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This 6 page paper looks at teaching techniques, and philosophy, regarding the integration of ESL in fine arts. Several schools are provided as examples. Bibliography lists 7 sources.
Page Count:
6 pages (~225 words per page)
File: RT13_SA128ESL.rtf
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of ESL in fine arts. Several schools are provided as examples. Bibliography lists 7 sources. SA128ESL.rtf A performance in 1992
at Northeastern seemed to bring together some 150 students who worked to create a large production (Schwartz 8). The students came from a variety of backgrounds, and Peggy Schwartz observed
that the Vietnamese boys who were in an ESL program, and spoke no English were rather remarkable; yet, they had a translator with them (8). One has to wonder how
these ESL students learned to dance, and whether they might have been able to both learn English at the same time as their dances. Can ESL and arts be integrated?
Certainly, the answer is yes, and it is something that is practiced. After all, there are many ESL students throughout the country and
while this is the case, the reality is that a variety of techniques need to be utilized to teach various types of subjects. For example, in the fine arts, there
are challenges that perhaps escape other subjects. A teacher may be tempted to allow students who speak no English freer reign, only because communication is difficult. Of course, that is
not fair to the ESL student. How can fine art teachers embrace their ESL students in the same way as they do others who speak the language?
A visit to the Idyllwild Arts Academy will help to shed light on that question. In the academy, instead of emphasizing the importance of arts
in a traditional education, some people at the school have made a case for traditional academics in the arts (Justice 34). Michael Emanovsky, a French horn student from the Czech
...