Embedding Vocabulary Instruction into the Art Experience

Autor/inn/en	LaBrocca, RoseAnn; Morrow, Lesley Mandel
Titel	Embedding Vocabulary Instruction into the Art Experience
Quelle	In: Reading Teacher, 70 (2016) 2, S.149-158 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1488
Schlagwörter	Vocabulary Development; Art Education; Specialists; Scaffolding (Teaching Technique); Academic Discourse; Sculpture; Elementary School Students; Grade 3; Teaching Methods; Units of Study; Interdisciplinary Approach + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Discourse; Diskurs; Bildhauerei; School year 03; 3. Schuljahr; Schuljahr 03; Teaching method; Lehrmethode; Unterrichtsmethode; Lerneinheit; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität
Abstract	The purpose of this article is to describe how an elementary art specialist scaffolded learning of specific academic vocabulary during a unit on how to create hollow clay ceramic sculptures. Although much has been written recently on how elementary teachers might better teach academic vocabulary in reading and language arts contexts as well as in social studies, math, and science, addressing methods to teach academic vocabulary in the arts has been virtually ignored (Beck, McKeown, & Kucan, 2002; Blachowicz, Fisher, Ogle, & Watts-Taffe, 2013). The article discusses (a) research, theory, and policy issues that support this initiative; (b) details of the sculpture-related vocabulary and reading activities enacted in 14 art periods with third-grade children; and (c) extensions and elaborations of this approach for other elementary educational contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01