Thomas+Kinkade

Lesson One: Key concept: Thomas Kinkade (Added) I wanted to make this more clear in each lesson plan, Changed By: Carlin Guest
 * Big Idea:** Nature
 * Unit Title: ** History of an American Artist.
 * Images of Artwork: **



=
Thomas Kinkade is an American painter. His work is commonly portrayed through realistic, bucolic, and idyllic subjects. Key features of Kinkade’s paintings are the glowing highlights and use of saturated colors. His images are of an impressionist style crossed with American Scene Painting Values. He comes from a modest background which holds a strong emphasis on simplistic pleasures and inspirational messages through his paintings. Being a devout Christian, he uses his paintings as a means of communication to spread his life-affirming values. He is known to be described as “Thomas Kinkade, Painter of Light” as well as “America’s most-collected living artist.” Kinkade has stated that it is his goal as an artist to touch people of all faiths, to bring peace and joy into their lives through the images which he creates. Kinkade uses the letter “N” in many of his paintings as a contribution to his wife, Nanette and also includes the names and images of his daughters. Influenced by the “American Spirit” as found in the works of Norman Rockwell, Kinkade expresses his views of small town America through his work. ======

*Thomas Kinkade uses saturated pastel colors in his artwork. *Thomas Kinkade has based many of the settings in his artwork from his hometown, Placerville. Thomas Kinkade is most noted for which form of art? What are some idyllic settings that his paintings portray? Why are churches and crosses found in his work? Remember key components of Thomas Kinkade’s life and works of art. Create a flow chart listing important facts about Thomas Kinkade’s life starting with his inspiration to become a painter to his accolades received for his work. Students will choose one of Thomas Kinkade’s paintings and write a one page journal response reflecting on why they chose that piece and what was meaningful to them. Journals Slideshow of the life and artwork of Thomas Kinkade Pen/Pencil <span style="font-family: 'Times New Roman','serif'; font-size: 8pt; line-height: 115%;">Construction Paper <span style="font-family: 'Times New Roman','serif'; font-size: 8pt; line-height: 115%;">Pen/pencils <span style="font-family: 'Times New Roman','serif'; font-size: 8pt; line-height: 115%;">Journals <span style="font-family: 'Times New Roman','serif'; font-size: 8pt; line-height: 115%;">Construction Paper
 * <span style="font-family: 'Times New Roman','serif'; font-size: 8pt; line-height: 115%;">Key Concepts: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 8pt; line-height: 115%;">* **<span style="font-family: 'Times New Roman','serif'; font-size: 8pt; line-height: 115%;">Thomas Kinkade uses Christianity as a theme in his paintings.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 8pt; line-height: 115%;">Essential Questions: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 8pt; line-height: 115%;">Lesson One: **<span style="font-family: 'Times New Roman','serif'; font-size: 8pt; line-height: 115%;">Two 30 minute sessions.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 8pt; line-height: 115%;">Lesson Objectives: **<span style="font-family: 'Times New Roman','serif'; font-size: 8pt; line-height: 115%;"> At the end of this lesson, the student is expected to:
 * <span style="font-family: 'Times New Roman','serif'; font-size: 8pt; line-height: 115%;">Teacher Supplies: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 8pt; line-height: 115%;">Student Supplies: **

<span style="font-family: 'Times New Roman','serif'; font-size: 8pt; line-height: 115%;">Pre-Lesson Instruction: Bring your journals to class the day we do this assignment.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 8pt; line-height: 115%;">Art Content: Reflective Journal Assignment **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 8pt; line-height: 115%;">Method of Instruction: Individual Work **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 8pt; line-height: 115%;">Instructional Content: **<span style="font-family: 'Times New Roman','serif'; font-size: 8pt; line-height: 115%;">Students will watch a power point over the life and works of art of painter Thomas Kinkade. Prior to this discussion our class will have discussed different forms of art and how different instruments are used to compose a masterpiece such as: paint, watercolor, oils, stencils, and chalk. For this particular unit I have chosen to discuss Thomas Kinkade and how he brings his painting to life. After viewing the power point the students will come together for a whole group discussion. We will discuss the most important aspects of Thomas Kinkade’s life while placing them in a flow chart (on construction paper). We will start with the beginning of Kinkade’s life, when he first started at the Art Center College of Design to his 2005 NALED Graphic Artist of the Year Award. Students will then be shown copies of Kinkade’s artwork that I will have provided for them on my slideshow and will pick there favorite one. In their journals, students will write a one page response reflecting on why they chose that piece and/or how they interpret the image/how it captivates them.

<span style="font-family: 'Times New Roman','serif'; font-size: 8pt; line-height: 115%;">I will be grading this assignment subjectively. After thoroughly reviewing student’s work I will give them a rating of 1-5 (one being the lowest score and five being the highest score) as their final evaluation.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 8pt; line-height: 115%;">Assessment: **<span style="font-family: 'Times New Roman','serif'; font-size: 8pt; line-height: 115%;"> I will document my student’s process of this assignment by documenting their use of effective time spent engaging in our whole group discussion, listening to my power point, and their reflective journal response.

<span style="font-family: 'Times New Roman','serif'; font-size: 8pt; line-height: 115%;">The student expresses ideas through original artworks, using a variety of media with appropriate skill. <span style="font-family: 'Times New Roman','serif'; font-size: 8pt; line-height: 115%;">The student is expected to: <span style="font-family: 'Times New Roman','serif'; font-size: 8pt; line-height: 115%;">(A) combine information from direct observation, experience, and imagination to express ideas about self, family, and community. <span style="font-family: 'Arial','sans-serif'; font-size: 8pt; line-height: 115%;">The student makes informed judgments about personal artworks and the artworks of others. <span style="font-family: 'Times New Roman','serif'; font-size: 8pt; line-height: 115%;">The student is expected to: <span style="font-family: 'Times New Roman','serif'; font-size: 8pt; line-height: 115%;">(A) analyze personal artworks to interpret meaning.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 8pt; line-height: 115%;">ART TEKS: **
 * (5.2) Creative expression/performance. **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 8pt; line-height: 115%;">(5.4) Response/evaluation. **

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 8pt; line-height: 115%;">(13) Reading/inquiry/research. The student inquires and conducts research using a variety of <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 8pt; line-height: 115%;">sources. The student is expected to: <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 8pt; line-height: 115%;">(E) summarize and organize information from multiple sources by taking notes, <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 8pt; line-height: 115%;">outlining ideas, and making charts (4-8).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 8pt; line-height: 115%;">Language Arts TEKS: **

Movie "Christmas Cottage" Trailer based on the life of Thomas Kinkade: [] <object width="560" height="340"><param name="movie" value="[<param] name="allowFullScreen" value="true"> <param name="allowscriptaccess" value="always"> <embed src="[]&" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="560" height="340">

Isn't this neat! A city to have cottage homes modeled after Kinkade's work! []

=**Lesson 2 Kelli Stanton**= “//I often liken art to a dramatic experience of nature//.” Thomas Kinkade Nature represented in art. Three Visual aspects: Soft edges, a warm palette, and an overall sense of light. To create the glow look in his art Kinkade blends and mixes his paint to create a window of imagination and light.
 * Big Idea**: Nature
 * Key Concepts**: Thomas Kinkade

ART TEK 117.8 Art Grade 2 (b) Knowledge and skills. (2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (A) express ideas and feelings in artworks, using a variety of colors, forms, and lines; (B) create effective compositions, using design elements and principles; and (C) identify and practice skills necessary for producing drawings, paintings, prints, constructions, and modeled forms, using a variety of art materials.



How does society affect nature? How does the glow technique in art show a realistic representation of nature?
 * Questions**: How does nature affect society?


 * Learning objectives**: Create a painting reflecting nature and your view on how society affects nature.


 * Art Content**: Oil Paint


 * Resources for the teacher**: Projector, computer, Kinkade painting samples


 * Resources for students**: Oil Paint, Paper

Stipple oil painting – small touches of oil paint Nature - the elements of the natural world, as mountains, trees, animals, or rivers, natural scenery Society - the body of human beings generally, associated or viewed as members of a community
 * Definition of terms**:

//Students can also write a story about their painting. (added by Rebecca Pierce) having more than one assessment varies up the thinking level and comprhension for the children.//
 * Assessment**: Write a reflective journal narrative about your painting. I will also look at the process of the creation of the artwork.

[] [] []
 * References**:

Lesson 3


 * Big Idea:** Nature
 * Key Concept:** Thomas Kinkade (Added) I wanted to add these to all lesson to make more clear. Carlin Guest
 * Unit Title:** Writing about an American Artist.
 * Images of Artwork Used:**

Thomas Kinkade is an American painter. Through his artwork Kinkade represents things about himself such as his Christian beliefs and ideas. Each piece of work he makes has some key factor such as light, church or a cross. He is known to be described as “Thomas Kinkade, Painter of Light”. Kinkade also brings his family into his work. The letter “N” in his paintings represents his wife, Nanette and also includes images of his daughter’s names. Through observation of his work many can learn how to express themselves in their own work.


 * Key Concepts:**
 * Thomas Kinkade uses light, church, and crosses in his work
 * Thomas Kinkade uses saturated pastel colors in his artwork.
 * Thomas Kinkade has many different subjects in his work to observe on.

Why did you choose the Thomas Kinkade picture that you did, to write about? What do you think the main focus was on this piece of art? Why did you choose to write about what you did when looking at the art work?
 * Essential Questions:**


 * Lesson:** Two 30 minute sessions. (Rough Draft and Final Draft)

At the end of this lesson, the student is expected to: Grasp the importants of writing in different forms and the essential of individual artist and the detail in their pieces of work.
 * Lesson Objectives:**

Grading sheets for each student Pen/pencils Big example pictures of different art pieces from Thomas Kindade’s art work Student Supplies: Pen/pencils Writing Journal (for rough draft) Fun paper (to write final story on)
 * Teacher Supplies:**


 * Art Content:** Reflective Journal Assignment

Students will choose one of the several examples of Thomas Kinkad’s work. They will then write things they notice about the picture and ideas that come to mind when they see the artwork they choose. This will be written in their writing journal.
 * Rough Draft Instruction:**
 * Final Draft Instruction:** Students will then take what they observed and own thoughts and create a short story. They will write this on fun paper to get them excited about writing. They will then present this to a friend and compare what they wrote and saw.


 * Assessment:** I will document my student’s process of this assignment by documenting their progress of the story from rough draft to final product. I will be grading this assignment individually. After thoroughly reviewing student’s work I will give them a rating of 1-5 (one being the lowest score and five being the highest score) as their final evaluation.

(5.2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (A) combine information from direct observation, experience, and imagination to express ideas about self, family, and community. (5.4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to: (A) analyze personal artworks to interpret meaning.
 * ART TEKS:**

(14) Writing/purpose. The student writes for a variety of audiences and purposes and in various forms. The student is expected to: (D) write in different forms for different purposes such as lists to record, letters to invite or thank, and stories or poems to entertain (1-3).
 * Language Arts TEKS:**


 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Lesson 4-Jessica Shumate **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Thomas Kinkade’s use of seasons represented in is art work. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">How humans and animals are affected by seasons.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Big Idea **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">: Nature
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Key Concepts **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">: Seasons/ Thomas Kinkade (Added) I added just like all the others to make sure all lessons where clear. Carlin Guest

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">**TEKS:** <span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 10pt;">(b) Knowledge and skills. <span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 10pt;">(2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: <span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 10pt;">(A) create artworks based on personal observations and experiences; <span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 10pt;">(4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to: <span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 10pt;">(A) identify general intent and expressive qualities in personal artworks; and <span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 10pt;">(B) apply simple criteria to identify main ideas in original artworks, portfolios, and exhibitions by peers and major artists. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Spring:
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Pictures: **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Summer: <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Fall/Autumn :

Winter: <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Picture Group Members and Students would like:

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">How do the seasons affect our life? How does the seasons affect animals? <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">What is your favorite season? Why? Would you want this season to be year round? <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Why do we have seasons? (look at earths position)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Questions **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">:
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Lesson Time: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Two 30 minute lessons


 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Learning objectives **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">: The students will learn about the different seasons that occur throughout the year. The students will create a portrait of their favorite place (home, baseball field, etc) in their favorite season using oil paint.


 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Art Content **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">: Oil Paint-building upon lesson 2

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Power point over seasons. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Kinkade’s season paintings.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Resources for the teacher **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">:

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Painting canvas <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Oil Paint <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Various size paint brushes <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Picture of favorite locations
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Resources for students **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">:

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">1. The students will write a reflection based on their art piece. They will discuss the reasons they chose that season and that location. The students will be graded by their ability to effectively express their ideas. //2. Student's will write a story that goes along with thier picture. (added by Rebecce Pierce) having two assessments gives the teacher candidate and option to switch up the assessing process.//
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Assessment **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">:

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">http://www.gallerydirectart.com/dealer-gallery-of-fine-art-prints---posters-thomas-kinkade-new-releases.html?page=1&sf=&sd=
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">References **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">:

<span style="font-family: 'Arial','sans-serif';">**<span style="font-family: 'Arial','sans-serif';">Unit Title: ** Incorporating Art in Math/ Thomas Kinkade <span style="font-family: 'Arial','sans-serif';">**<span style="font-family: 'Arial','sans-serif';">TEKS: ** (3.9) **Geometry and spatial reasoning.** The student recognizes congruence and symmetry. The student is expected to: (A) identify congruent two-dimensional figures; (B) create two-dimensional figures with lines of symmetry using concrete models and technology; (1) Perception. The student develops and organizes ideas from the environment. The student is expected to: (B) identify art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity in artworks. (2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (A) create artworks based on personal observations and experiences;
 * <span style="font-family: 'Arial','sans-serif';">Lesson Plan 5 by Rebecca Pierce **
 * <span style="font-family: 'Arial','sans-serif';">Big Idea: **<span style="font-family: 'Arial','sans-serif';"> Nature


 * <span style="font-family: 'Arial','sans-serif';">Images of Artwork: **





<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">What different types of geometric shapes do you see in picture 1… picture 2… picture 3? <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">How many times do you see that geometric shape used? <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">How are the geometric shapes different?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Questions **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">:

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">**<span style="font-family: 'Arial','sans-serif';">Learning objectives **: Students will look at a couple of Thomas Kinkade’s pictures and identify all the geometric shapes they see in the paintings. Students will then create their own picture using geometric shapes. This will take about thirty mintus, they can share with a friend after fifteen. (Added times to make sure anyone could teach this lesson. Carlin Guest)

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">**<span style="font-family: 'Arial','sans-serif';">Art Content **: pastel crayons

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">**<span style="font-family: 'Arial','sans-serif';">Resources for the teacher **: a white board, pictures of Thomas Kinkade’s artwork

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">**<span style="font-family: 'Arial','sans-serif';">Resources for students **: pastel crayons and paper

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">**<span style="font-family: 'Arial','sans-serif';">Definition of terms **: <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Heptagon- seven sides and seven angles <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Hexagon- six sides and six angles <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Octagon- eight sides and eight angles <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Acute triangle- less than 90 degree angles <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Obtuse triangle- more than 90 degree angles <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Rhombus- all four sides are the same length

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">**<span style="font-family: 'Arial','sans-serif';">Assessment **: Students will write on paragraph about their picture and the geometric shapes that they used. I will be assessing their process and understanding, not the product. //This should take about thirty minutes.(Addedtimes to make sure anyone could teach this lesson. Carlin Guest)//

[|Christianity]

[|Christianity]