Art+and+Language-Visual+Literacy+and+English+Language+Learners

Art and art museums offer rich opportunities for language development and expression in ways that stir curiosity and promote inquiry and creativity. The [|Art and Language--Visual Literacy and English Language Learners] workshop explores how teachers can use visual art and the museum as powerful tools to help English Language Learners (ELL) encounter language in dynamic ways, build vocabulary, and make sense of their new cultural context. Participants will learn and practice strategies for engaging with works of art in the museum galleries, sample activities to use in their classrooms, and collaborate with peers to develop connections across the curriculum. This workshop is especially designed for ESL teachers and teachers who work with ELL students of all grades.

**Workshop Highlights**


media type="custom" key="24106696"media type="custom" key="24106700"media type="custom" key="24106708"media type="custom" key="24106770" Below is a list of the materials that were reviewed and compiled by  Teacher Programs in preparation for this program. || || What stories do we tell and how do we tell those stories? || || || Utilizing nature for the symbolization of ideals. || || || The use of myths to connect to the natural world through storytelling. || || || Describing migration stories. || || || Utilizing the arts to examine narrative and history. || Helpful links:
 * **Resource** || **Link To Resource** || **Downloadable PDF** || **Description** ||
 * Storyteller Figure, A.D. 100/800 || []
 * Mexicanidad || __http://www.artic.edu/aic/collections/citi/resources/Rsrc_001586.pdf__ || [[file:Mexicanidad_Packet.pdf]] || The Art of Mexico as a springboard for multidisciplinary studies. ||
 * Making Stamps || [] || [[file:StampsMeso_Packet.pdf]] || Stamps were not used only for decoration but also to identify symbolic domains of ancient Americans. ||
 * From China to Mexico: Silk Road Ceramics || [] || [[file:ChinaMexicoCeramics_Packet.pdf]] || Encouraging students to reflect and study how symbols are historically used across cultures. ||
 * Flowering Cherry with Poem Slips, Tosa Mitsuoki, Japanese,c. 1675 || []
 * Bell Krater, Glazed Earthenware, Greece, c. 450 B.C. || []
 * Arts of Africa || [] || [[file:ArtsofAfrica_Packet.pdf]] || African Art objects that give information about history, religion, and social systems. (Middle School-HS.) ||
 * American Indian Art of the Ancient Midwest and South || [] || [[file:AmericanIndianArt_Packet.pdf]] || Includes resources for understanding themes of daily life, beliefs, art making and economy. ||
 * Train Station, Walter Ellison,Oil on Canvas, 1935 || []
 * The Return of Odysseus (Homage to Pintoricchio and Benin), Romare Bearden,1977, Collage on Masonite || []
 * Telling Images: Stories in Art || [] || [[file:ImagesStories_Packet.pdf]] || How, Why, What of stories. Geared for ages 7-10. Stories are based on folklore, religion, and mythology;genealogy and history; autobiography and fantasy. ||
 * Faces, Places, and Inner Spaces || [] || [[file:FacesPlacesSpaces_Packet.pdf]] || Interdisciplinary resource for looking at works of art. Features 11 pieces of art from the museum and includes and ELL resource on page 95. ||
 * Self, Family, and Community || [] || [[file:SelfFamCom_Packet.pdf]] || To facilitate understanding of abstract identities in self, family and community by grounding experiences in objects, not just words to express ideas. ||

__http://www.artic.edu/aic/resourcefinder/__

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