Lesson Plan: Benny Alba, “Four Days”

This lesson plan was researched and written by Emily Kangerga, a Fall 2024 University of Texas at Tyler Intern at the Tyler Museum of Art. The lesson plan was edited by Rachel Anthony, the Tyler Museum of Art’s Education Manager.

This lesson plan contains the National Learning Standards for Visual Arts and the Texas TEKS for Elementary School art teachers. Students will study Benny Alba’s art style and printing methods found in the print Four Days. Then, the students will create their own polyptych of roadscapes with an artist statement.

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If you use or reference this lesson plan, please leave a comment with your feedback. The lesson plan can be downloaded in the link below.

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Benny Alba, Four Days, 1995, Ink on Paper, 24.25 inches x 28.25 inches ,Tyler Museum of Art, Tyler, Texas.

Culture: American

Subject: Fine Art, Art History

Collection: Tyler Museum of Art’s Permanent Collection

Grades: Elementary School, Middle School and High School

Topics: Artistic Practices, Art History, Critical Thinking, Design, Positive and Negative Space, Printmaking

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Art Vocabulary

The Artist:

Benny Alba was born in 1949 in Columbus, Ohio. She came from a line of artists on her mother’s side of the family.[1] She has been a printmaker and a painter for over forty years. Her early work, which was mostly abstract, was innovative because of an inclusion of metallic leaf.[2] Inspired while on a camping trip, Alba took a different direction with her work. For the last few decades, she depicts landscapes, with roads and skies. Most commonly her work shows these locations during a storm.[3] Alba takes many reference photos while on road trips. Her aim is convey the beauty and the sublime within storms.[4]

The Artwork:

Benny Alba’s Four Days depicts four separate days of a road trip, the terrain surrounding the road and the sky conditions are all different in each of the four sections. The depictions of the days are surrounded by a frame.

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Art Vocabulary Related to the Lesson:

Polyptych:

A polyptych is a painting, drawing or print that is made into three or more panels. [5]

Linocut Print:

A linocut is achieved by carving into a linoleum plate. Positive space is the subject and the space around it is negative space. So when the plate is carved into, this creates a negative space. The artist uses positive and negative space together to create their composition. In this print, the areas that have been carved out of the linoleum are white, and they are the negative space. The areas that have not been carved out are black, that is the positive space. Once the artist carves the plate to their liking, ink is applied to the plate. The image from the plate is then transferred to the paper by sending it through a press, or by manually pressing, or rubbing the paper onto the inked plate.[6]  Benny Alba’s print, Four Days, is a linocut print.

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Elements of Design[7]:

• Artists use the elements of design to create the foundation of the artwork. The elements of art include: line, shape, form, space, color, and texture.

Line:

• An element of design; line is created on a surface with a pointed moving tool. Lines can range in size, width, texture, and presentation. Common types of line are vertical, horizontal, diagonal, zig-zag, and curved.

Shape:

• An element of design; shape is a two-dimensional enclosed space that represents either an organic shape or a geometric shape. Geometric shapes include squares, circles, rectangles, triangles and other standard geometric shapes. Organic shapes include natural non-geometric shapes that are developed from curvilinear lines.

Form:

• An element of design; form is a three-dimensional enclosed space that represents organic and geometric shapes in a third space. Geometric forms include cubes, spheres, triangular prisms, rectangular prisms, and cones. Organic shapes include three-dimensional forms observed in nature, such as trees, rivers, and rocks.

Space:

• An element of design; this term defines the surface area between, before, and behind an object in a composition.

Color:

• An element of design; this term defines the pigments used in a painting. Color can be organized into categories, such as: hues, values, complements, and intensity.

Texture:

• An element of design; this term defines an artwork’s surface. The artist’s use of the chosen medium creates either implied or actual texture.

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Principles of Design[8]:

• Artists used principles of design to build upon the foundational elements of design. This includes the following: rhythm, movement, balance, proportion, variety, emphasis, and unity. 

Rhythm/ Pattern:

• A principle of design; this term defines the repetitive imagery and elements of design found in a composition.

Movement:

• A principle of design; this term defines the visual movement observed in a painting. This can be identified as kinetic movement or implied movement. Additionally, movement can be defined as how the viewer’s eye moves throughout the composition.

Balance:

• A principle of design; this term defines the arrangement of the presented imagery with the elements of design. It refers to either asymmetrical compositions or symmetrical compositions.

Proportion:

• A principle of design; this term defines the comparative size between objects in the composition. It can refer to the imagery within a painting or the size between a sculpture and a real object.

Variety:

• A principle of design; this term defines the combination of imagery, objects, and ideas in an artwork.

Emphasis:

• A principle of design; this term defines the most prominent area in a composition. The viewer’s eye is drawn to this point because the artist used a mixture of the elements and principles of design.

Unity:

• A principle of design; this term defines how the elements and principles of design are combined within a composition.

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[1] Benny Alba. “Meet Benny Alba.” Accessed September 17, 2024. https://www.bennyalba.com/about.

[2] Ibid.

[3] Ibid.

[4] Ibid.

[5] Tate. “Polyptych.” Accessed September 18, 2024. https://www.tate.org.uk/art/art-terms/p/polyptych.

[6] Tate. “Linocut.” Accessed September 18, 2024. https://www.tate.org.uk/art/art-terms/l/linocut.

[7] Rosalins Ragan, “Elements of Art,” in Art Talk, 61 – 211, edited by Bennett and McKnight Division, (San Francisco: Glencoe Publishing Company, 1988).

[8] Rosalins Ragan, “Principles of Design,” in Art Talk, 211 – 347, edited by Bennett and McKnight Division, (San Francisco: Glencoe Publishing Company, 1988).

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Bibliography: Resources for Vocabulary and Lesson Plans

Alba, Benny. “Meet Benny Alba.” Accessed September 17, 2024. https://www.bennyalba.com/about.

Office of the Secretary of State. “§117.102: Art, Kindergarten, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=102.

Office of the Secretary of State. “§117.105: Art, Grade 1, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=105.

Office of the Secretary of State. “§117.108: Art, Grade 2, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=108.

Office of the Secretary of State. “§117.111: Art, Grade 3, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=111.

Office of the Secretary of State. “§117.114: Art, Grade 4, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=114.

Office of the Secretary of State. “§117.117: Art, Grade 5, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=117.

Office of the Secretary of State. “§117.202: Art, Middle School 1, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=202.

Office of the Secretary of State. “§117.203: Art, Middle School 2, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=203.

Office of the Secretary of State. “§117.204: Art, Middle School 3, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=204.

Office of the Secretary of State. “§117.302: Art, Level I, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=302.

Office of the Secretary of State. “§117.303: Art, Level II, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=303.

Office of the Secretary of State. “§117.304: Art, Level III, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=304.

Office of the Secretary of State. “§117.305: Art, Level IV, Adopted 2013.” Texas Education Agency: Education, updated 2013, accessed January 5, 2022, https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=117&rl=305.

Ragan, Rosalins. “Elements of Art.” In Art Talk, 61 – 211. Edited by Bennett and McKnight Division. San Francisco: Glencoe Publishing Company, 1988.

Ragan, Rosalins. “The Principles of Design.” In Art Talk, 211 – 347. Edited by Bennett and McKnight Division. San Francisco: Glencoe Publishing Company, 1988.

Tate. “Linocut.” Accessed September 18, 2024. https://www.tate.org.uk/art/art-terms/l/linocut.

Tate. “Polyptych.” Accessed September 18, 2024. https://www.tate.org.uk/art/art-terms/p/polyptych.

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Elementary School Lesson Plans: National Learning Standards

Goals:

Elementary School Students of all levels will be able to do the following:

• Identify the principles of design used in the artwork;
• Identify the elements of design used in the artwork;
• Identify positive and negative space in Benny Alba’s print Four Days;
• Describe the process of linocut printing;
• Define a polyptych;
• Create four unique roadscapes in a polyptych print;
• And, create an artist statement that shows an understanding of printing and art vocabulary.

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National Learning Standards for Visual Arts:

Pre-Kindergarten, Kindergarten, First Grade, Second Grade, Third Grade, Fourth Grade, Fifth Grade

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Pre-Kindergarten:

• Creating:
  • Anchor Standard 1:
    • Creating: Generate and conceptualize artistic ideas and work.
      • VA:Cr1.1.Pka: Engage in self-directed play with materials;
      • VA:Cr1.2.Pka: Engage in self-directed, creative making.
• Presenting:
  • Anchor Standard 5:
    • Presenting: Develop and refine artistic techniques and work for presentation.
      • VA:Pr5.1.PKa: Identify places where art may be displayed or saved.
  • Anchor Standard 6:
    • Presenting: Convey meaning through the presentation of artistic work.
      • VA:Pr6.1.PKa: Identify where art is displayed both inside and outside of school.
• Responding:
  • Anchor Standard 7:
    • Responding: Perceive and analyze artistic work
      • VA:Re.7.1.PKa: Recognize art in one’s environment.
  • Anchor Standard 8:
    • Responding: Interpret intent and meaning in artistic work.
      • VA:Re8.1.PKa: Interpret art by identifying and describing subject matter.

• Connecting:
  • Anchor Standard 10:
    • Connecting: Synthesize and relate knowledge and personal experiences to make art.
      • VA:Cn10.1.PKa: Explore the world using descriptive and expressive words and art-making.
  • Anchor Standard 11:
    • Connecting: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
      • VA:Cn11.1.PKa: Recognize that people make art.

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Kindergarten:

• Creating:
  • Anchor Standard 1:
    • Creating: Generate and conceptualize artistic ideas and work.
      • VA:Cr1.1.Ka: Engage in exploration and imaginative play with materials.
      • VA:Cr1.2.Ka: Engage collaboratively in creative art-making in response to an artistic problem.
  • Anchor Standard 2:
    • Creating: Organize and develop artistic ideas and work.
      • VA:Cr2.1.Ka: Through experimentation, build skills in various media and approaches to art-making.
      • VA:Cr2.2.Ka: Identify safe and non-toxic art materials, tools, and equipment.
      • VA:Cr2.3.Ka: Create art that represents natural and constructed environments.
  • Anchor Standard 3:
    • Creating: Refine and complete artistic work.
      • VA:Cr3.1.Ka: Explain the process of making art while creating.
• Presenting:
  • Anchor Standard 6:
    • Presenting: Convey meaning through the presentation of artistic work.
      • VA:Pr6.1.Ka: Explain what an art museum is and distinguish how an art museum is different from other buildings.
• Responding:
  • Anchor Standard 7:
    • Responding: Perceive and analyze artistic work
      • VA:Re.7.1.Ka: Identify uses of art within one’s personal environment.
      • VA:Re.7.2.Ka: Describe what an image represents.
  • Anchor Standard 9:
    • Responding: Apply criteria to evaluate artistic work.
      • VA:Re9.1.Ka: Explain reasons for selecting a preferred artwork
• Connecting:
  • Anchor Standard 10:
    • Connecting: Synthesize and relate knowledge and personal experiences to make art.
      • VA:Cn10.1.Ka: Create art that tells a story about a life experience.

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First Grade:

• Creating:
  • Anchor Standard 1:
    • Creating: Generate and conceptualize artistic ideas and work.
      • VA:Cr1.1.1a: Engage collaboratively in exploration and imaginative play with materials.
      • VA:Cr1.2.1a: Use observation and investigation in preparation for making a work of art.
  • Anchor Standard 2:
    • Creating: Organize and develop artistic ideas and work.
      • VA:Cr2.1.1a: Explore uses of materials and tools to create works of art or design.
      • VA:Cr2.2.1a: Demonstrate safe and proper procedures for using materials, tools, and equipment while making art.
      • VA:Cr2.3.1a: Identify and classify uses of everyday objects through drawings, diagrams, sculptures, or other visual means.
  • Anchor Standard 3:
    • Creating: Refine and complete artistic work.
      • VA:Cr3.1.1a: Use art vocabulary to describe choices while creating art.
• Presenting:
  • Anchor Standard 6:
    • Presenting: Convey meaning through the presentation of artistic work.
      • VA:Pr6.1.1a: Identify the roles and responsibilities of people who work in and visit museums and other art venues.
• Responding:
  • Anchor Standard 7:
    • Responding: Perceive and analyze artistic work
      • VA:Re.7.1.1a: Select and describe works of art that illustrate daily life experiences of one’s self and others
      • VA:Re.7.2.1a: Compare images that represent the same subject
• Connecting:
  • Anchor Standard 11:
    • Connecting: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
      • VA:Cn11.1.1a: Understand that people from different places and times have made art for a variety of reasons.

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Second Grade:

• Creating:
  • Anchor Standard 1:
    • Creating: Generate and conceptualize artistic ideas and work.
      • VA:Cr1.2.2a: Make art or design with various materials and tools to explore personal interests, questions, and curiosity
  • Anchor Standard 2:
    • Creating: Organize and develop artistic ideas and work.
      • VA:Cr2.1.2a: Experiment with various materials and tools to explore personal interests in a work of art or design
      • VA:Cr2.2.2a: Demonstrate safe procedures for using and cleaning art tools, equipment, and studio spaces
      • VA:Cr2.3.2a: Repurpose objects to make something new.
  • Anchor Standard 3:
    • Creating: Refine and complete artistic work.
      • VA:Cr3.1.2a: Discuss and reflect with peers about choices made in creating artwork
• Presenting:
  • Anchor Standard 6:
    • Presenting: Convey meaning through the presentation of artistic work.
      • VA:Pr6.1.2a: Analyze how art exhibited inside and outside of schools (such as in museums, galleries, virtual spaces, and other venues) contributes to communities
• Responding:
  • Anchor Standard 7:
    • Responding: Perceive and analyze artistic work
      • VA:Re.7.1.2a: Perceive and describe aesthetic characteristics of one’s natural world and constructed environments
  • Anchor Standard 8:
    • Responding: Interpret intent and meaning in artistic work.
      • VA:Re8.1.2a: Interpret art by identifying the mood suggested by a work of art and describing relevant subject matter and characteristics of form
• Connecting:
  • Anchor Standard 10:
    • Connecting: Synthesize and relate knowledge and personal experiences to make art.
      • VA:Cn10.1.2a: Create works of art about events in home, school, or community life

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Third Grade:

• Creating:
  • Anchor Standard 1:
    • Creating: Generate and conceptualize artistic ideas and work.
      • VA:Cr1.1.3a: Elaborate on an imaginative idea.
      • VA:Cr1.2.3a: Apply knowledge of available resources, tools, and technologies to investigate personal ideas through the art-making process.
  • Anchor Standard 2:
    • Creating: Organize and develop artistic ideas and work.
      • VA:Cr2.1.3a: Create personally satisfying artwork using a variety of artistic processes and materials.
      • VA:Cr2.2.3a: Demonstrate an understanding of the safe and proficient use of materials, tools, and equipment for a variety of artistic processes.
      • VA:Cr2.3.3a: Individually or collaboratively construct representations, diagrams, or maps of places that are part of everyday life.
  • Anchor Standard 3:
    • Creating: Refine and complete artistic work.
      • VA:Cr3.1.3a: Elaborate visual information by adding details in an artwork to enhance emerging meaning.
• Presenting:
  • VA:Pr5.1.3a: Identify exhibit space and prepare works of art including artists’ statements, for presentation.
  • Anchor Standard 6:
    • Presenting: Convey meaning through the presentation of artistic work.
      • VA:Pr6.1.3a: Identify and explain how and where different cultures record and illustrate stories and history of life through art.
• Responding:
  • Anchor Standard 7:
    • Responding: Perceive and analyze artistic work
      • VA:Re.7.1.3a: Speculate about processes an artist uses to create a work of art.
  • Anchor Standard 8:
    • Responding: Interpret intent and meaning in artistic work.
      • VA:Re8.1.3a: Interpret art by analyzing use of media to create subject matter, characteristics of form, and mood.
  • Anchor Standard 9:
    • Responding: Apply criteria to evaluate artistic work.
      • VA:Re9.1.3a: Evaluate an artwork based on given criteria.
• Connecting:
  • Anchor Standard 10:
    • Connecting: Synthesize and relate knowledge and personal experiences to make art.
      • VA:Cn10.1.3a: Develop a work of art based on observations of surroundings.

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Fourth Grade:

• Creating:
  • Anchor Standard 1:
    • Creating: Generate and conceptualize artistic ideas and work.
      • VA:Cr1.1.4a: Brainstorm multiple approaches to a creative art or design problem.
      • VA:Cr1.2.4a: Collaboratively set goals and create artwork that is meaningful and has purpose to the makers.
  • Anchor Standard 2:
    • Creating: Organize and develop artistic ideas and work.
      • VA:Cr2.1.4a: Explore and invent art-making techniques and approaches.
      • VA:Cr2.2.4a: When making works of art, utilize and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.
• Presenting:
  • Anchor Standard 5:
    • VA:Pr5.1.4a: Analyze the various considerations for presenting and protecting art in various locations, indoor or outdoor settings, in temporary or permanent forms, and in physical or digital formats.
• Responding:
  • Anchor Standard 7:
    • Responding: Perceive and analyze artistic work
      • VA:Re.7.2.4a: Analyze components in visual imagery that convey messages.
  • Anchor Standard 8:
    • Responding: Interpret intent and meaning in artistic work.
      • VA:Re8.1.4a: Interpret art by referring to contextual information and analyzing relevant subject matter, characteristics of form, and use of media.
• Connecting:
  • Anchor Standard 10:
    • Connecting: Synthesize and relate knowledge and personal experiences to make art.
  • Anchor Standard 11:
    • VA:Cn11.1.4a: Through observation, infer information about time, place, and culture in which a work of art was created.

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Fifth Grade:

• Creating:
  • Anchor Standard 1:
    • Creating: Generate and conceptualize artistic ideas and work.
      • VA:Cr1.1.5a: Combine ideas to generate an innovative idea for art-making.
      • VA:Cr1.2.5a: Identify and demonstrate diverse methods of artistic investigation to choose an approach for beginning a work of art.
  • Anchor Standard 2:
    • Creating: Organize and develop artistic ideas and work.
      • VA:Cr2.1.5a: Experiment and develop skills in multiple art-making techniques and approaches through practice.
      • VA:Cr2.2.5a: Demonstrate quality craftsmanship through care for and use of materials, tools, and equipment.
      • VA:Cr2.3.5a: Identify, describe, and visually document places and/or objects of personal significance.

Responding:

• Anchor Standard 7:
  • Responding: Perceive and analyze artistic work
    • VA:Re.7.1.5a: Compare one’s own interpretation of a work of art with the interpretation of others.
  • Anchor Standard 8:
    • Responding: Interpret intent and meaning in artistic work.
      • VA:Re8.1.5a: Interpret art by analyzing characteristics of form and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.
• Connecting:
  • Anchor Standard 10:
    • Connecting: Synthesize and relate knowledge and personal experiences to make art.
      • VA:Cn10.1.5a: Apply formal and conceptual vocabularies of art and design to view surroundings in new ways through art-making.

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Elementary School Lesson Plan: Texas Essential Knowledge and Skills (TEKS)

Goals:

Elementary School Students of all levels will be able to do the following:

• Identify the principles of design used in the artwork;
• Identify the elements of design used in the artwork;
• Identify positive and negative space in Benny Alba’s print Four Days;
• Describe the process of linocut printing;
• Define a polyptych;
• Create four unique roadscapes in a polyptych print;
• Create an artist statement that shows an understanding of printing and art vocabulary.

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Texas Elementary School TEKS:

Kindergarten, First Grade, Second Grade, Third Grade, Fourth Grade, and Fifth Grade

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Kindergarten:

• §117.102.b.1.A / B
  • Foundations: Observation and Perception:
    • gather information from subjects in the environment using the senses;
    • identify the elements of art, including line, shape, color, texture, and form, and the principles of design, including repetition/pattern and balance, in the environment.
• §117.102.b.2. A / B / C
  • Creative Expression:
    • create artworks using a variety of lines, shapes, colors, textures, and forms;
    • arrange components intuitively to create artworks;
    • use a variety of materials to develop manipulative skills while engaging in opportunities for exploration through drawing, painting, printmaking, constructing artworks, and sculpting, including modeled forms.
• §117.102.b.3. A / B / C
  • Historical and Cultural Relevance:
    • identify simple subjects expressed in artworks;
    • share ideas about personal experiences such as family and friends and develop awareness and sensitivity to differing experiences and opinions through artwork;
    • identify the uses of art in everyday life;

• §117.102.b.4.A / B
  • Critical Evaluation and Response:
    • express ideas about personal artworks or portfolios;
    • express ideas found in collections such as real or virtual art museums, galleries, portfolios, or exhibitions using original artworks created by artists or peers;

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First Grade:

• §117.105.b.1.A / B
  • Foundations: Observation and Perception:
    • identify similarities, differences, and variations among subjects in the environment using the senses;
    • identify the elements of art, including line, shape, color, texture, and form, and the principles of design, including emphasis, repetition/pattern, and balance, in nature and human-made environments.
• §117.105.b.2. A / B / C
  • Creative Expression:
    • invent images that combine a variety of lines, shapes, colors, textures, and forms;
    • place components in orderly arrangements to create designs;
    • increase manipulative skills necessary for using a variety of materials to produce drawings, paintings, prints, constructions, and sculptures, including modeled forms.
• §117.105.b.3. A / C / D
  • Historical and Cultural Relevance:
    • identify simple ideas expressed in artworks through different media;
    • discuss the use of art in everyday life;
    • relate visual art concepts to other disciplines.
• §117.105.b.4.A / B
  • Critical Evaluation and Response:
    • explain ideas about personal artworks;
    • identify ideas found in collections such as real or virtual art museums, galleries, portfolios, or exhibitions using original artworks created by artists or peers.

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Second Grade:

• §117.108.b.1.A / B
  • Foundations: Observation and Perception:
    • compare and contrast variations in objects and subjects from the environment using the senses;
    • identify the elements of art, including line, shape, color, texture, form, and space, and the principles of design, including emphasis, repetition/pattern, movement/rhythm, and balance.

• §117.108.b.2. A / B / C
  • Creative Expression:
    • express ideas and feelings in personal artworks using a variety of lines, shapes, colors, textures, forms, and space;
    • create compositions using the elements of art and principles of design;
    • identify and practice skills necessary for producing drawings, paintings, prints, constructions, and sculpture, including modeled forms, using a variety of materials.
• §117.108.b.3. A / C / D
  • Historical and Cultural Relevance:
    •  interpret stories, content, and meanings in a variety of artworks;
    • analyze how art affects everyday life and is connected to jobs in art and design;
    • relate visual art concepts to other disciplines.

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Third Grade:

• §117.111.b.1.A / B / C
  • Foundations: Observation and Perception:
    • explore ideas from life experiences about self, peers, family, school, or community and from the imagination as sources for original works of art;
    • use appropriate vocabulary when discussing the elements of art, including line, shape, color, texture, form, space, and value, and the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity;
    • discuss the elements of art as building blocks and the principles of design as organizers of works of art.
• §117.111.b.2. A / B / C
  • Creative Expression
    • integrate ideas drawn from life experiences to create original works of art;
    • create compositions using the elements of art and principles of design;
    • produce drawings; paintings; prints; sculpture, including modeled forms; and other art forms such as ceramics, fiber art, constructions, mixed media, installation art, digital art and media, and photographic imagery using a variety of materials.
• §117.111.b.3. A / D
  • Historical and Cultural Relevance:
    • identify simple main ideas expressed in artworks from various times and places;
    • investigate the connections of visual art concepts to other disciplines.
• §117.111.b.4. A / B
  • Critical Evaluation and Response
    • evaluate the elements of art, principles of design, or expressive qualities in artworks of self, peers, and historical and contemporary artists;
    • use methods such as oral response or artist statements to identify main ideas found in collections of artworks created by self, peers, and major historical or contemporary artists in real or virtual portfolios, galleries, or art museums;

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Fourth Grade:

• §117.114.b.1.A / B / C
  • Foundations: Observation and Perception:
    • explore and communicate ideas drawn from life experiences about self, peers, family, school, or community and from the imagination as sources for original works of art;
    • use appropriate vocabulary when discussing the elements of art, including line, shape, color, texture, form, space, and value, and the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity;
    • discuss the elements of art as building blocks and the principles of design as organizers of works of art.
• §117.114.b.2. A / B / C
  • Creative Expression:
    • integrate ideas drawn from life experiences to create original works of art;
    • create compositions using the elements of art and principles of design; and
    • produce drawings; paintings; prints; sculpture, including modeled forms; and other art forms such as ceramics, fiber art, constructions, mixed media, installation art, digital art and media, and photographic imagery using a variety of art media and materials.
• §117.114.b.3. A / D
  • Historical and Cultural Relevance:
    • compare content in artworks for various purposes such as the role art plays in reflecting life, expressing emotions, telling stories, or documenting history and traditions;
    • investigate connections of visual art concepts to other disciplines.
• §117.114.b.4. A / B
  • Critical Evaluation and Response
    • evaluate the elements of art, principles of design, intent, or expressive qualities in artworks of self, peers, and historical and contemporary artists.
    • use methods such as written or oral response or artist statements to identify emotions found in collections of artworks created by self, peers, and major historical or contemporary artists in real or virtual portfolios, galleries, or art museums;

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Fifth Grade:

• §117.117.b.1.A / B / C
  • Foundations: Observation and Perception:
    • develop and communicate ideas drawn from life experiences about self, peers, family, school, or community and from the imagination as sources for original works of art;
    • use appropriate vocabulary when discussing the elements of art, including line, shape, color, texture, form, space, and value, and the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity; and
    • discuss the elements of art as building blocks and the principles of design as organizers of works of art.
• §117.117.b.2. A / B / C
  • Creative Expression:
    • integrate ideas drawn from life experiences to create original works of art;
    • create compositions using the elements of art and principles of design;
    • produce drawings; paintings; prints; sculpture, including modeled forms; and other art forms such as ceramics, fiber art, constructions, digital art and media, and photographic imagery using a variety of materials.
• §117.117.b.3. A / D
  • Historical and Cultural Relevance:
    • compare the purpose and effectiveness of artworks from various times and places, evaluating the artist’s use of media and techniques, expression of emotions, or use of symbols;
    • investigate connections of visual art concepts to other disciplines.
• §117.117.b.4. A / B
  • Critical Evaluation and Response
    • evaluate the elements of art, principles of design, general intent, media and techniques, or expressive qualities in artworks of self, peers, or historical and contemporary artists;
    • use methods such as written or oral response or artist statements to identify themes found in collections of artworks created by self, peers, and major historical or contemporary artists in real or virtual portfolios, galleries, or art museums;

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Elementary School Art Activity

Questions for Elementary School Students:

1. Examine Benny Alba’s artwork Artwork Four Days. Identify where each element of art is located in the artwork.
2. Examine Benny Alba’s artwork Four Days. Identify where each principle of art is located in the artwork.
3. What are some types of weather you could include in your print?
4. What are some different types of scenery you could include around your road?

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Activity: Elementary School Fine Arts

• Activity Setting: Classroom
• Materials: Cardstock, Ballpoint Pen, Styrofoam Printing Plate, Ink, Brayer, Scrap Paper, Pencil
• Subject: Printmaking, Linocut, Positive and Negative Space, Design
• National Learning Standards: Pre-Kindergarten, Kindergarten, First Grade, Second Grade, Third Grade, Fourth Grade, and Fifth Grade
• Texas TEKS: Kindergarten, First Grade, Second Grade, Third Grade, Fourth Grade, and Fifth Grade
• Duration: Extended Project

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Activity: Elementary School Fine Arts

• Activity Setting: Classroom
• Materials: Cardstock, Ballpoint Pen, Styrofoam Printing Plate, Ink, Brayer, Scrap Paper, Pencil
• Subject: Printmaking, Linocut, Positive and Negative Space, Design
• National Learning Standards: Pre-Kindergarten, Kindergarten, First Grade, Second Grade, Third Grade, Fourth Grade, and Fifth Grade
• Texas TEKS: Kindergarten, First Grade, Second Grade, Third Grade, Fourth Grade, and Fifth Grade
• Duration: Extended Project

K-5

The teacher will show the students an image of Benny Alba’s print Four Days while reading her biographical information.

The teacher will explain to the students that the print is a linocut print and will explain how to create a linocut.

The teacher will explain that the print is a polyptych and will then define polyptych.

The teacher will explain to the students that they will create their own polyptych print using Styrofoam instead of linoleum and ballpoint instead of sharp carving tools.

The teacher will explain to the the students that they will create four different roadscapes that are inspired by Alba’s work. The student’s work does not have to be like hers, the weather can be different in each section. For example: there could be a storm in one section, cloudy skies in another, one could have mountains along the roadside, and the last one could have trees lining the road. The teacher should make it clear that the student has the freedom to create each section as they wish.

The teacher should point out that in Alba’s print was made with large designs. The teacher will explain that little details will not show up well and a simple design like Alba’s will work best.

The teacher will do a demo for the students on a prepared Styrofoam plate so that they can see the entire process.

The teacher will explain that the areas of negative space, the white areas, are the areas where the foam was pressed down by drawing on the foam. The areas that are black are the areas that were not pressed down.

The teacher will provide the students with plain white paper and a pencil.

The teacher will instruct the students to sketch out their design. The teacher will tell them that it may be helpful to fully color in the areas they want to be black and just outline the areas they want to be white. The student should raise their hand when they have completed their design so that the teacher can check and approve of the student’s use of positive and negative space. If the design is not approved, the student will make the necessary corrections on the paper prior to drawing the design into the foam.

The teacher will provide the students one sheet of foam and one ball point pen once their design has been approved.

The teacher will monitor and assist the students at a printing station once they are are ready to print.

The teacher will instruct the students to place their work on the drying rack as they finish and to clean up their work area.

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Activity: Elementary School Art History

• Activity Setting: Classroom
• Materials: Pencil/ Pen on Paper or Word Document
• Subject: Benny Alba: Finding inspiration on the road
• National Learning Standards: Pre-Kindergarten, Kindergarten, First Grade, Second Grade, Third Grade, Fourth Grade, and Fifth Grade
• Texas TEKS: Kindergarten, First Grade, Second Grade, Third Grade, Fourth Grade, and Fifth Grade
• Duration: One day

K-1

The teacher will ask the following questions to the class once the assignment is completed:

Benny Alba was inspired by the beauty she saw while driving on roads. Specifically, she enjoyed the different types of weather conditions she experienced on them.  When we are creating a drawing, what types of visual clues could we add in to show that it was a storm and not a sunny day? The students will answer verbally.

With crayons/markers/coloring pencils/etc. and paper, draw a picture of a storm you saw once while riding in the car. If you haven’t seen a storm while in a car, imagine what that may be like and draw that.

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2-5

The teacher will ask the following question to the class once the assignment is completed:

Benny Alba was inspired by the beauty she saw while driving on roads. Specifically, she enjoyed the different types of weather conditions she experienced on them. On a sheet of paper, answer these questions in full sentences using the art vocabulary. The teacher will include a list of vocabulary for the students to reference. 

• What types of challenges did you face, if any, with the materials?

• What do you think about the roads and weather conditions that inspired Benny Alba to make her artwork?

• With markers/coloring pencils/etc., draw a picture of a storm you saw once while riding in a car. If you haven’t seen a storm while in a car, imagine what that may be like and draw that.

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