In DELLTA, students collaborate to make artistic choices and create original works of art.
Four students pose with their bodies in dance shapes. Two are standing with one arm extended and one arm curved. One is kneeling with one arm extended up and one reaching back to her feet. One student is kneeling on one leg with her other leg extended on the floor. She is reaching both arms to that leg and her head is down.

Working and Thinking like an Artist

  • Use artistic tools to take risks and make choices
  • Collaborate to explore and communicate concepts or feelings
  • Give voice to ideas, envision possibilities and persevere
  • Integrate higher order thinking with social-emotional learning

Artistic Process

Artist residencies are structured to lead multilingual learners through a process of exploration, creation, development and reflection. The artistic process allows students to develop their work and voice with confidence and independence.

A middle school student kneels on the floor, extending one arm up and pulling the other elbow back.

Dancer's Toolbox 

First, students learn a physical and verbal vocabulary while building foundational skills in the art form.  Dancers explore the Elements of Dance through warm-ups and choreography.
A teaching artist stands with four middle school on a stage. As she speaks to them, the rest of the class is seated on the floor watching.

Theater Toolbox

Actors learn to use their face, voice and bodies to express ideas and tell stories. After an introduction to basic theater skills and concepts, students create their own scenes.
Points of Inspiration
The point of inspiration for an original work of art could be an abstract painting, a text, a photograph, a curricular theme, a movement or an engaging question.  Working with a clear structure and a compelling inspiration, students enter into an open-ended artistic process.

Dance: Putting it Together

Eighth grade MLs collaborated in small groups to choreograph a dance while using an iPad to document and analyze the development of their dance.

Creating a Scene

Performing arts are collaborative by nature.  Learners co-create  works of art in theater and dance each bringing their own perspective and voice. The process of collaboration leads to d

Formative Assessment in Dance

Dancers refine their dance phrase through peer feedback and revision.  When done well, a formative assessment practice recognizes student voice and encourages growth.

Creative Learning Loop

In the Creative Learning Loop, learners provide feedback to one another and use that feedback to revise their artwork. Clear criteria in the arts grounds feedback and revision.
Performing versus Sharing
The experience of performing is integral to dance and theater.  When the focus is on process over product, we call culminating events “sharing our work,” rather than “performances.” These sharings are structured to be safe, supportive environments  to celebrate students’ learning and share their artistic creations.

Dance: Reflections on Learning

Eight grade ML students collaborated in small groups to choreograph a dance while using their iPad to document and analyze their learning in a portfolio.

Theater: Portfolio Presentation

In Digital DELLTA, the Collaborative Portfolio process created a structure and routine for reflection and assessment in theater.