster than peers in the same grade who did not do this song, and went up on DIBELS scoring with Nonsense word fluency."

Building Upon Students' Culture

Another important way to tie together language learning and music is by building upon musical traditions that are part of students' cultures. ELLs may be able to talk or write about these traditions for a class project, or compare songs or nursery rhymes from different countries. Parents can also play a fun part in this activity by sharing songs with the class or at a parent night event. Most importantly, however, parents need to be reminded of the benefits of sharing these songs with their own children - from preserving their own family traditions and developing students' self-esteem building early literacy skills.

Pulling It All Together

There are many interesting ways to use music to facilitate language learning, and I encourage you to explore different options that will work for you and your students. You may want to visit the hotlinks in this section to find the wide variety of lyrics, songs and lesson activities that are available on the Web. By introducing music as part of learning, you bring to your students a powerful and long-lasting memory tool that they can rely on in future learning situations.

I know how powerful music can be. I would love to replace all the 70s TV theme songs and advertising jingles that are permanently stuck in my head with more valuable information. (Okay Mom, you were a little right about the TV, but at least some of it was educational.) To my teachers' credit, I still remember some educational content as related to songs we learned - Big John (coal mines), Fifteen Miles on the Erie Canal, and The Wreck of the Edmund Fitzgerald, to name a few. I hope you have a great response from your students when you introduce music in learning, and who knows? Maybe twenty years from now they'll still have those songs in their heads!
The Best Music Websites For Learning English
Larry Ferlazzo shares his favorite sites for using music to help students learn English.
Using Music to Help Children Learn Languages
This blog post offers ideas for using music to help children learn new languages.
Using Music to Teach Language to ELLS
ELL expert Judie Haynes shares discussion about switching between two languages when singing in bilingual classrooms.
Writing Development of ELL Students in a Music Classroom
Music teacher Valerie Erickson-Mesias shares some of her ideas for connect music to writing instruction for ELLs in this presentation.
Kennedy Arts (ArtsEdge)
ARTSEDGE, the National Arts and Education Network, provides the tools to develop interdisciplinary curricula that fully integrate the arts with other academic subjects. ARTSEDGE offers free, standards-based teaching materials, as well as professional development resources, student materials, and guidelines for arts-based instruction and assessment.
José-Luis Orozco: Spanish Children's Music
José-Luis Orozco is an author and recording artist whose work draws upon the rich heritage of the Spanish-speaking world. Through his music, José-Luis has sought to expose a wider audience to Spanish-language children's traditions and promote Latin American culture. These cds are excellent tools for young children.
Putumayo World Music
Putumayo World Music was established to introduce people to the music of the world's cultures. The Putumayo Kids division was created to introduce children to other cultures through fun, upbeat world music.
Songs for Teaching
This site has lots of downloadable lyrics, sound clips, sheet music, and teaching suggestions. Full songs are available for purchase.
Musical and Linguistic Lesson Plan
This page is an example of a lesson plan that integrates music and language.
Report: Arts as a Tool for Teachers of English Language Learners
This report from the New York State Department of Education explores the linguistic, academic, and social-emotional benefits of using arts education with ELLs.

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"We are the music makers and we are the dreamers of dreams." - Arthur O'Shaughnessy (as quoted in the film, Willy Wonka and the Chocolate Factory) Before "high stakes tests" were invented, teachers created their own "high stakes tests."

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Art as a Tool for Teachers of English Language Learners

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Writing Development of ELL Students in a Music Classroom

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Writing Development Of ELL Students In A Music Classroom

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Writing Development Of ELL Students In A Music Classroom - Download as a PDF or view online for free

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ELL and Arts - NYTimes

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Lesson plans and teaching resources for teaching English language learners and the arts using The New York Times

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English Language Learners (ELLs) are an ever-growing population in American schools. When an ELL student joins one of your classes, it is common to make unintended assumptions or draw on preconceived stereotypes. However, as is true for all students in our classrooms, each child is unique. They are unique in their artistic skills, background, support at home, and home language. We may not be fluent in our students' home languages, but we can support our students to learn, grow, and become more confident in the art room.

Newcomers are students who were not born in the United States and have recently immigrated to the U.S. While most newcomers are ELL students, some may already be fluent in English. It is common for newcomers who are not fluent to have a silent year. A silent year is a year in which ELL students may appear uncommunicative. In reality, they are taking in their surroundings and the words of their peers and teachers. As a result, it may seem as if one day, they begin speaking out of nowhere. This is a valuable part of the process of learning a new language.
There are four skills associated with English language learning:
ELL students learn and use these four skills at different paces, typically with listening and reading skills developing first. It may actually take five to seven years for students to become proficient in the English language.

Lauren Day, an educator who works with ELL students at the elementary level, offers up suggestions to not simply reach our ELL students but to help them thrive in the art room.

This is a universal design and not something extra.

When planning for instruction in the art room, ELL students should be considered part of the learning community and not seen as an extra responsibility or "other" group of students. Lauren Day remarks, "They should be doing whatever everybody else is doing. Not something different." Just as we do for all students, we should provide opportunities for ELL students to make connections between new concepts and their previous learning. Establishing high expectations with scaffolded support will help all of your students set high standards for themselves.

Don't forget the importance of vocabulary.

A significant aspect of language attribution involves vocabulary. Learning vocabulary in the art room can support learning in other instructional spaces. It also includes terms unique to visual art. It may seem that your students understand or are using vocabulary appropriately, however, Lauren Day shares it may take students up to seventeen times hearing a word to understand its meaning.

To support students in vocabulary acquisition in the art room, consider these strategies:

1. Establish a word wall.

Develop a word wall with commonly used art terminology. Position a visual next to the written vocabulary word to support recognition. For example, next to the word "oil pastel," include an image of an oil pastel. The image will support students in differentiating between an oil pastel, a chalk pastel, and a crayon. While word walls are commonplace in most elementary classrooms, this is not just an elementary strategy. Lauren Day affirms that a word wall will assist all students of all ages in becoming more familiar with art room vocabulary.

2. Use visual cues and labels.

Images are not just for word walls. Include pictures of objects and vocabulary throughout the art room accompanied with the written English word. Label supply cabinets with images and text for students to locate what they need. High school art teacher Emily Henderson learned that many of her students speak and read Spanish at home. She labeled her classroom cabinets in English and Spanish. Though the goal is not for a bilingual classroom, the use of her students' first language helps them make connections and feel comfortable and independent. You can read more about Emily's classroom in the article Establishing Creative Sanctuaries-5 Tips to Redecorate and Reorganize for Back to School.

3. Share actual objects.

When in doubt, bring in actual objects. Lauren Day suggests that if you are discussing a still life, don't assume students can identify all of the fruits in front of them. For instance, let's say there is a pineapple in your still life. Show an actual pineapple; have students touch the fruit, and cut it open. This physical connection will help them understand and retain learned vocabulary.

Lauren warns that some words may be unknown to ELL students. It will occupy their thinking and limit their comprehension of the overall content. Their fixation on getting a single word "right" can become frustrating and keep students from achieving stated goals.

During a Daily Quick Draw Challenge, I prompted students to draw a "weight lifting PopTart®." One of my students had no idea what a PopTart was and sat trying to decipher the words on the board. Much later he admitted why he didn't participate in this activity. I realized that I even had a hard time explaining what this breakfast item was! I subsequently changed the prompt to "breakfast foods lifting weights." The following week, I brought in a pack of PopTarts to show the student.

Bringing in actual objects and not making assumptions is best for all students. Several other students who come from more health-conscious homes also had no idea what a PopTart was!

Use explicit directions.

Take the time to define content objectives clearly. In doing so, your students will know what is expected of them. Though this is important for all your students, it is critical for students striving to understand what the expectations mean. These statements should be stated orally, as well as provided in written and visual form. For example, an image of the tools required or a quick illustration of the task can help clarify what students need or need to do to be successful.

Lauren Day stresses the benefits of direct instruction and intentional step-by-step directions. Both are helpful to lay a foundation for learning. It is also essential to provide students with an opportunity for open-ended artmaking after each instruction or set of directions. During this time, students apply what they have learned via direct instruction.

Translation apps are no replacement for an actual translator or students learning English, but they can support the teacher and student when important sentences must be communicated. This can include the general overview of a lesson or stressing safety protocols. Of course, not all languages spoken in our classrooms are available using a digital translation tool.

Another tip is to empower a classmate to assist an ELL student. Strategically seat the buddy near the ELL student. They can support their classmate by modeling behaviors, repeating instructions, and locating tools needed for artmaking.

Honor traditions and countries of origin.

Feeling seen and valued is vital for all students, especially those experiencing a new language, culture, and expectations that are quite unlike their own. Help support students' sense of belonging by using one or more of these strategies.

1. Share their experiences.

We are not asking students to represent an entire culture or language. Instead, we are providing ample opportunities for students to share their own personal lived experiences. Open-ended prompts allow students to draw on their experiences without seeking perfection with a particular skill. Visual art production provides a tool for ELL students to share their thinking and feelings without the use of written words. However, it is also important to provide time for students to orally share their work with their classmates. This time in conversation can support communication and awareness skills for all students involved.

2. Curate an artist of the month.

Thoughtfully select featured artists for an artist of the month board. Make sure to feature artists who reflect your newcomers' countries and cultures of origin. Include a map of the world showing the location of this artist in comparison to your school. In addition, use this opportunity to print out words in the country's official language. Consider including the names of the materials used by the artist in other languages. This purposeful act of inclusion can support students in seeing the art room as a place where they feel valued as individuals.

3. Design and post intentional display signs.

When displaying artwork in the hallway, include signage with the essential vocabulary used in the lesson. If possible, integrate some keywords in your ELL students' home languages.

The new languages and different backgrounds and experiences our ELL students bring can contribute to a richer and more meaningful art room community. Regardless of what our students' home languages are, it is vital to consider how we teach and reach all our students. It is our role to see each student as the individuals they are. We are tasked with supporting them through intentional lesson planning and a conducive learning environment, so they can thrive as artists. The learning of a new language takes time and it is a privilege to be a part of that process.
What languages are spoken by ELL students at your school? Who do you need to contact to determine this information? How do you recognize your students' cultures in your art room? What other strategies do you use to support ELL students in your art room?
Magazine articles and podcasts are opinions of professional education contributors and do not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked about in the scope of their educational experiences.

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How to Support ELL Students to Thrive in the Art Room

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How to Support ELL Students to Thrive in the Art Room Differentiation % %

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3 Reasons Why Your ELLs Need Arts Integration

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Arts integration can help lower kids' affective filters and boost their confidence.

During my tenure as a teacher, I had the privilege of teaching English to non-native speakers -- both young people and adults. Those of you with English learners in your classroom (I'm guessing that's nearly everyone) are well aware of the challenges these students face. Beyond struggles with language and communication, many are grappling with their own identities as they learn to navigate two cultures.

A fantastic way to support English language learners both academically and emotionally is to integrate creativity and arts-based projects into your teaching. Art projects can help lower kids' affective filters, giving them more confidence to break out of their shells and get talking. From the classic arts such as painting and dance to newer forms like remix and digital storytelling, every classroom across the content areas should make room for creative expression. Here are three reasons why arts integration is essential for English language learners:

1. Art is a universal language.

Because we develop receptive language more quickly than expressive language, students often understand more than we realize. Project options that require less language production give English learners opportunities to show what they know. Provide students with limited English a chance to be successful and demonstrate learning through visual media projects -- drawing, animation, video, photography, collage, and more.

2. Art expresses culture.

Immigrant students can often feel pressured to assimilate into the dominant culture. Whether it's food, clothing, music, or language, kids sometimes get the message that their family's traditions are something to be ashamed of. Celebrate the diversity of your students' backgrounds, and give them opportunities to share their family's culture through arts-based projects.

3. Art experiments with identity.

Music, acting, visual arts, dance, and other art forms are terrific avenues for reflection and experimentation. Tweens and teens are hungry to try on different personas and often step in and out of various communities. Remember that your English language learners are figuring out how to become both bilingual and bicultural. Create a safe space for students to figure out who they are by encouraging creative expression in your classroom.

The Top Picks lists below can help you find the right tools for integrating the arts into your classroom today.

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3 Reasons Why Your ELLs Need Arts Integration | Common Sense Education

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During my tenure as a teacher, I had the privilege of teaching English to non-native speakers -- both young people and adults. Those of you with English learners in your classroom (I'm guessing that's nearly everyone) are well aware of the challenges these students face.

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ELLs and the Visual Arts: Developing Self Expression and Language through Visual Arts

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ELLs and the visual arts: Developing self expression and language | WeTeachNYC

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ELLs and the Visual Arts: Developing Self Expression and Language through Visual Arts. The visual arts offer a venue for self-expression for all students. For English language learners, this is especially important. In the art …

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Language through Art: An ESL Enrichment Curriculum - Getty Museum

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Welcome to the beginning level of the J. Paul Getty Museum's innovative Language through Art: An ESL Enrichment Curriculum! We hope that you and your students will find these lessons and materials rewarding as you explore together the ways in which looking at and expressing ideas about art helps to improve language skills.

Historically, education departments in art museums have focused on using works of art to engage with art history and artistic practices. In recent years, museums have been reconsidering the relevancy of an art historical focus to their local communities. In Los Angeles, where the J. Paul Getty Museum is located, current student demographics indicate that 41 percent of students are English language learners, 94 percent of whom are Spanish speaking. Through Language through Art: An ESL Enrichment Curriculum, the Museum's Education Department seeks to address the needs of this audience by using the universal language of visual art to bridge language barriers. The curriculum uses art objects as a catalyst to enhance language skills, develop new vocabulary, and expose diverse visitors to a variety of world cultures and experiences.

The curriculum provides important resources for English as a Second Language (ESL) teachers, while engaging English language learners. In 2008, a research project was designed to evaluate the effectiveness of both the beginning and intermediate/
advanced levels of the Language through Art curriculum by speaking with 160 teachers who had implemented these materials in their classrooms. One of the key findings of this study was that the beginning level of the curriculum, written in 2005, was too advanced for lower-level ESL students. We therefore repurposed the former beginning-level materials for the intermediate level, and then wrote this new set
of beginning-level lessons in response to teachers' recommendations. The full evaluation can be found online.

Using the Lesson Plans

The materials are divided into three themes: People, Things, and Places.

Within each theme, there are three lesson topics with student activities for each of those lessons. In addition, we have suggested other ideas for extended enrichment activities for the lessons.

Each lesson focuses on artworks from the Getty Museum's collection. The objectives or language goals that each lesson addresses, along with the materials needed to implement the lesson, are listed at the beginning of each lesson plan. Also listed are the names of artworks and artists. More information about the artworks and artists is provided on downloadable information sheets for each lesson. Please familiarize yourself with the artworks and artists before each lesson.

Student activity sheets for each lesson are provided as downloadable student handouts. They are for photocopying and handing out to your students at the time of each lesson.

The materials can be taught consecutively, but each activity can also be used on its own. You may adapt the lessons as best fits the structure and skill level of your class. While the activities and topics correspond roughly to the goals and objectives for the curricula of students learning English, teachers can decide which lesson(s) to use depending upon their students' needs and abilities.

You may find that students ask questions for which you will not have the answers. When this happens, inform students how they can do further research (going to the library, using Internet search engines, visiting getty.edu, etc.) to learn more about art objects. It is important to let students know that our understanding of art and artists is an ongoing discovery in which we rarely have all the answers.

Credits
The J. Paul Getty Museum Education staff wrote this curriculum under the guidance of a Teacher Advisory Group. For their invaluable assistance with this project, we would like to thank Misty Cho, Glendale Community College; Quinn Harmon-Kelley, Venice Community Adult School; and Karen Vallejo, University of California, Irvine.

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Language through Art (Beginning Level) (Education at the Getty)

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A series of lessons for K-12 and adult learners of ESL focusing on building language skills through art

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Using Photography and Other Arts-Based Methods With English Language Learners

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Edited by Tabitha Dell’Angelo; Louise Ammentorp and Lauren Madden

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Using Photography and Other Arts-Based Methods With English Language Learners: Guidance, Resources, and Activities for P-12 Educators

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This edited book offers resources and practical suggestions from teachers who have successfully integrated the arts into their curriculum. It is a useful resource for classroom teachers and other…

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The Art of Teaching English Language Learners | NJ Alternate Route Rutgers University

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English Language Learners (ELLs) are a vital and enriching presence in any classroom. They bring a wealth of cultural diversity and experience that fosters a vibrant learning environment. However, navigating language barriers, adapting to new learning expectations, and feeling isolated can pose significant challenges for ELL students, impacting their academic success.

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When you take a look at the numbers, it's clear that in coming years our public schools will enroll more English Language Learners than ever before. According to research by the Pew Charitable Trust, by 2050 34% of children under age 17 in the United States will be either immigrants or children of immigrants.

We also know that public school teachers are by and large white-over 80% as of the 2011-12 school year-leaving vast cultural and language gaps between teachers and their students. (Read more about that on page 20 of this report.)

So, what is the arts' role in helping teachers reach English Language Learners? Making the arts a central part of any classroom can help deliver content in powerful new ways to excite more kids.

I'll tell you why I'm sure this is true.

The Right Brain Initiative is an arts integration program in the Portland, Oregon metro area. By working with schools to fully combine sculpture with science and movement with math, for example, we help kids find new avenues to understand and interact with-and we give them new reasons to care about-their curriculum.

This September, we accomplished a grand coup when we unearthed data that indicates this kind of programming really works. An analysis of standardized test scores by the firm WolfBrown and Portland State University revealed an above-average increase in scores for students who attend Right Brain partner schools.

This jump in scores is true for both reading and math tests, but it is most pronounced on English language proficiency assessments (ELPA). Before schools joined Right Brain, the average annual increase in ELPA scores was 1.3 points. Immediately upon partnering with our program, the annual increase leaped to 11.4 points. At our most fully engaged partner schools, the increase grew to an incredible 20.6 points.

Among our most fully engaged partner schools is Quatama Elementary, which produced my favorite story about Right Brain's impact on English proficiency. Quatama is located in Hillsboro, a suburb to the west of Portland. In the Hillsboro School District, more than 25% of students are English Language Learners. At Quatama, founding Principal Janis Hill counted over 25 different languages spoken by students in the building.

Last school year, Quatama staff collaborated with Right Brain partner organization My Voice Music (MVM) to integrate music with a different subject at each grade level. Santigie Fofana-Dura, MVM's teaching artist, worked with kindergartners to combine the study of sound with literacy. Students were introduced to a series of musical instruments, and they used those instruments-as well as their bodies-to make noise. They then connected these noises with sounds of letters of the alphabet. Finally, each class pulled all this exploration together to compose and perform a hip-hop ABC song.

"The level of engagement was incredible," said Janis Hill about this experience. "One Somalian student, I had never seen her so animated."

The impact on student learning was just as exciting. One class was made up of 50% English Language Learners. Before working with Right Brain, one-half of the class recognized three or fewer letters. By the end of just four sessions with Fofana-Dura, 80% of students doubled their letter recognition. One child jumped from identifying two letters to recognizing 20.

Why did this work? At Right Brain, we refer to arts-integrated learning as "hands on and minds on." We say that because meaningful arts integration does the following:

Provides new entry points to understand content, and more reference points to own and analyze the subject matter

Excites, stimulates, and genuinely engages students

Allows students to take in information through movement, music, and visual means, not simply through written or verbal language

Provides natural connections to culture, making content relevant for kids

For English Language Learners, all this matters a lot. By providing children with rich interdisciplinary learning, we provide new avenues for students to learn, to demonstrate their knowledge, and to feel successful in the classroom.

What's more, Quatama staff maximizes the impact of the arts because they've partnered with Right Brain to integrate it into their daily teaching practice. Quatama staff knows that the arts are not an afterthought, but rather that creativity can be a key tool to help students attain their academic goals. They know this is true not in spite of the language, cultural or economic barriers their children face, but because of it.

When we aim to ensure real-live learning for all children, let the arts come first.

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Why English Language Learners need the arts

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Cynthia Gertsen is Associate Director for Arts Education.

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Adapting School Programs to serve English Language Learners — Ford’s Theatre

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Learn how the Ford’s Theatre education department has adapted its oratory programs to work with English-language learners.

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English Language Learners, Classroom Drama – Teach Write Now

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We’re happy when that first Mexican child arrives, adding to the school’s diversity. But when her cousin comes, and another, and when they form a critical mass that changes the balance of the class roles, we teachers are understandably concerned. During the 1990s I worked with a group of Hispanic kids in Albuquerque, and, curiously, those new students became the catalyst that shaped my teaching more than I could have predicted and in ways that helped me fall in love with my profession.

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In Their Own Words: Drama With Young English Language Learners

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In this book, Dan Kelin provides detailed strategies for exploring language and communication through drama, as well as springboards to success through story

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How Can Drama Improve Language Learning?

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Drama is a naturally expressive and creative medium that is centered around the communication of thoughts and ideas. It seems obvious that the practical and communicative nature of drama is a natural companion to language learning, yet it is seldom a key component of any language curriculum. Drama has a much greater role to play in language teaching than it currently occupies in classrooms around the world. As Benjamin Franklin once said, “Tell me and I forget, teach me and I remember, involve me and I learn.” A vital component of learning a language is repeated exposure to words and

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8 Tips to Help English Language Learners in the Elementary Art Room

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Let's Learn English at a Movie Theatre! 🍿📽️🎞️

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Kids English Theatre - How to Teach ESL Drama

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How to Teach Children English Through Theatre // Kids English Theatre

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"kids english theatre" "teaching english as a foreign language" "english for young learners" "esl tips" tefl "how to teach english to kids" "teaching english...

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Kids English Theatre - How to Teach ESL Drama

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Are you an ESL teacher looking for fresh tips and tools to make English lessons more exciting with drama? You're in the right place-welcome! Here, you'll find ideas for young language learners-drama games, storytelling, puppetry, and music. Pick up some handy How-Tos to spice up your teaching, have fun, and boost your students' communication skills.