Comprehending the Content

Assigning the material to be readfrom assessing and building background knowledge

to introducing technical vocabulary, conducting chapter walk-throughs and, finally, setting
purposes for reading by means of reading guides, prepare the student for efficient, focused, and
purposeful reading (McKenna, 2013). Preparing lessons for the students that can enhance their
reading comprehension is a crucial step for them to remember the information they are reading.
This is no different from the visual arts or any other subject content area.
It has been known that students in high school rarely read their text from cover and cover
and in doing so are not taking the appropriate responsibility and importance in completing their
homework. The strategy I have found to work the most is not by scheduling students to read
outside of the classroom, but through distributing an amount of reading time at the beginning of
art class. Having the students take a few minutes to read their text serves as a warm up for their
lesson each day. McKenna recommends breaking down lengthy selections into segments for
three reasons: 1. shorter assignments are less likely to turn off your students, to cause fatigue, or
to exceed their attention spans. 2. Each section helps build prior knowledge for the next so that
comprehension is aided over time. 3. Differences in reading speed among your students are less
problematic for shorter assignments (McKenna, 2013).
Creating reading warm ups gives many options for the variety of lessons. Students can
read independently some days; take turns reading in partners and or whole class discussion
through popcorn reading. Keeping the reading segments short and simple, explaining the
vocabulary through each paragraph will help the students understand on a deeper scale of the
vocabulary while also keeping their attention. This is also beneficial for students of special
needs and ESL. Students who may need extra assistance can either have one on one time with the
teacher, student aides and or other modified versions of the text which meets their strengths.

Comprehending the Content

There is also always possible use of the computer for the students who may need audio and other
visuals. Each teacher has an idea of the top, middle and bottom student body of the learning
curve. To better strengthen the middle and lower students, pairing and having them organized
with the top students can encourage their learning. If this strategy is not possible, dividing the
students into separate sections and have them work on group work together with teacher
assistance will better help change any misconceptions, and modify simpler terms until more
advanced vocabulary can be learned. If the students at the bottom of the class do not understand
the basics, they will not be able to learn more complex concepts. It is the teachers job to give
each student equal opportunity for success. Each strategy taken needs to be directed towards
challenging each student just enough to strengthen their weaknesses and encourage further
development.
The difference with the visual arts from other content areas is the time dedicated to
reading the text. Most of the class time, vocabulary is spent learning with hands on material as
they are used in the projects and lessons. Reading from the text becomes second hand when
teaching the students hands on material. To verify the students fully understand the vocabulary
being discussed the students take small quizzes every other week and are also judged based on
their artwork and critiques.
The lesson I recently used in my own class involves learning about collagraph prints with
an emphasis of the elements of art. In order for the students to understand the elements I had
discussed with them through PowerPoint, showing visuals, using mnemonic devices and asking
them questions to verify the terms before they received their assignment objectives. The
assignment included the vocabulary that was previously discussed. Without full comprehension
of the vocabulary the students would not understand their expectations and create their work to

Comprehending the Content

the best of their ability. Making time to check with each level of top, middle, and bottom learners
to create an equal opportunity for success is necessary. Again there is the option to giving the
students who need the modified vocabulary, translations, audio recording/multiple visuals, and
more one on one time to fully understand their expectations so they can fully comprehend the
material.

Resources
McKenna, Michael C.; Robinson, Richard D. (2013-01-08). Teaching through Text: Reading and
Writing in the Content Areas (2nd Edition) (Page 147). Pearson. Kindle Edition.