Robert+Kinsell

**__Big Idea: Nature__** Group members: Tessie Moody, Lindsay Murdock, Nicole Anderson, Jennifer Benbrooks

Grade Level:2

Tessie Moody- Artist Research: Robert Kinsell Jennifer Benbrooks- Unit 1 Lesson Plan: (Coexistence with Nature) Lindsay Murdock- Unit 2 Lesson Plan: (Culture in Nature) Nicole Anderson- Unit 3 Lesson Plan: (Animal Habitats)
 * Member Roles: **

**Research**: Robert Kinsell has worked as a realist painter for more than 30 years. Although he has recently experimented with digital media, most of his work I have seen was oil on canvas. He uses common things from around the house and the garden to create still life, which he photographs, then paints. He says that he uses “familiar objects to increase the possibility of communication and interaction with the viewer. He thinks of his art as a way to connect with the world on a personal level. A common theme among his work is that of nature. I viewed his paintings on several on-line galleries, including his web page, and was unable to find a single painting that did not contain some element of nature. He uses a lot of fruits, vegetables, sticks, and rocks to set up the still life portraits. Some of his paintings contain landscapes, but most are set with a flat background and the object he creates with things from nature being the focus.

** Lesson 1 Jennifer Benbrooks**
Time: Two 45 min sessions After the lesson is over the student will be able to: Have a better understanding of how we live along with nature and use it in our everyday lives. Be able to construct a piece of art using parts of nature from our surroundings. Robert Kinsell’s piece, Migration different pieces from nature. Vegetables, flowers, sticks, rocks, ect Paper glue and elements of nature.
 * LESSON OBJECTIVES: **
 * Teacher Supplies: **
 * Student Supplies: **

The students will view the art piece, Migration, and discuss the subtexts of the work. Then the class will have a discussion about nature and the importance it plays in our lives. We will talk about how Kinsell has used the broccoli as trees in his piece and map out on the board other uses we have for nature. Examples include: trees as lumber, vegetables for food, animals for transportation, plants for medicine or clothes (cotton). Then the students will construct their own art much like Kinsell’s of some part of nature serving a different purpose. It can be made up and creative like broccoli serving as trees, or something that does exist like using sticks to make a house.
 * INSTRUCTIONAL CONTENT: **

The student will be graded on craft and construction of their art.
 * ASSESSMENT:**

117.8. Art, Grade 2.
 * ART TEKS: **

(1) Perception. The student develops and organizes ideas from the environment. The student is expected to: (A) identify variations in objects and subjects from the environment, using the senses; (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; (C) identify and practice skills necessary for producing drawings, paintings, prints, constructions, and modeled forms, using a variety of art materials.

**Lesson 2: Culture in Nature ** Time: two forty-five minute sessions LESSON OBJECTIVES: ** Understand that culture has an effect on nature Take a picture of their creation Understand that culture effects art. Design their own piece of art using something from their own culture (life) that might affect nature
 * Lindsay Murdock **
 * After the lesson is over the student will be able to: **

Teacher Supplies: ** glue construction paper paint power point of his images digital camera Student Supplies: Glue

Anything they might want to use besides the listed


 * ART CONTENT: ** Painting, Drawing, & Constructing
 * METHOD OF INSTRUCTION: ** DISSCUSSION/INDIVIDUAL WORK/GROUP WORK

The student will observe the students work and the creativity they put into it. They will also be graded on participation and understanding of the activity. There will be a short discussion after the project is over.
 * INSTRUCTIONAL CONTENT: ** The students will be introduced to the work of Robert Kinsell by looking at pictures of his paintings. We will discuss what is common in his works of art. These being his uses of nature and common things, then discuss how these things are a part of our culture and how people around the world have different cultures. We will discuss how nature effects art and how it is a big inspiration in many pieces of arts. The students will then be asked to think about the everyday things they use and how it is used in nature and its’ effects. The students will then create their own piece of art using something common in their life that is a part of their culture. The students will then be told to bring an object from home or create their own using construction paper to use in their photograph. The student will then create a background, of their choice, much like Robert Kisell does in many of his pictures. Then the student will situate their object how they like a take a digital picture of it.
 * ASSESSMENT: **

(1) Perception. The student develops and organizes ideas from the environment. The student is expected to: (A) identify variations in objects and subjects from the environment, using the senses; and (B) identify art elements such as color, texture, form, line, and space and art principles such as emphasis, pattern, and rhythm.
 * ART TEKS: **

(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. (4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to: (A) define reasons for preferences in personal artworks; and

Nicole Anderson  Lesson 3: Animal Habitats Time: Two fifty minute session (1- discussion over topic) (2- project) LESSON OBJECTIVES: · Awareness of different habitats. For example; deserts, forest, wetlands, etc… · Learning what is causing the destruction of these animal habitats in the world today. · Use of expression in creating a project that will help gain awareness in the fight to help save animal habitats. Teachers Supplies: · White poster board · Colored construction paper · Glue · Examples of Robert Kinsell artwork Student Supplies: · Markers · Scissors · Magazine clippings/ clipart related to topic of your choice ART CONTENT: Nature- The Impacts on the Environment

METHOD OF INSTRUCTION: Discussion/ individual work · Group discussion among the class and individual work for projects.

INSTRUCTIONAL CONTENT: · Class will discuss different animal habitats · Students will discuss different things that are damaging or killing animals and their habitats. · Have student’s list ways that they can help in protecting these habitats. · Students will individually create a poster advertising one or more ways in which someone can help protect animal habitats. · Students will share project with the class.

ASSESSMENT: Students will be graded on the creativity of their topic and the completion and originality of the project.


 * ART TEKS: **

1) Perception. The student develops and organizes ideas from the environment. The student is expected to: (A) identify variations in objects and subjects from the environment, using the senses; and

(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;

(4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to: (A) define reasons for preferences in personal artworks; and

[|Kinsell's Webpage]

Group 1 (Candise Davis, Kristin Finstad, Laura Thornton, Rachael Walker) ** (Partner 1-Kristin Finstad) Time: Two 30-minute sessions After the lesson is over the student will be able to:
 * Main Idea: Re-purposing
 * Lesson 1: Robert Kinsell- An Introduction **
 * LESSON OBJECTIVES: **
 * · Recognize pieces of Robert Kinsell’s work.
 * · Discuss the idea of repurposing in both art and life.
 * · Identify how appropriation in art can alter the meaning of the original item and the artwork that it is used in.
 * · Generate a list of questions to obtain more information about an artist’s works.


 * TEACHER SUPPLIES: **
 * Powerpoint on the work of Robert Kinsell
 * Elmo (for creating letter to Kinsell)


 * STUDENT SUPPLIES: **
 * Paper
 * Pen or pencil

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Art Criticism and Art History <span style="font-family: Arial,Helvetica,sans-serif;">** Discussion/ Individual Work/ Group Work ** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">The lesson will begin with the teacher asking the students if they can think of any examples of using in object in a way that wasn’t intended. The teacher will provide examples, including simple things like using a coffee cup as a pencil holder to more complex examples like using duct tape to create pieces of clothing. Students will be asked to define the idea of repurposing (or appropriation). After some discussion about what repurposing is and how it could be applied to art, students will be shown the work of Robert Kinsell. As a class, the students will discuss the use of repurposing in his art and how it alters the perception of both the original item and the meaning of the artwork.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">ART CONTENT: **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">METHOD OF INSTRUCTION: **
 * I <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">NSTRUCTIONAL CONTENT: **

Following the discussion, the students will be asked to think of questions that they might want to ask Kinsell. These questions could be about his life as an artist, his motivation, his style, or individual pieces of art. Each student will generate at least two questions individually. When the students have finished, the class will come together as a whole to share their questions and the teacher will help them to compile a master list of the questions that they would most like answered. As a group, the class will design a letter to Robert Kinsell that includes the questions they want to ask.

After compiling the letter that the students helped to generate, the teacher will email it to Robert Kinsell. Upon his response, a second session will be spent reviewing his responses and discussing if or how his answers change the students perceptions about his work. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 13pt;">The teacher will document the process of student engagement and understanding through group discussions by observing classroom behavior and participation.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">ASSESSMENT: **

(b.4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to: (A) define reasons for preferences in personal artworks; and (B) identify ideas in original artworks, portfolios, and exhibitions by peers and artists. (b.1) Listening/speaking/purposes. The student listens attentively and engages actively in a variety of oral language experiences. The student is expected to: (B) respond appropriately and courteously to directions and questions (K-3) (C) participate in rhymes, songs, conversations, and discussions (K-3) (D) listen critically to interpret and evaluate (K-3)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">ART TEKS: **
 * §117.8. Art, Grade 2.**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">INTERDISCIPLINARY TEKS: **
 * §110.4. English Language Arts and Reading, Grade 2.**

(b.4) Listening/speaking/communication. The student communicates clearly by putting thoughts and feelings into spoken words. The student is expected to: (A) use vocabulary to describe clearly ideas, feelings, and experiences (K-3)

(b.14) Writing/purposes. The student writes for a variety of audiences and purposes, and in various forms. The student is expected to: (A) write to record ideas and reflections (K-3) (B) write to discover, develop, and refine ideas (1-3) (C) write to communicate with a variety of audiences (1-3)

LESSON 2: Rachael Walker BIG IDEA: Repurposing **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Unit Title: showing individuality **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">I MA ****<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">GES OF ARTW ****<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">ORK[[image:migration4a.jpeg]]: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> [[image:file:///C:/DOCUME%7E1/SUPERV%7E1/LOCALS%7E1/Temp/moz-screenshot.png]]**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">[[image:daphnestree.jpeg]][[image:wildflowers2a.jpeg]]

RESEARCH (INFORMATION ABOUT THE ARTIST AND HIS/HER WORK) ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">EDUCATION: 1985 University of Wisconsin/Madison, MFA Painting 1984 University of Wisconsin/Madison, MA Painting 1973 DePauw University, Greencastle, Indiana, BA 1971 Great Lakes College Association, New York Arts Program, Apprenticeship to Philip Pearlstein EXPERIENCE: 1988- Professor of Art, Stephen F. Austin State University, Nacogdoches, Texas, Instructor in Painting, Present Drawing, Figure Drawing, Design and Advertising Design 1984-85 Teaching Assistant, Drawing and Art Survey, University of Wisconsin/Madison, Instructor in Drawing and Art Survey 1976-82 Advertising Art Director, Foote, Cone & Belding; Tatham, Laird & Kudner; Benton & Bowles Chicago, Illinois 1974-76 Assistant, Allan Frumkin Gallery, Chicago, Illinois 1972 Teaching Assistant, Arts course for non-arts majors, Depauw University, Greencastle, Indiana
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">ESSENTIAL QUESTIONS: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">How are we unique? **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">What different types of people make up our community and families? **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Paper safety scissors Pencil Color pencils
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Lesson 2 : Rachael Walker **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Time: two 30 min sessions **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">discussion/ individual work **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">LESSON OBJECTIVES: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">After the lesson is over the student will be able to: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">See the diversity within their family and the community. **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Identify some unique qualities in themselves and how they can use uncommon items to express it. **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Teacher Supplies: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Paper **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Scissors **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Picture of Robert Kinsell’s art work called picnic. **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Student Supplies: **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Discussion/ individual project/ discussion
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Method of instruction: **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">The instructor will start by showing the students the picture of Robert Kinsell’s work and begin a discussion on the differences they see in the picture. The teacher will discuss how the picture has different elements such as the use of paper and fruit, and also how they relate to the lives of the students. They will talk about the different sizes, shapes, and colors of the paper people and try to show how the individuality of the paper relates to their separate lives. The teacher will relate the stenciled people to the student’s families or classmates. After the discussion the teacher will demonstrate to the students how they are going to fold and cut different shapes out of paper to create different snowflakes. After the students are done cutting the paper they will then color them however they want. The lesson will end with another discussion on how the student’s individual snowflakes are similar and different from the rest of their classmates. And how they like Robert took a piece of paper to create something different that represents how they are special. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">The teacher will document the process of student engagement and understanding through group discussions, participation, and the completion of the snowflake. (1) Four basic strands**--**perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surroundings, memory, imagination, and life experiences, as a source for creating artworks. They express their thoughts and ideas creatively, while challenging their imagination, fostering reflective thinking, and developing disciplined effort and problem-solving skills.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">INSTRUCTIONAL CONTENT: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">ASSESSMENT: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">ART TEKS: **
 * <span style="color: #000066; font-family: 'Times New Roman','serif'; font-size: 12pt;">TEKS for Art, Grade 2 **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">§117.8. Art, Grade 2. **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">(a) Introduction. **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">(2) **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and evaluations.

The student develops and organizes ideas from the environment. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">The student is expected to: (A) identify variations in objects and subjects from the environment, using the senses; and (B) identify art elements such as color, texture, form, line, and space and art principles such as emphasis, pattern, and rhythm. || 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: 12pt;">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. || The student demonstrates an understanding of art history and culture as records of human achievement. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">The student is expected to: (A) identify stories and constructions in a variety of artworks; (B) compare ways individuals and families are depicted in different artworks; and (C) identify different kinds of jobs in art. || The student makes informed judgments about personal artworks and the artworks of others. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">The student is expected to: (A) define reasons for preferences in personal artworks; and (B) identify ideas in original artworks, portfolios, and exhibitions by peers and artists. || (4) Listening/speaking/culture. The student listens and speaks to gain and share knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to: (A) connect his/her own experiences, information, insights, and ideas with the experiences of others through speaking and listening (4-8); (B) compare oral traditions across regions and cultures (4-8); and (C) identify how language use such as labels and sayings reflects regions and cultures (4-8).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">(b) Knowledge and skills. **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">(2.1) Perception. **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">(2.2) Creative expression/performance. **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">(2.3) Historical/cultural heritage. **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">(2.4) Response/evaluation. **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">INTERDISCIPLINARY TEKS: Language Arts: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">

(13) Reading/inquiry/research. The student inquires and conducts research using a variety of sources. The student is expected to: (A) form and revise questions for investigations, including questions arising from interest and units of study (4-5); (B) use text organizers, including headings, graphic features, and tables of contents, to locate and organize information (4-8); (C) use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions (4-8); (D) interpret and use graphic sources of information such as maps, graphs, time lines, tables, or diagrams to address research questions (4-5); (E) summarize and organize information from multiple sources by taking notes, outlining ideas, and making charts (4-8); (F) produce research projects and reports in effective formats using visuals to support meaning as appropriate (4-5); (G) draw conclusions from information gathered from multiple sources (4-8); and (H) use compiled information and knowledge to raise additional, unanswered questions (3-8).

· Awareness of Healthy Foods · Using re-purposing / understanding concept · Writing ability/ use of expression · Critically Thinking Skills · Awareness of Repurposing and the tools/ skills with that concept
 * Lesson 3:** ** Health, from a different side **
 * Partner 3: Candise Davis **
 * Time: Three 30 min sessions (1- Writing Exercise) (2- Drawing/Sculture/creation) (3-Presentation)**
 * LESSON OBJECTIVES:**

Pre lesson Instruction: Present the art piece and have the student pick up on the reuse of the broccoli. Have them brainstorm what other food could be used to act as something else. Show them other thing form Kinsell’s work to give them ideas of what re-purposing is really about. INSTRUCTIONAL CONTENT: = Extension: = = · Writing practice = = · Drawing/ experience = = · Technology / computer use for research facts. = · Drawing · Writing/ Expression · Actively engaging in discussion Criteria: Students will write, draw, about healthy foods and will reuse a unwanted/ healthy food into a wanted and unusual way. Tool || 1- unsatisfactory || 2- Satisfactory || 3- Excellent/ Over and Beyond ||
 * Teacher Supplies:**
 * Art piece
 * Paper
 * Drawing paper
 * Water colors/ colored pencils
 * Paint
 * Clay (anything that could represent their repurposed idea)
 * Student Supplies:**
 * Bring the object/ food (this is for presentation of drawings)
 * Ideas for re-purposing
 * ART CONTENT: Re-purposing**
 * METHOD OF INSTRUCTION: DISCUSSION/INDIVIDUAL WORK/GROUP WORK:**
 * **Discussion/ Individual work.**
 * 1) As a class come up with a definition of “re-purposing”
 * 2) Explain the writing – (This would be where the students would think and write about a particular food they didn’t like and explain/ express why they didn’t like it.)
 * 3) Then they would have to research what is good about that particular food and decide is it healthy for them.
 * 4) After everyone has written the paper and have some facts. We come together and make and discuss healthy/ unhealthy foods.
 * 5) Then have them use the food they and draw/ or paint it in a way of repurposing.
 * 6) Have them bring that object to class and their drawing and they present to the class (Kind of like a show and tell)
 * ASSESSMENT:**
 * Assessment
 * Paper/ Writing || No paper or less than a page of response. || A full paper of response with little to no grammatical errors || A full or more paper of response and no grammatical errors ||
 * Drawing/ Understanding of Re- purposing || No Drawing, or not using the re-purposing ides || A Drawing that seems to connect with the ides of re- purposing || A drawing that went above and clear definite understanding to re-purposing. ||
 * Active involvement in class discussion and participation || No participation || Adequate Participation || More and elaborate participation. ||

(b) Knowledge and skills. (1) Perception. The student develops and organizes ideas from the environment. The student is expected to: (A) Identify variations in objects and subjects from the environment, using the senses; and (B) Identify art elements such as color, texture, form, line, and space and art principles such as emphasis, pattern, and rhythm.
 * ART TEKS: **

(18) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (A) write brief stories that include a beginning, middle, and end;
 * INTERDISCIPLINARY TEKS: **
 * Language arts: Second Grade **

(b) Knowledge and skills. (1) Health behaviors. The student understands that personal health decisions and behaviors affect health throughout the life span. The student is expected to: (C) Identify food groups and describe the effects of eating too much sugar and fat such as knowing that sugar causes dental cavities; (D) Identify healthy and unhealthy food choices such as a healthy breakfast and snacks and fast food choices; _
 * Health Teks: Second Grade **

__Lesson 4 - Partner 4 Laura Thornton Time: 30 mins, 1) Disscussion, 2) Creating Artwork 3) Presentation

Lesson Objectives: The student will explore their creativity by using vegetables to create a self portate. They will use objects in a different way learning that self expression can be created out of unique objects. Using these objects in a different will help them to think outside the box. ( Need to add a little more to what skills/ objectives they will be learning)

Teacher's Supplies: -Paper Plates -Vegetables -Tooth Picks -Glue

Student Supplies: -Picture of themselves

Art Content: Re-Purposing

Method of Instruction: Indivdual Work

Instructional Content: The teacher will ask the students to look at various vegetables and discuss what else they could become other than themselves. We will go around the class describing what else it could become. After going over the method of re-purposing, the students will each be given a paper plate and access to various vegetables. They will be able to create a self portrait with the vegetables.

Assessment: The teacher will observe the portraits, then the student will present their work and discuss the process they used to create it.

Art Teks:__

code __(b) Knowledge and skills.__

code

code __(2.1)Perception. The student develops and organizes ideas from the environment. The student is expected to:

(A) identify variations in objects and subjects from the environment, using the senses; and

(B) identify art elements such as color, texture, form, line, and space and art principles such as emphasis, pattern, and rhythm.__

code

__**(Need 2 different interdisciplinary teks )**__
__**<span style="font-family: 'Arial','sans-serif'; font-size: 18pt;">BIG IDEA – NATURE **__ **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 15pt;"> Artist Research: JoAnne Wilroy Lesson 1: Charlotte Johnson Lesson 2: DeAnna Standley Lesson 3: Haley Kirkland
 * <span style="font-family: 'Arial','sans-serif';">Group Members: Charlotte Johnson, Haley Kirkland, JoAnne Wilroy, DeAnna Standley **

Unit Title: Man In Nature ** ARTIST INFORMATION: Robert Kinsell has been painting realism for 30 years. He has been working as a professor of art at Stephen F. Austin State University for 14 years. Kinsell has worked in all the traditional representatinal genres but loves still painting the most. He has said he is "intersted in representational painting". He enjoys taking an object and representing it as another. With his sly sense of humor and killer wit, Robert Kinsell offers up paintings that ask the viewer to look at the traditional genre of still life in a new way. The strange combinations and placement of objects in his paintings create contradictions of form and function, and yet the outcome is not only amusing, but also exhibits his remarkable painting skills. He creates narratives with the objects, creating communication not just between the objects themselves, but between himself and the viewer. Kinsell's work is full of humor and even satirical at times. Kinsell said, "Using tools that aid my physical vision has been part of my work since the beginning".**
 * IMAGES OF ARTWORK:

** KEY CONCEPTS: Nature, Plants, Alternative Power Sources, Energy Conservation, History **
 * ESSENTIAL QUESTIONS: **
 * In what ways do man and nature interact?

What are the key elements in growing flowers?

How does wind farming help with electricity?**


 * <span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">Lesson One: **
 * Electricity and Farming for Fourth Grade **

· <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Benefits of wind farming · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Electricity
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">(Partner 2) (Charlotte Johnson) **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Time: Four 20 min sessions (1-Discussion) (2- Experimentation) (3- Writing) (4-Art activity) **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">LESSON OBJECTIVES: **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">

· <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Art piece · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Batteries · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Copper Wire · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Light Bulbs · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Paper · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Pen/Pencil · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Watercolors
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Teacher Supplies: **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">

· **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Discussion/ Individual work. **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Pre lesson Instruction: First I will present the students with the art piece and ask anyone if they know what the painting is about. We will then discuss wind farming briefly and how it generates electricity. We will discuss the benefits of wind farming. Then the students will get into their own groups to try to figure out a way to generate electricity with the given materials.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">METHOD OF INSTRUCTION: Experimentation in groups and discussion **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">

1. The students will discuss what they think the artist was trying to convey to the audience and what they think the painting is all about. 2. The students will discuss together their theories of how wind farming works and why there are so many benefits to wind farming. 3. Then the students will work together in groups to try to generate electricity with the given materials. They will first need to hypothesize what would happen if they connect different items together and then reflect as a class on their experiences. 4. Then the students will spend about thirty minutes writing about their theories of different ways to generate electricity besides what they did as a group earlier and wind farming. 5. After the students are done writing about their theories, they will then draw or paint what their theory was of generating electricity.
 * INSTRUCTIONAL CONTENT:**

· **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Working together in groups ** · **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Theorizing and experimenting **<span style="font-family: 'Arial','sans-serif'; font-size: 14pt;"> ·  **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Writing practice **<span style="font-family: 'Arial','sans-serif'; font-size: 14pt;"> · **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Art practice **<span style="font-family: 'Arial','sans-serif'; font-size: 14pt;">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Extension: **

· <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Actively engaging with group members and class · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Writing skills and creativity · Participating in art activity
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">ASSESSMENT: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">


 * Criteria:** Students with discuss and experiment theories of electricity and wind farming and will write and draw about their theories of producing electricity.

Tool || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">1- unsatisfactory || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">2- Satisfactory || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">3- Excellent/ Over and Beyond || Writing || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> Did not write about the correct topic or did not write anything at all. Did not write legibly at all. || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> Wrote about the correct topic, but made several grammar errors and swayed off topic. Wrote legibly through parts of the paper. || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> Wrote about the correct topic and made a few or no grammar errors and did not sway off topic. Showed that the student thoroughly thought about their theory. Wrote legibly || Drawing || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> Did not draw about their theory or did not do a drawing. || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Made a drawing about their theory but did not finish the art piece. || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Made a drawing about their theory and finished their art work. || Actively participated with group and class discussion || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Assessment
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">

Did not participate || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> Participated some but would get off track with discussions. || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> Participated and showed understanding of the topic. || (4.4)Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to: (A) describe intent and form conclusions about personal artworks
 * ART TEKS: **

(4.15) Writing/purposes. The student writes for a variety of audiences and purposes, and in a variety of forms. The student is expected to: (A) write to express, discover, record, develop, reflect on ideas, and to problem solve (4-8); (B) write to influence such as to persuade, argue, and request (4-8)
 * WRITING TEKS: **

(4.16) Writing/penmanship/capitalization/punctuation. The student composes original texts, applying the conventions of written language such as capitalization, punctuation, and penmanship to communicate clearly. The student is expected to: (A) write legibly by selecting cursive or manuscript as appropriate (4-8); and (B) capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using possessives, commas in a series, commas in direct address, and sentence punctuation (4-5).

(4.2) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to: (A) plan and implement descriptive investigations including asking well-defined questions, formulating testable hypotheses, and selecting and using equipment and technology; <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 11pt;">(C) analyze and interpret information to construct reasonable explanations from direct and indirect evidence; (D) communicate valid conclusions;
 * SCIENCE TEKS: **

**<span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 150%;">(Partner Three)Deanna Standley ** **: Giving Back to nature**

(9) Organisms and environments. The student knows and understands that living organisms within an ecosystem interact with one another and with their environment. The student is expected to: (A) investigate that most producers need sunlight, water, and carbon dioxide to make their own food
 * Lesson Two**: Giving Back to Nature I plan on using Science in my lesson plan by studying flowers and how they grow.
 * Science TEKS**: 112.15Science, Grade 4, Beginning with School Year 2010-2011.

(b) Knowledge and skill. 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) integrate a variety of ideas about self, life events, family, and community in original artworks; (B) design original artworks; and (C) invent ways to produce artworks and to explore photographic imagery, using a variety of art media and materials.
 * Art TEKS:** 117.14. Art, Grade 4.

The teacher will also provide a grading rubric as follows:
 * Grading Ruberic:**
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Criteria || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">0 || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">1 Unsatisfactory || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">2 Need Improvement || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">3 Satisfactory || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">4 Good || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">5 Exceptional ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Craft || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student did not complete Project || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student hurriedly and poorly constructed the project. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student constructed the project with several(5-7) issues in craft. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student constructed the project with Some (3 or 4) issues with craft. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student constructed the project with minor(1 or 2) issues in craft. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student went above and beyond in the construction of project. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt;">Employed the identity in the concept of the artwork <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student did not complete Project || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student demonstrated little understanding of the concept of identity in the reflection or project. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student demonstrated the concept of identity in the reflection and project with with several contradictions. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student demonstrated the concept of identity with minimal contradictions in its implementation and reflection. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student demonstrated the concept of identity in the formation of his or her project and reflection. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student went above and beyond in the implementation and synthesis of identity in the construction of project and reflection. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt;">Took Risks (Creativity) <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student did not complete Project || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student did not take risks || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student took minimal risks. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student took some risks. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student took risks. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student went above and beyond through taking risks and trying things outside the box. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Participated in self/group critique || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student did not complete project || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student demonstrated little effort in the completion of the critique. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student demonstrated minimal understanding of the self/group critique process. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student demonstrated an understanding of the self/group critique process. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student completed the critique and showed a good understanding of creative reflection. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student went above and beyond in reflecting on self and group practice. ||


 * Lesson Objective**: After the lesson, the students will be able to plant and grow their own vegetation and have a better understanding and importance of growing and giving back to nature.

Proper student level science book; Book- Foolproof planting: How to successfully start and propagate more than 250 vegetables, flowers, trees, and shrubs; styrofoam cups sunflower seeds soil permanent marker scoop fertilizer
 * Teacher Supplies**:

styrofoam cups- 1 per student sunflower seeds- 2 per cup/per student soil scoop fertilizer
 * Student supplies**:


 * Lesson One-Monday**: go over related vocabulary words: vegetation__,__ fertilize__,__ propagate__, and__ soil__: discuss each one and how it relates in the science book.
 * Lesson Two-Tuesday**: use the book Foolproof planting: How to successfully start and propagate more than 250 vegetables, flowers, trees and shrubs. Discuss methods of how to do a garden from start to finish and the importance of proper watering and sun for growth
 * Lesson Three-Wednesday**: As a class we "plant a garden". We will use the marker to write the students name on their cup, scoop some soil in the bottom 1/2 of the cup, next we will use the marker to make a hole in the middle soil half way down, drop the sunflower seed in the cup and cover over the hole with remaining soil. When we have our sunflower seed planted we will water the seed and place in proper sunlight available. We will water the sunflower seed in the cup every other day.
 * Lesson Four-Thursday**: I will have the class take any available art supplies of their choosing to draw, paint, color, sculpt, to come up with an idea of their own that reflects what they have learned the week.

(Partner Four) By: Haley Kirkland** Time: Four 20 minute sessions (1- Discussion, 2- Experiment, 3- Experiment, 4- Art Activity) (It would be best to begin this lesson early because the experiment will take most of the day.) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16pt;">**Lesson Objective:** After the lesson, the students will be able to: Know the history of how people used to wash and dry clothes, see how different variables can affect an object, and be able to write or draw about how nature itself can be an affecting variable. “Laundry Day” by Robert Kinsell Bucket Scrubbing board Two shirts A stand for wet clothing Pen or pencil Paper Image Context, History of Energy, and Drawing <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%; msoansilanguage: EN-US; msoasciithemefont: minor-latin; msobidifontfamily: 'Times New Roman'; msobidilanguage: AR-SA; msobidithemefont: minor-bidi; msofareastfontfamily: Calibri; msofareastlanguage: EN-US; msofareastthemefont: minor-latin; msohansithemefont: minor-latin;">We will have three lessons and a wrap up. The first lesson will just be a discussion of the painting. Lesson two will have a discussion over the history of how people washed clothes, and there will also be an activity that will go along with the discussion. Lesson three will be the history of drying clothes, which will also have an activity that follows. The activity will call for a good amount of time to sit, so the children will have to continue with other work while the experiment sits. After the experiment is done, we will wrap up with a small discussion about what happened during the experiment, and then have a drawing activity to do. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Session One: Discussion of Robert Kinsell’s painting “Laundry Day.” I will tell the students to describe what they see in the painting.
 * Lesson Three: Drip and Dry
 * Teacher Supplies: **
 * Student Supplies: **
 * Art Content: **
 * Method of Instruction: Discussion/ Individual Work/ Group Work: **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16pt;">Instructional Content: **

Session Two: The first part of this lesson will be discussing the history of washing clothes. We will discuss how people had to wash clothes in the olden days. For a demonstration, I have an old scrubbing board that I will use to demonstrate how people use to wash their clothes. I will have available two shirts that we will wash.

Session Three: The scrubbing board demonstration will bring about a new discussion for the class, energy conservation and temperature differences. As we finish “washing clothes,” we will then talk about how they used to dry clothes. Then as a class, we will conduct an experiment with the two shirts. One we will take out side to put in the sunlight and put on some kind of stand or railing. The other we will leave in a dark area, such as a closet. We will leave these shirts in their places all day. Periodically, I will have the class check on them and have them write down some observations.

Wrap up: At the end of the day, we will go and bring in the shirts. The students will write down observations. After this, I will discuss with the students how having the shirts in different spots in nature affected the shirts while they were drying. I will have the students draw a picture of an object that is or can be altered by nature. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">The teacher will document the student’s engagement through discussion and classroom participation and behavior. The teacher will also provide a grading rubric as follows:
 * Assessment: **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Criteria || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">0 || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">1 Unsatisfactory || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">2 Need Improvement || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">3 Satisfactory || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">4 Good || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">5 Exceptional ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Craft || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student did not complete Project || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student hurriedly and poorly constructed the project. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student constructed the project with several(5-7) issues in craft. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student constructed the project with Some (3 or 4) issues with craft. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student constructed the project with minor(1 or 2) issues in craft. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student went above and beyond in the construction of project. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt;">Employed the identity in the concept of the artwork <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student did not complete Project || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student demonstrated little understanding of the concept of identity in the reflection or project. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student demonstrated the concept of identity in the reflection and project with with several contradictions. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student demonstrated the concept of identity with minimal contradictions in its implementation and reflection. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student demonstrated the concept of identity in the formation of his or her project and reflection. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student went above and beyond in the implementation and synthesis of identity in the construction of project and reflection. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt;">Took Risks (Creativity) <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student did not complete Project || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student did not take risks || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student took minimal risks. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student took some risks. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student took risks. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student went above and beyond through taking risks and trying things outside the box. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Participated in self/group critique || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student did not complete project || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student demonstrated little effort in the completion of the critique. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student demonstrated minimal understanding of the self/group critique process. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student demonstrated an understanding of the self/group critique process. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student completed the critique and showed a good understanding of creative reflection. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Student went above and beyond in reflecting on self and group practice. ||

=<span style="font-family: Calibri; font-size: 16pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Arial; mso-hansi-theme-font: minor-latin; msoasciithemefont: minor-latin; msobidifontfamily: Arial; msohansithemefont: minor-latin;">ART TEKS: = **117.14.Art, Grade 4** (a) Introduction. (1) Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surroundings, memory, imagination, and life experiences, as a source for creating artworks. They express their thoughts and ideas creatively, while challenging their imagination, fostering reflective thinking, and developing disciplined effort and problem-solving skills. (2) By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and evaluations. (b) Knowledge and skills. (1) Perception. The student develops and organizes ideas from the environment. The student is expected to: (A) communicate ideas about self, family, school, and community, using sensory knowledge and life experiences; and (B) choose appropriate vocabulary to discuss the use of art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity. (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) integrate a variety of ideas about self, life events, family, and community in original artworks; (B) design original artworks; and (4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to: (A) describe intent and form conclusions about personal artworks; and (B) interpret ideas and moods in original artworks, portfolios, and exhibitions by peers and others. Interdisciplinary TEKS: ** **113.6.Social Studies, Grade 4** (b) Knowledge and skills. (9) Geography. The student understands how people adapt to and modify their environment. The student is expected to: (A) describe ways people have adapted to and modified their environment in Texas, past and present; (B) identify reasons why people have adapted to and modified their environment in Texas, past and present, such as the use of natural resources to meet basic needs; and (C) analyze the consequences of human modification of the environment in Texas, past and present. (21) Science, technology, and society. The student understands the impact of science and technology on life in Texas. The student is expected to: (B) describe how scientific discoveries and technological innovations have benefited individuals, businesses, and society in Texas; and (C) predict how future scientific discoveries and technological innovations might affect life in Texas. **112.6.Science, Grade 4** (a) Introduction. (2) As students learn science skills, they identify components and processes of the natural world including properties of soil, effects of the oceans on land, and the role of the Sun as our major source of energy. In addition, students identify the physical properties of matter and observe the addition or reduction of heat as an example of what can cause changes in states of matter. (6) Investigations are used to learn about the natural world. Students should understand that certain types of questions can be answered by investigations, and that methods, models, and conclusions built from these investigations change as new observations are made. Models of objects and events are tools for understanding the natural world and can show how systems work. They have limitations and based on new discoveries are constantly being modified to more closely reflect the natural world. (b) Knowledge and skills. (2) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to: (B) collect information by observing and measuring; (C) analyze and interpret information to construct reasonable explanations from direct and indirect evidence; (D) communicate valid conclusions;
 * Social Studies TEKS: **
 * Science TEKS: **

= ** G roup Members ** **: Natalie Fitzgerald, RaeAnn Weeks, Amber Bates, Brittany Clay, Kayla McGuffey** = //Parnter #1: Natalie Fitzgerald//


 * BIG IDEA :** Spring
 * UNIT TITLE: ** The First Day of Spring


 * Image of Artwork:**

Robert Kinsell likes the still life genre, where he finds a universe in simple materials he places in front of his easel and camera. He can find characters in many things, such as the kitchen cabinets, the garden or his shed. He likes contractions that are found in representational painting. He frequently brings in graffiti or words drawn to make an illusion of a word written on a surface in many of his paintings. The transformation of objects from one realm to another is essential in his paintings. He uses tools that aid his physical vision. He began working directly from objects in front of him, later using photography to help extend his visions. He currently uses digital print and 3D modeling software to develop his work. He feels uninterested in something that is only drawn or painted, but deems it important that the view finds something that resonates in his work.
 * Research: **

- Study of Season (Kayla McGuffey) - Science- New Life (RaeAnn Weeks) - Color (Amber Bates) - History Lesson (Brittany Clay)
 * Key Concepts: **

How does the artist convey the seasons in his paintings? What is the effect on the painting when students learn about plant life? Do they better understand the colors? How does the artist use color to express feelings in this painting? How does having a historical background about the artist and his painting help the students to interpret the art?
 * Essential Questions: **

=** Lesson 1: Poems of the Season (Partner 2: Kayla McGuffey)**=

-Create a poem
-Apply the season to everyday life -Use images to represent the seasons

**Student Supplies:**
-Paper -Pencil -Images I will provide -One picture from home that reminds them of a specific season

** Art Content: ** Representation of Images **Method of Instruction (Discussion/Individual Work/Group Work)-** Discussion & Individual Work
=**Instructional Content: Students will be shown images of the work of Robert Kinsell as a starting point for discussion. We will then discuss what the image reminds them of. We will then talk about how the image could be portrayed as spring. We will then go into a brief discussion about the four seasons. Next I will show them a box of images that relate to the seasons. I will have them get their own picture out and write a short poem about it individually and then share with the table. Next I will have the students get into groups of about 4. Each person will pick an image out of the box. (Each member must have an image for a different season.) As a group, they will come up with a poem using the pictures and explaining how the seasons change in the correct order. Each group will share their poem. **= = = =Assessment:= The teacher will document their ability to use images to represent the seasons, and their ability to interpret the order and correct concepts of the season. The teacher will also check for their ability to write a poem.
 * Pre-lesson Instruction:** Please bring in a picture from home that reminds you of one of the four seasons.

The teacher will also provide an a summative assessment rubric that correlates with the learning outcomes.


 * Criteria || 0 || 1 Unsatisfactory ||  || 2 Satisfactory ||   || 3 Exceptional ||
 * Interpretation of images in poem || Student did not complete Project || Student did not use the images to interpret the meaning. ||  || Student used images to interpret meaning, but did not explain them in poem. ||   || Student went above and beyond to interpret each image and explain it in poem. ||
 * Understanding of seasons || Student did not complete Project || Student demonstrated no understanding of the seasons. ||  || Student somewhat demonstrated the concept of the seasons. ||   || Student went above and beyond and hit all main points of how the seasons work. ||
 * Creativity in poem. || Student did not complete Project || Student did not put much thought behind it. ||  || Student used some creativity in the poem. ||   || Student went above and beyond by hitting all important concepts, and incorporating creativity in the poem. ||
 * Participated in self/group critique || Student did not complete project || Student demonstrated little effort in the completion of the critique. ||  || Student demonstrated an understanding of the self/group critique process. ||   || Student went above and beyond in reflecting on self and group practice. ||

**Example Images:**





=INTERDISCIPLINARY TEKS:= =Language Arts:= <span style="font-family: Arial,Helvetica,sans-serif; font-size: 121%;">1) Listening/speaking/purposes. The student listens actively and purposefully in a variety of settings. The student is expected to: (A) determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate (4-8); (B) eliminate barriers to effective listening (4-8); and (C) understand the major ideas and supporting evidence in spoken messages (4-8). <span style="font-family: Arial,Helvetica,sans-serif; font-weight: normal;"> (2) Listening/speaking/critical listening. The student listens critically to analyze and evaluate a speaker's message(s). The student is expected to: (A) interpret speakers' messages (both verbal and nonverbal), purposes, and perspectives (4-8)

<span style="font-family: Arial,Helvetica,sans-serif; font-weight: normal;">
===<span style="font-family: Arial,Helvetica,sans-serif; font-weight: normal;">(4) Listening/speaking/culture. The student listens and speaks both to gain and share knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to: (A) connect his/her own experiences, information, insights, and ideas with those of others through speaking and listening (4-8); ===

<span style="font-family: Arial,Helvetica,sans-serif; font-weight: normal;">
===<span style="font-family: Arial,Helvetica,sans-serif; font-weight: normal;">(5) Listening/speaking/audiences. The student speaks clearly and appropriately to different audiences for different purposes and occasions. The student is expected to: (C) present dramatic interpretations of experiences, stories, poems, or plays to communicate (4-8); ===

<span style="font-family: Arial,Helvetica,sans-serif; font-weight: normal;">
===<span style="font-family: Arial,Helvetica,sans-serif; font-weight: normal;">(24) Viewing/representing/analysis. The student analyzes and critiques the significance of visual images, messages, and meanings. The student is expected to: (A) interpret and evaluate the various ways visual image makers such as graphic artists, illustrators, and news photographers represent meanings (4-5); and ===

<span style="font-family: Arial,Helvetica,sans-serif; font-weight: normal;">
===<span style="font-family: Arial,Helvetica,sans-serif; font-weight: normal;">(15) Writing/purposes. The student writes for a variety of audiences and purposes, and in a variety of forms. The student is expected to: (D) write to entertain such as to compose humorous poems or short stories (4-8); ===

**Science:** (6) Science concepts. The student knows that change can create recognizable patterns. The student is expected to: (A) identify patterns of change such as in weather, metamorphosis, and objects in the sky;

(10) Science concepts. The student knows that certain past events affect present and future events. The student is expected to: (A) identify and observe effects of events that require time for changes to be noticeable including growth, erosion, dissolving, weathering, and flow; and<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">

= = <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 24pt;">Lesson 2: Color (Partner 3 - Amber Bates) <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">**Time**: Two 45 min sessions

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 18pt;">LESSON OBJECTIVES: <span style="font-family: 'Arial','sans-serif'; font-size: 10.5pt;">Students will be able to create a collage that shows completeness, effort, originality/creativity, spatial values, quality, and neatness. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 18pt;"> Teacher Supplies: <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">-Portrait of “Wildflower” by Robert Kinsell -Instructions for students -Rubric for assessment

Student Supplies: <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">-white coffee filters -markers -watercolors (red, blue, yellow) -color palate -water -water pot -white construction paper (large sheets) -scissors -glue/water mixture (50/50) -sponge brush

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 18pt;">ART CONTENT: <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Painting and Collage

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 18pt;">METHOD OF INSTRUCTION: DISSCUSSION/INDIVIDUAL WORK/GROUP WORK: <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Discuss the painting by Robert Kinsell. Describe the colors the artists used. Explain why new colors are created when two or more colors blend. Talk about flowers (their different shapes, colors, and how bouquets really look). Explain that many times you cannot see all the flowers in a bouquet because they are usually overlapping.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 18pt;">INSTRUCTIONAL CONTENT: Hand out 4-8 coffee filters and one large sheet of white construction paper to each child. Students should also get out their watercolors. Students will use the primary colors (red, yellow, and blue) to mix four new colors on a clean color palate. Students then use these colors to paint the coffee filters. Students may paint more than one color on a filter.

The coffee filters will need to dry. (Use a blow dryer to dry them more quickly.) Be sure the whole filter is dry or the colors may bleed onto each other. Once the filters are dry, they can be folded into quarters (The quarters are exact because the filter is a radial object.) Cut out the petals.

Then use a water/glue solution and the sponge brush to mount the flowers on the page. Have the children paint a vase, stems, leaves, and background with additional colors of their digression. Make sure the students sign their paintings!

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 24pt;">ASSESSMENT: <span style="font-family: Arial,Helvetica,sans-serif;">The teacher will document the process of student engagement and understanding through photos, video, and journaling.

The teacher will also provide an a summative assessment rubric that correlates with the learning outcomes.


 * <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Criteria || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">0 || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">1 Unsatisfactory || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">2 Need Improvement || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">3 Satisfactory || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">4 Good || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">5 Exceptional ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Craft || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student did not complete Project || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student hurriedly and poorly constructed the project. || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student constructed the project with several(5-7) issues in craft. || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student constructed the project with Some (3 or 4) issues with craft. || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student constructed the project with minor(1 or 2) issues in craft. || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student went above and beyond in the construction of project. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 7.5pt;">Employed the identity in the concept of the artwork <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student did not complete Project || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student demonstrated little understanding of the concept of identity in the reflection or project. || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student demonstrated the concept of identity in the reflection and project with with several contradictions. || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student demonstrated the concept of identity with minimal contradictions in its implementation and reflection. || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student demonstrated the concept of identity in the formation of his or her project and reflection. || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student went above and beyond in the implementation and synthesis of identity in the construction of project and reflection. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 7.5pt;">Took Risks (Creativity) <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student did not complete Project || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student did not take risks || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student took minimal risks. || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student took some risks. || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student took risks. || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student went above and beyond through taking risks and trying things outside the box. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Participated in self/group critique || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student did not complete project || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student demonstrated little effort in the completion of the critique. || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student demonstrated minimal understanding of the self/group critique process. || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student demonstrated an understanding of the self/group critique process. || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student completed the critique and showed a good understanding of creative reflection. || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student went above and beyond in reflecting on self and group practice. ||

= Lesson 3: Science - New Life = Time:** Continuous Learning
 * //Partner #4: RaeAnn Weeks//

**Lesson Objectives**:
After the lesson is over the student will: -Understand the plant life cycle -Understand the importance of responsibility

-Instructions -Rubric for assessment
 * Teacher Supplies**:

-Plant seed -Pot -Water -Soil -Sunlight -Fertilizer -Garden gloves
 * Student Supplies:**


 * Art Content:** New Life

Pre-lesson instruction: Discuss what plants and the life cycle means to students.
 * Method of Instruction:**

We will discuss the plant life cycle including germination, reproduction, and fertilization. We will also discuss responsibility and how it plays a role in every day life. = Assessment: = Everyday we will observe and document plant growth. The students will chart their daily observations and at the end of the lesson the students will summarize what new life means to them.
 * Instructional Content:**

The teacher will also provide an a summative assessment rubric that correlates with the learning outcomes.


 * <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Criteria || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">0 || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">1 Unsatisfactory || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">2 Need Improvement || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">3 Satisfactory || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">4 Good || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">5 Exceptional ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Craft || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student did not complete Project || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student hurriedly and poorly constructed the project. || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student constructed the project with several(5-7) issues in craft. || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student constructed the project with Some (3 or 4) issues with craft. || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student constructed the project with minor(1 or 2) issues in craft. || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student went above and beyond in the construction of project. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 7.5pt;">Employed the identity in the concept of the artwork <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student did not complete Project || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student demonstrated little understanding of the concept of identity in the reflection or project. || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student demonstrated the concept of identity in the reflection and project with with several contradictions. || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student demonstrated the concept of identity with minimal contradictions in its implementation and reflection. || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student demonstrated the concept of identity in the formation of his or her project and reflection. || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student went above and beyond in the implementation and synthesis of identity in the construction of project and reflection. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 7.5pt;">Took Risks (Creativity) <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student did not complete Project || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student did not take risks || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student took minimal risks. || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student took some risks. || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student took risks. || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student went above and beyond through taking risks and trying things outside the box. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Participated in self/group critique || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student did not complete project || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student demonstrated little effort in the completion of the critique. || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student demonstrated minimal understanding of the self/group critique process. || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student demonstrated an understanding of the self/group critique process. || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student completed the critique and showed a good understanding of creative reflection. || <span style="font-family: 'Arial','sans-serif'; font-size: 7pt;">Student went above and beyond in reflecting on self and group practice. ||

**Example Images:**



**ART TEKS:**

code PERCEPTION, CREATIVE EXPRESSION, HISTORICAL AND CULTURAL HERITAGE, AND RESPONSE AND EVALUATION code

code (A) communicate ideas about self, family, school, and community, using sensory knowledge and life experiences; and code <span style="font-family: monospace,helvetica,sans-serif; font-size: 13px; white-space: pre;"> <span style="font-family: arial,helvetica,sans-serif; white-space: normal;">

code (A) identify simple main ideas expressed in art; (B) compare and contrast selected artworks from a variety of cultural settings; and code

code <span style="font-family: arial,helvetica,sans-serif;"> code code (4.1)Perception. The student develops and organizes ideas from the environment. The student is expected to: code || ||
 * <span style="border-collapse: separate; font-family: Times,helvetica,sans-serif; font-size: medium; line-height: normal;">
 * <span style="border-collapse: separate; font-family: Times,helvetica,sans-serif; font-size: medium; line-height: normal;">

code code

(4.2)Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The

code student is expected to: code || <span style="border-collapse: separate; font-family: Times,helvetica,sans-serif; font-size: medium; line-height: normal;"> code <span style="border-collapse: collapse; font-family: arial,helvetica,sans-serif; line-height: 19px; white-space: normal;">

code (A) integrate a variety of ideas about self, life events, family, and community in original artworks; (C) invent ways to produce artworks and to explore photographic imagery, using a variety of art media and materials. code

code || code (4.3)Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to:
 * **<span style="border-collapse: separate; font-family: Times,helvetica,sans-serif; font-size: medium; font-weight: normal; line-height: normal;">

code ** ||  || code (4.4)Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to:
 * **<span style="border-collapse: separate; font-family: Times; font-size: medium; font-weight: normal; line-height: normal;">

code ** || code (A) describe intent and form conclusions about personal artworks; and (B) interpret ideas and moods in original artworks, portfolios, and exhibitions by peers and others.

code ||

=  =

= = = = = = = = = = = = =ART TEKS:= =code PERCEPTION, CREATIVE EXPRESSION, HISTORICAL AND CULTURAL HERITAGE, AND RESPONSE AND EVALUATION code= = = =code (A) communicate ideas about self, family, school, and community, using sensory knowledge and life experiences; and code= <span style="font-family: monospace,helvetica,sans-serif; font-size: 13px; white-space: pre;"> = = =code code code (A) identify simple main ideas expressed in art; (B) compare and contrast selected artworks from a variety of cultural settings; and code = = = =code code= =|| <span style="border-collapse: separate; font-family: Times,helvetica,sans-serif; font-size: medium; line-height: normal;"> code (4.1)Perception. The student develops and organizes ideas from the environment. The student is expected to: code ||. || || <span style="border-collapse: separate; font-family: Times,helvetica,sans-serif; font-size: medium; line-height: normal;">code code (4.2)Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The code student is expected to: code || <span style="border-collapse: separate; font-family: Times,helvetica,sans-serif; font-size: medium; line-height: normal;"> code code (A) integrate a variety of ideas about self, life events, family, and community in original artworks; (C) invent ways to produce artworks and to explore photographic imagery, using a variety of art media and materials. code code || || **<span style="border-collapse: separate; font-family: Times,helvetica,sans-serif; font-size: medium; font-weight: normal; line-height: normal;"> code (4.3)Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to: code **|| || || **<span style="border-collapse: separate; font-family: Times; font-size: medium; font-weight: normal; line-height: normal;"> code (4.4)Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to: code **|| code (A) describe intent and form conclusions about personal artworks; and (B) interpret ideas and moods in original artworks, portfolios, and exhibitions by peers and others. code || || || ||= = = = = ** Lesson 4: The History of Robert Kinsell (Partner 5: Brittany Clay)**


 * Time**: Two 30 min lessons

Students will learn about various cultures and art throughout the year. Students will watch a slide show and learn about Robert Kinsell’s life, art work and inspirations. Students will break into groups and play a memory game matching cultures or matching art work with the selected artists. Once a group has finished a memory game they can switch with another group who has a differenct version of the game. When the students are done, they can sketch a picture of their favorite piece of artwork by Robert Kinsell. They will then write in their journals a reflection of the lesson, and any questions they have about culture.
 * Lesson Objectives:**

Slide show of Robert Kinsell’s art work and achievements/facts about him. Two memory card games featuring facts about Kinsell and previous studied artist and cultures. Art work of Kinsell’s. Sketch paper for students.
 * Resources for Teacher:**

** ART TEKS: ** 6.3 Historical/Cultural Heritage. The student demonstrates an understanding of art history and culture as records of human achievement. B) compare specific artworks from a variety of cultures

REFERENCES: [|www.paisd.org/.../Fine%20**Art**%20Info/] **Art**%20**TEKS**%20Assessment%20T