41.042 - Bilingual Co-Teaching Model: Art Gallery Lessons as an Exploration of a Collaborative Interdisciplinary Pedagogical Approach

Session Type: Demonstration/Performance

Abstract

When the arts are put aside in U.S. schools, the importance of enhancing elementary students experience in art museums becomes a priority. A museum of art and a teacher preparation program in central Texas implemented a collaborative bilingual co-teaching model to enrich the experience and education of emergent bilingual elementary students when visiting an art museum. We will first perform a bilingual gallery lesson in interaction with the audience. After, we will discuss the potential of a bilingual co-teaching model as a collaborative framework for teaching with art objects. In particular, the pedagogical strategies used by pre-service teachers and the revitalization of their Spanish linguistic identity. Finally, we will highlight how it the model takes up a multiliteracies approach.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 6: Field Experiences: Student Teaching, Supervision, School/Community Collaborations, and Innovative Approaches and Models

Chair

• Deborah K. Palmer, University of Colorado Boulder

Papers

• Purposes and Benefits of Bilingual Co-Teaching: A Multimodal Pedagogical Approach to Object-Based Instruction - Andrea Saenz Williams, di Rosa; Ariel Spiegelman, The University of Texas - Austin

• Latino Preservice Teachers' Exploration of Identity and Agency Through Oral Expression in Teaching in Spanish - Haydeé Marie Rodríguez, The University of Texas - Austin; Celeste Casas

• Pedagogical Strategies of Preservice Bilingual Teachers When Teaching Art at the Museum - Desiree M. Pallais-Downing, The University of Texas - Austin

• Integrating a Critical Multiliteracies Approach in Bilingual Preservice Teachers' Field Experiences - Lucia Cardenas Curiel, Michigan State University