Texture Landscape in Kid Pix

Grades 4-5
Vocabulary:  Texture, Computer, Outline, Disk, Pattern, Enclosed
Key Concept-Goal: *The student will understand and create, by applying a wide variety of media, techniques, and processes, to express visual ideas, feelings, and values through the use of art elements and principles.
Essential Skills-Objectives-Art  Aims:  After being shown how to draw an outline  picture of a landscape in the manner of a coloring book page  and filling in all the sections with different textures, the student will draw their own landscape and fill it in with textures.  The students will:
 *express the differences among materials, techniques, and processes.
 *know lettering techniques.
*apply different media techniques and processes to communicate ideas, 
experiences, and  stories.
 *utilize art materials and tools in a safe and responsible manner.
*identify, recognize, and apply the principles of design in studentsí works, e.g. 
unity, repetition, variety, movement, emphasis, balance, and proportion.
 *create works in a variety of three-dimensional media.
 *recognize career opportunities related to art. 
Method- Engagement Activities- Procedure:  The student will create an outline picture by using the pencil tool.  Partition the picture of into many sections.  Save the picture at this point before you go on.  Go to fill bucket and choose different textures and add them to the separate sections.  Make sure that all sections are enclosed or the textures will bleed into other sections.  They will type their name and room # at the bottom of the page.  Save the image to a disk.
Materials:  Computer, paper, Kid Pix, disk 
Time allowed:  Computer lab period or 10 minute time sections in the art room timed with a timer.  Rotate students on the computers.  Finished project may take several weeks.  Once a student has completed 2 to 3 time periods, he should be able to print a project. 
Organization for distribution:  In Computer lab the computers are assigned by number.  Hand out disks and assigned each child to a computer until finished or times up if there are not enough computers for everyone. 
Work period-guidance:  Watch as they work.  Answer questions as they ask.
Cleanup:  Go to file, new and no. If they are the last group on the computers, have them correctly shut the computers down.
Assessment-Evaluation: Did the student use the materials, techniques and processes correctly?  Did the student consider the elements and principles of design? Is the original drawing made with all the lines interconnected and enclosed?  Are there interesting textures throughout the picture?
Other Teaching Aids and Resources:  Samples on board.
Magazines:  School Arts; Arts and Activities, Textbook:  Discover Art., Examples and Visuals.
Higher Order Thinking Skill Questions: 
 Basic: Did the students identify and recognize a variety of art media and techniques?
 Did the students identify connections between the visual arts and other disciplines in the curriculum?
Did the students define the role of an aesthetician and identify the steps involved in judging works of art?
Did the students identify art works of various time periods and cultures and match artists with specific time periods and cultures by using symbols and themes?
Transitional:  Did the students demonstrate and apply an understanding of the proper use of a variety of art media to create works of art?
Did the students understand similarities between the characteristics of the arts and other disciplines?
Did the students apply steps involved in art criticism in comparing his/her work with the works of others and other cultures?
Did the students compare and contrast works of art from different time periods and give examples of how early works influenced works of modern art?
 Advanced:  Did the students compare and make judgments about the different art productions and media used to create them?
Did the students justify and value the art as it relates to other disciplines in the curriculum and learn how art supports and combines with other disciplines in the curriculum?
     Did the students draw conclusions, evaluate, and make judgments about specific works of art?
     Did the students make critical judgments about works of art?
*Smaller print indicates guidelines from the revised Visual Arts Curriculum Framework Grades K-5.