The following information can be found in "A Handbook of Content Literacy Strategies: 125 Practical Reading & Writing Ideas" by Elaine C. Stephens & Jean E. Brown (2nd Ed.). Although these strategies can be used in any content area, I have specifically chosen (and adapted) these to utilize in my high school Art 1 class. We'll see how it all turns out! :D

Directions for teacher modeling: I will read the selection while you follow along on the projector. As I read, I will pause and describe what I am thinking and how I am constructing meaning. I will speak slowly, clearly, and make simple statements. Please ask questions throughout this process, so I can clarify anything I have said.

Practice this strategy using another reading selection. You will partner up with the person on your right. One person will be the orator (speaker); the other, a scribe (recorder). Read the selection separately or together. The orator will describe his/her thoughts while the scribe records the information. Switch roles and allow your partner to record your thoughts. YOU will present your work as a formative assessment.

(49-50)

The most important step to brainstorming is TO NOT EDIT YOURSELF DURING THE PROCESS! Write down EVERYTHING. Once you are done brainstorming a given prompt, review your responses and record any additional responses that may come to mind.

Sometimes I may ask you to brainstorm an idea for an art project (e.g. environment). Once you have come up with as many answers as you can, you may begin to evaluate which responses best fit the assignment or material.

(60)

I am looking for 5-6 complete sentences* that describe, analyze, interpret, and/or evaluate a given prompt.

For example, I might show a painting in class and ask you to describe it, using proper art terminology. You would then write 5-6 sentences on what you see in the painting.

*Tips on writing in my class: Write everything you're thinking.

Read what you wrote, then edit.

Check for redundancies.

Be specific. None of this, "The painting is beautiful and nice. I like the colors. The colors are pretty. The painting is square. The artist did a good job."

Directions: Fold a piece of copy paper in half horizontally and vertically. Label each quadrant. Looking at the visual prompt, write the question and answer for each box.

Square 1: Describe
What do you see?

Square 2: Analyze
How is the work organized?

Square 3: Interpret
What is the artist saying? (visual clues/evidence)

Square 4: Evaluate
Is this a successful piece? (support/reasoning)

Teacher's Directions: Discuss with students how visual symbols can represent ideas; how logos and icons trigger instant recognition.

Read short content-related selection.

Have class BRAINSTORM ways to represent the information visually. They discuss what makes a symbol, logo, or icon recognizable and memorable.

Individually or in pairs, students experiment with various ways to represent the information visually; display and discuss.

(pg119)

The words of a peer can sometimes matter more than that of the teacher.






The people around you are trying to do the same assignment as you, although not exactly like you would do it. We are all different people with different experiences. So we all bring something different to the table. Get to know your community of peers. The more helpful you are, the more likely you are to find someone to help you when you need it. Don't be afraid to ask your partner!