Title of Lesson: ...Is that chicken?
Texas Essential Knowledge Skills (TEKS):§117.14. Art, Grade 4.
(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
(C) invent ways to produce artworks and to explore photographic imagery, using a variety of art media and materials.
(3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to:
(A) identify simple main ideas expressed in art;
(B) compare and contrast selected artworks from a variety of cultural settings; and
(C) identify the roles of art in American society.
(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.
1. To educate students what is really in fast food and why it is unhealthy
2. To allow students to work through this new info by talking about their diets and how they can eat healthier meals.
Social/Historic Context for Lesson: Reality of foods today
Historic Artists Used:
Contemporary Artists Used:
Timeline for Lesson: 2 weeks
Activity/Procedure:1. I will spend first day in group discussion about what the students eating habits are like. How often they eat fast food and if they know what it is they are really eating.
2. After the initial discussion, students will get into groups of three and plan out how they want to inform others about they have learned about fast food. (Painting, short film, collage, drawing, illustration)
3. Students will then present their idea to myself so together we can figure out all the details, materials and a starting point. Work out the kinks.
4. Students will have the remainder time to work on their projects, encouraged to put their emotions into their piece, why or why not they think fast food is bad for you.
Assessments (objective or subjective):1. Subjective-to see how students react to the subject of immatation food and how they use art to share it with others