Computer Quilt Square in Kid Pix

Grade Level- 3rd-5th
Key Concept-Goal: The student will learn to use the tools in Kid Pix to create one square in a class quilt.  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.
Vocabulary: Computer, Kid Pix, Tools, Colors, Textures, Patterns, Copy, Save As , Disk, Heritage, Tradition.
Essential Skills-Objectives-Art Aims:  The students will: learn to use the computer program Kid pix.  They will choose a variety of tools to create their quilt square.  They 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. 
Engagement Activities- Procedure:  The student will create on the computer a quilt square using a variety of textures, methods, patterns and their name.
Materials: Computer, Kid Pix, Disk.
Organization for distribution: Computer Lab.  18 people take a computer.  The others will exchange in 15 minutes.
Work period-guidance: Demonstrate the assignment first.  Then let the students create their project.
Cleanup: Save to a disk.  If they are the last class in the lab, shut down the computer correctly.  If they are saving from Kid Pix, remove the * in front of .bmp and type in their name and a number.  Example:  Sandy1.bmp
Assessment-Evaluation: Did they save the project to disk?  Is their name on it?  Did the student use the materials, techniques and processes correctly?  Did the student consider the elements and principles of design?
Other Teaching Aids and Resources:  Examples.  Books on Quilts, both fiction and craft books.  Magazines:  School Arts; Arts and Activities, Textbook:  Discover Art., Examples and Visuals.
Higher Order Thinking Skill Questions:  How would they have made a quilt without the computer?  Why does variety in the projects add to the beauty of the quilt? 
 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?