Visual Arts Content Literacy: A Partnership Between Art Educators and Special Educators

Gross, Kelly M.

doi:10.1177/0040059919894269

Cited by 1 publication

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“…Creative and problem‐based arts projects often allow students to explore their experiences and identities and develop self‐directedness. Art teachers can offer highly differentiated learning experiences and language integration as students research and respond to art, collaborate on projects, and present their creations (Gross, 2020). Indeed, art education can benefit CLD students by supporting their identity construction (Abril, 2013; Wielgosz & Molyneux, 2015), allowing them to work through emotional issues (Brunick, 1999), reducing their affective filter (Piazzoli, 2011), and developing their English language and literacy in general (Anderson & Loughlin, 2014; Greenfader & Brouillette, 2013; Greenfader, VanAmburg, & Brouillette, 2017; Paquette & Rieg, 2008; Wellman & Bey, 2015).…”

Section: Culturally and Linguistically Responsive Pedagogy In The Artsmentioning

confidence: 99%

Beyond the “Core”: Preparing Art Educators to Meet the Needs of Culturally and Linguistically Diverse Students

Tigert

Leider

2021

TESOL Quarterly

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Classrooms in English‐dominant countries are increasingly multilingual spaces, and research has called for teacher preparation to focus more specifically on the needs of culturally and linguistically diverse (CLD) learners. Indeed, efforts have been made to better train pre‐ and in‐service teachers of math, social science, English language arts, and sciences to work with CLD learners. However, we argue that concentrating efforts only in the core content areas is too limited an approach. Specifically, we take the stance that this narrow focus ignores issues of CLD students’ access to arts education (e.g., art, music, dance, theatre, etc.) and also diminishes the value and depth of both the content and language of the arts. In this article, we discuss the need for all teachers to be prepared to support CLD students, describe culturally and linguistically responsive pedagogy as a framework for developing art teacher competence, and offer suggestions for policy and practice in pre‐ and in‐service art teacher education.

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Section: Culturally and Linguistically Responsive Pedagogy In The Artsmentioning

confidence: 99%

Beyond the “Core”: Preparing Art Educators to Meet the Needs of Culturally and Linguistically Diverse Students

Tigert

Leider

2021

TESOL Quarterly

View full text Add to dashboard Cite

show abstract

Visual Arts Content Literacy: A Partnership Between Art Educators and Special Educators

Cited by 1 publication

References 8 publications

Beyond the “Core”: Preparing Art Educators to Meet the Needs of Culturally and Linguistically Diverse Students

Beyond the “Core”: Preparing Art Educators to Meet the Needs of Culturally and Linguistically Diverse Students

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