Art and Language
How do we look at art with young children? Learn developmentally appropriate strategies for choosing, looking closely, and responding to art images through discussion, writing and art making. Experience VTS (Visual Thinking Strategies), a facilitation method for meaningful discussions that promotes visual literacy, critical thinking, language, and communication skills across the curriculum. The VTS approach reaches all students, from those at multiple developmental levels and English language learners to high achievers. Participants will explore ways to integrate visual art and skills for inquiry based-learning across curriculums. After the morning introduction to this open-ended discussion method, we’ll explore parallel processes when we respond to art images by creating our own visual books using authentic art making and writing techniques.
Dori Jacobsohn is an educator and artist. She is an alumni of Sarah Lawrence College where she studied drawing and printmaking and has an M.Ed from the Erikson Institute. Her educator experience covers diverse audiences and settings, including classroom teaching, coordinating early childhood programs at the Museum of Science and Industry, managing studio and family programs at the Terra Museum of American Art, presenting teacher workshops, and college teaching, including Columbia College Chicago where she was a lecturer and conceived and implemented the Arts in Early Childhood Workshops in the Early Childhood Education program. She currently is adjunct faculty at Columbia College Chicago and Truman City College. She is a Visual Thinking Strategies (VTS) trainer and is presently working on a project with Wayne State University to implement VTS into the early childhood centers to enhance teacher/child interactions across the curriculum. Her prints were exhibited locally and in national print competitions and her creative talents have been seen in public exhibitions such as, “Cows on Parade”, and the 57th Street Children’s Bookfair.
Core Standards Addressed:
Speaking and Listening Standard -(K-5th Grade) Presentation of Knowledge and Ideas Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
Reading Standard for Literature (K-5th Grade) Integration of Knowledge and Ideas Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting.)
Craft and Structure Determine the meaning of words and phrases as they are used in a text, including figurative language, such as metaphors and similes.)
Fine Arts Standard State Goal 26 Through creating and performing, understand how works of art are produced.
Illinois Learning Standards: 25, 26, 27, 3, 4
Illinois Early Learning Standards for 3 and 4 year olds: 25, 26, 3, 4, 5, 31, 32
When & Where
Columbia College Chicago- Education Department