Lesson Plan: Bertha Landers, “Old Man”

This lesson plan contains the National Learning Standards for Visual Arts and the Texas TEKS for Elementary, Middle, and High School art teachers. The students will discuss the difference between printmaking and photography. The teacher will use Bertha Lander’s print Old Man to showcase a Regionalist style of a printed portrait. The class will learn about Regionalism and how it was used to catalog the people, landscapes, and architecture in a specific area. Afterwards, the class will create a print based on a photograph of an important person in their lives. Once the art project is finished, the students will write an artist statement that explains their work.

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.

TMA Lesson Plan – Bertha Landers – Old Man – Rachel Anthony Download

https://tylermuseum.pastperfectonline.com/webobject/A763EEA4-2C4B-460D-8E23-337727605092

Bertha Landers, Old Man, ca. 1932, lithograph on paper, 9.75 inches X 7.25 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, Printmaking, Portraits

Art Vocabulary

Activity Vocabulary:

Bertha Landers

Bertha Landers was born in 1911 and died in 1996.[1]
She studied at Sul Ross State Teachers College, The Colorado Springs Fine Art Center, and the Art Student’s League. From the Sul Ross State Teachers College, she gained her Bachelor of Science in the Field of Art.[2]
Considered a Regionalist and a contemporary of Jerry Bywaters, she focused on the people and landscapes that she believed were the heart and soul of America.[3]
Landers was one of the eight founding members of the Texas Printmakers Guild. Established in 1939, this group was made of women artists who practiced the Regionalist art style. The guild was created because they were not permitted to join male-only Lone Star Printmakers Group.[4]

Old Man

Bertha Lander’s lithograph Old Man features a portrait of an unknown man.
His white hair and beard, along with the wrinkles around his eyes, reflect his age.
The print was made in a monochromatic, using black ink to create the image.
He wears a collared shirt and stands in front of a background that shifts from dark to light tones.
The piece was created in Lander’s Regionalist style, emphasizing his age by elongating the features to create a stylized portrait.

Lithography:

A lithograph is a type of print.[5]
- To create a lithograph, the artist draws an image on a prepared limestone plate with an oil-based crayon. Then, the artist applies a coat of rosin and talcum powder to the top of the plate. Afterwards, a gum Arabic acid solution is painted onto the plate. This allows a chemical reaction to occur with the previously applied materials. After the solution has set, the artist wipes away the original sketch with a solvent called lithotine. The result is a ghost image caused by the application of solutions. Once the plate is dry, the artist rolls ink across the surface of the plate. When this process is complete, the artist places a piece of paper on the plate and rolls the plate through the printing press. The result is an ink image from the plate onto the paper.

Texas Regionalism:

Texas Regionalism was a movement started by the Texas artist Jerry Bywaters in 1928.[6]
He believed that art must be a reflection of life and the artist’s surroundings, originally classifying the style as Lone Star Regionalism.[7]
This method of art focused on the mundane scenes of Texas life by depicting real objects and places. [8]
The style allows artists, such as Betha Landers, to include either a Minimalist, Cubist or Surrealist elements to the compositions to heighten the design.[9]

Portraiture

Portraiture was used in many different cultures, dating back to ancient Egypt were some of the first known representations of identifiable portraits can be found.[10]
Historically, portraits were used to express a record of important people, figures of wealth, and individuals who commissioned well-known artists to capture their likeness.[11]
Artists often created portraits to highlight the person’s beauty, character, or wealth by accentuating these aspects in the compositions. However, art movements changed throughout the years and some artists chose to portray the figure as accurately as possible. These artists often include the subject’s blemishes, or use portraits to emphasize the negative qualities of a person.[12]
Portraits are found in nearly every art medium, including the various methods of photography.[13]

Elements of Design[14]:

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.

Principles of Design[15]:

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 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.

[1] “Bertha M. Landers.” Valley House Gallery and Sculpture Garden. Updated 2020. Accessed August 28, 2022. https://www.valleyhouse.com/bio.asp?artistid=178.

[2] “Bertha M. Landers (AM. 1911 – 1996).” David Dike Fine Art Gallery. Updated February 12, 2018. Removed April 2019. Archived April 12, 2019. Accessed August 28, 2022. Original URL: http://www.daviddikefineart.com/artists/123-landers-bertha.html. Archived URL: https://web.archive.org/web/20180212042200/http://www.daviddikefineart.com/artists/123-landers-bertha.html.

[3] Katie Robinson Edwards, “Chapter Five: The Fort Worth Circle,” Midcentury Modern Art in Texas. Austin: University of Texas Press, 2014, 116, Ebook. https://www.google.com/books/edition/Midcentury_Modern_Art_in_Texas/PC7TAwAAQBAJ?hl=en&gbpv=1&dq=bertha+landers+artist&pg=PA117&printsec=frontcover.

[4] Katie Robinson Edwards, “The 1930’s and the Texas Centennial”, in Midcentury Modern Art in Texas, (Austin: University of Texas Press, 2014), 54.

[5] Liz Zanis. “Lithograph,” The Metropolitan Museum of Art, updated 2018, accessed May 17, 2021. https://www.metmuseum.org/about-the-met/curatorial-departments/drawings-and-prints/materials-and-techniques/printmaking/lithograph.

[6] Patrick Stewart, “Art Terms: Lone Star Regionalism,” Dallas Museum of Art, updated 2014, accessed September 14, 2021, https://collections.dma.org/essay/JWVpzdM9.

[7] Ibid.

[8] Ibid.

[9] “Texas Regionalism,” Amon Carter Museum of American Art, updated May 11, 2014, accessed September 14, 2021, https://www.cartermuseum.org/exhibitions/texas-regionalism.

[10] “Portraits”, Tate Modern Museum, updated 2024, accessed September 3, 2025, https://www.tate.org.uk/art/art-terms/p/portrait.

[11] Ibid.

[12] Ibid.

[13] Ibid.

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

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

Bibliography: Resources for Vocabulary and Lesson Plan

“Bertha M. Landers (AM. 1911 – 1996).” David Dike Fine Art Gallery. Updated February 12, 2018. Removed April 2019. Archived April 12, 2019. Accessed August 28, 2022. Original URL: http://www.daviddikefineart.com/artists/123-landers-bertha.html. Archived URL: https://web.archive.org/web/20180212042200/http://www.daviddikefineart.com/artists/123-landers-bertha.html.

“Bertha M. Landers.” Valley House Gallery and Sculpture Garden. Updated 2020. Accessed August 28, 2022. https://www.valleyhouse.com/bio.asp?artistid=178.

Edwards, Katie Robinson. Midcentury Modern Art in Texas. Austin: University of Texas Press, 2014,https://www.google.com/books/edition/Midcentury_Modern_Art_in_Texas/PC7TAwAAQBAJ?hl=en&gbpv=1&dq=bertha+landers+artist&pg=PA117&printsec=frontcover

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.

“Portraits”. Tate Modern Museum. Updated 2024. Accessed September 3, 2025. https://www.tate.org.uk/art/art-terms/p/portrait.

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.

Stewart, Patrick. “Art Terms: Lone Star Regionalism.” Dallas Museum of Art. Updated 2014. Accessed September 14, 2021, https://collections.dma.org/essay/JWVpzdM9.

“Texas Regionalism.” Amon Carter Museum of American Art. Updated May 11, 2014. Accessed September 14, 2021. https://www.cartermuseum.org/exhibitions/texas-regionalism.

Zanis, Liz. “Lithograph.” The Metropolitan Museum of Art. Updated 2018. Accessed May 17, 2021. https://www.metmuseum.org/about-the-met/curatorial-departments/drawings-and-prints/materials-and-techniques/printmaking/lithograph.

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;
Learn about portraiture and how it is used in art history;
Discuss the difference between a modern photograph and a print, examining the positive and negative aspects of both mediums;
Create a portrait of someone in the student’s life using printmaking;
Take a photograph of the chosen person;
And, write an artist statement that compares and contrasts the photograph and the print.

National Learning Standards for Visual Arts:

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

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.
- Anchor Standard 2
  - Creating: Organize and develop artistic ideas and work.
    - VA:Cr2.1.PKa: Use a variety of artmaking tools;
    - VA:Cr2.2.PKa: Share materials with others;
- Anchor Standard 3
  - Creating: Refine and complete artistic work.
    - VA:Cr3.1.PKa: Share and talk about personal artwork.
Presenting
- 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.
- Anchor Standard 9
  - Responding: Apply criteria to evaluate artistic work.
    - VA:Re9.1.PKa: Select a preferred artwork.
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.

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.
- 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:Cr2.3.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.
Responding
- Anchor Standard 7
  - Responding: Perceive and analyze artistic work
    - VA:Re.7.2.Ka: Describe what an image represents.
- Anchor Standard 8
  - Responding: Interpret intent and meaning in artistic work.
    - VA:Re8.1.Ka: Interpret art by identifying subject matter and describing relevant details.
- Anchor Standard 9
  - Responding: Apply criteria to evaluate artistic work.
    - VA:Re9.1.Ka: Explain reasons for selecting a preferred artwork

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.
- 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:Cr2.3.1a: 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 5
  - Presenting: Develop and refine artistic techniques and work for presentation.
    - VA:Pr5.1.1a: Ask and answer questions such as where, when, why, and how artwork should be prepared for presentation or preservation.
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
- Anchor Standard 8
  - Responding: Interpret intent and meaning in artistic work.
    - VA:Re8.1.1a: Interpret art by categorizing subject matter and identifying the characteristics of form
- Anchor Standard 9
  - Responding: Apply criteria to evaluate artistic work.
    - VA:Re9.1.1a: Classify artwork based on different reasons for preferences.
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.

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
- 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 5
  - Presenting: Develop and refine artistic techniques and work for presentation.
    - VA:Pr5.1.2a: Distinguish between different materials or artistic techniques for preparing artwork for presentation
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
    - VA:Re.7.2.2a: Categorize images based on expressive properties
- 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
- Anchor standard 9
  - Responding: Apply criteria to evaluate artistic work.
    - VA:Re9.1.2a: Use learned art vocabulary to express preferences about artwork
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

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.
- 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
- 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.
    - VA:Re.7.2.3a: Determine messages communicated by an image.
- 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.
Connecting
- Anchor Standard 11
  - Connecting: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
    - VA:Cn11.1.3a: Recognize that responses to art change depending on knowledge of the time and place in which it was made.

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.
- Anchor Standard 2
  - Creating: Organize and develop artistic ideas and work.
    - VA:Cr2.1.4a: Explore and invent art-making techniques and approaches.
    - VA:Cr2.3.4a: Document, describe, and represent regional constructed environments.
- Anchor Standard 3
  - Creating: Refine and complete artistic work.
    - VA:Cr3.1.4a: Revise artwork in progress on the basis of insights gained through peer discussion.
Presenting
- Anchor Standard 6
  - Presenting: Convey meaning through the presentation of artistic work.
    - VA:Pr6.1.4a: Compare and contrast purposes of art museums, art galleries, and other venues, as well as the types of personal experiences they provide.
Responding
- Anchor Standard 7
  - Responding: Perceive and analyze artistic work
    - VA:Re.7.1.4a: Compare responses to a work of art before and after working in similar media.
    - 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 11
  - Connecting: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
    - VA:Cn11.1.4a: Through observation, infer information about time, place, and culture in which a work of art was created.

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.
- 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:Cr2.3.5a: Identify, describe, and visually document places and/or objects of personal significance.
- Anchor Standard 3
  - Creating: Refine and complete artistic work.
    - VA:Cr3.1.5a: Create artist statements using art vocabulary to describe personal choices in art-making.
Responding
- Anchor Standard 7
  - Responding: Perceive and analyze artistic work
    - VA:Re.7.2.5a: Identify and analyze cultural associations suggested by visual imagery.
- 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.
  - Anchor Standard 9
    - Responding: Apply criteria to evaluate artistic work.
      - VA:Re9.1.5a: Recognize differences in criteria used to evaluate works of art depending on styles, genres, and media as well as historical and cultural contexts.
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.

Elementary School Lesson Plans: 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;
Learn about portraiture and how it is used in art history;
Discuss the difference between a modern photograph and a print, examining the positive and negative aspects of both mediums;
Create a portrait of someone in the student’s life using printmaking;
Take a photograph of the chosen person;
And, write an artist statement that compares and contrasts the photograph and the print.

Texas Elementary School TEKS:

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

Kindergarten

§117.102.b.1.B
- Foundations: Observation and Perception:
  - 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 / C
- Creative Expression:
  - create artworks using a variety of lines, shapes, colors, textures, and forms;
  - 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
- 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;
§117.102.b.4.B
- Critical Evaluation and Response:
  - express ideas found in collections such as real or virtual art museums, galleries, portfolios, or exhibitions using original artworks created by artists or peers;

First Grade

§117.105.b.1.B
- Foundations: Observation and Perception:
  - 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 / C
- Creative Expression:
  - invent images that combine a variety of lines, shapes, colors, textures, and forms;
  - 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 / B
- Historical and Cultural Relevance:
  - identify simple ideas expressed in artworks through different media;
  - demonstrate an understanding that art is created globally by all people throughout time;
§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.

Second Grade

§117.108.b.1.B
- Foundations: Observation and Perception:
  - 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 / B
- Historical and Cultural Relevance:
  - interpret stories, content, and meanings in a variety of artworks;
  - examine historical and contemporary artworks created by men and women, making connections to various cultures;
§117.108.b.4. A / B
- Critical Evaluation and Response:
  - support reasons for preferences in personal artworks;
  - compare and contrast ideas found in collections such as real or virtual art museums, galleries, portfolios, or exhibitions using original artworks created by artists or peers;

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 / B
- Historical and Cultural Relevance:
  - identify simple main ideas expressed in artworks from various times and places;
  - compare and contrast artworks created by historical and contemporary men and women, making connections to various cultures;
§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;

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 / B
- 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;
  - compare purpose and content in artworks created by historical and contemporary men and women, making connections to various cultures;
§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;

Firth 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 / B
- 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;
  - compare the purpose and effectiveness of artworks created by historic and contemporary men and women, making connections to various cultures;
§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;

Elementary Art Activities

Questions for Elementary School Students:

Examine Bertha Lander’s print Old Man. Identify where each element of art is located in the artwork.
Examine Bertha Lander’s print Old Man. Identify where each principle of art is located in the artwork.
What is printmaking?
What is photography?
What are the differences between a photograph and a print?
What is a portrait?
Why would people in the past make portraits?

Activity: Elementary School Fine Arts

Activity Setting: Classroom
Materials: Styrofoam, Pencil, Drawing Paper, Printing/ Multimedia Paper, Wood Block Printing Ink, Ink Roller, Pressure Squeegee for Printing or Classroom-Grade Printing Station
Subject: Printmaking, Portraiture
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: (pick one: Single Day Project or an Extended Project)

The students will discuss the difference between printmaking and photography. The teacher will use Bertha Lander’s print Old Man to showcase a Regionalist style of a printed portrait. The class will learn about Regionalism and how it was used to catalog the people, landscapes, and architecture in a specific area. Afterwards, the class will begin their printing project. The students will take a photo of either themselves or someone they know with the help of a parent, guardian, or teacher. This photo will be the inspiration for the print.

Once the photographs are approved by the teacher, the students will receive a Styrofoam plate, drawing paper, and a pencil. The drawing paper will be used to sketch the portrait of the photographed person. Next, the students will place the sketch on top of the Styrofoam printing plate and trace the sketch with pressure. This process will create an impression of the sketch onto the Styrofoam printing plate. Once the sketch was traced, the students will reinforce the impression by re-drawing the image on the plate. The image must be drawn with enough pressure for the print to be successful. Likewise, be mindful not to use too much pressure, as it will create a hole in the plate.

When the class has finished their plates, the students can begin the printing process. The teacher will set up a printing station for the students. Following an organizational system set up by the teacher, the students will work with the teacher to have their plates inked and printed on printing paper. The finished art activity should include the original photograph and the student’s print.

Activity: Elementary School Art History

Activity Setting: Classroom
Materials: Pencil/ Pen on Paper or Word Document
Subject: Photography, Printmaking, Portraiture, Artist Statement, Compare and Contrast Analysis
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

The class will create an artist statement after they have completed their printed portrait. The artist statement will answer the following questions:

Who is the subject of your photograph?
Why did you choose this person?
Describe your print.
What are the similarities between the photograph and your print?
What are the differences between the photograph and your print?

Middle School Lesson Plans: National Learning Standards

Goals:

Middle 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;
Learn about portraiture and how it is used in art history;
Discuss the difference between a modern photograph and a print, examining the positive and negative aspects of both mediums;
Create a portrait of someone in the student’s life using printmaking;
Take a photograph of the chosen person;
And, write an artist statement that compares and contrasts the photograph and the print.

National Learning Standards for Visual Arts:

Sixth Grade, Seventh Grade, and Eighth Grade

Sixth Grade

Creating
- Anchor Standard 1
  - Creating: Generate and conceptualize artistic ideas and work.
  - VA:Cr1.2.6a: Formulate an artistic investigation of personally relevant content for creating art.
- Anchor Standard 2
  - Creating: Organize and develop artistic ideas and work.
    - VA:Cr2.1.6a: Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and design.
    - VA:Cr2.3.6a: Design or redesign objects, places, or systems that meet the identified needs of diverse users.
- Anchor standard 3
  - Creating: Refine and complete artistic work.
    - VA:Cr3.1.6a: Reflect on whether personal artwork conveys the intended meaning and revise accordingly.
Presenting
- Anchor Standard 6
  - Presenting: Convey meaning through the presentation of artistic work.
    - VA:Pr6.1.6a: Assess, explain, and provide evidence of how museums or other venues reflect history and values of a community.
Responding
- Anchor Standard 7
  - Responding: Perceive and analyze artistic work
    - VA:Re.7.1.6a: Identify and interpret works of art or design that reveal how people live around the world and what they value.
    - VA:Re.7.2.6a: Analyze ways that visual components and cultural associations suggested by images influence ideas, emotions, and actions.
- Anchor Standard 8
  - Responding: Interpret intent and meaning in artistic work.
    - VA:Re8.1.6a: Interpret art by distinguishing between relevant and non-relevant contextual information and analyzing subject matter, characteristics of form and structure, 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:Cn10.1.6a: Generate a collection of ideas reflecting current interests and concerns that could be investigated in art-making.

Seventh Grade

Creating
- Anchor standard 1
  - Creating: Generate and conceptualize artistic ideas and work.
    - VA:Cr1.1.7a: Apply methods to overcome creative blocks.
    - VA:Cr1.2.7a: Develop criteria to guide making a work of art or design to meet an identified goal.
- Anchor Standard 2
  - Creating: Organize and develop artistic ideas and work.
    - VA:Cr2.1.7a: Demonstrate persistence in developing skills with various materials, methods, and approaches in creating works of art or design.
    - VA:Cr2.3.7a: Apply visual organizational strategies to design and produce a work of art, design, or media that clearly communicates information or ideas.
- Anchor Standard 3
  - Creating: Refine and complete artistic work.
    - VA:Cr3.1.7a: Reflect on and explain important information about personal artwork in an artist statement or another format.
Presenting
- Anchor Standard 5
  - Presenting: Develop and refine artistic techniques and work for presentation.
    - VA:Pr5.1.7a: Based on criteria, analyze and evaluate methods for preparing and presenting art.
- Anchor Standard 6
  - Presenting: Convey meaning through the presentation of artistic work.
    - VA:Pr6.1.7a: Compare and contrast viewing and experiencing collections and exhibitions in different venues.
Responding
- Anchor Standard 7
  - Responding: Perceive and analyze artistic work
    - VA:Re.7.2.7a: Analyze multiple ways that images influence specific audiences.
- Anchor Standard 9
  - Responding: Apply criteria to evaluate artistic work.
    - VA:Re9.1.7a: Compare and explain the difference between an evaluation of an artwork based on personal criteria and an evaluation of an artwork based on a set of established criteria.
Connecting
- Anchor Standard 11
  - Connecting: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
    - VA:Cn11.1.7a: Analyze how response to art is influenced by understanding the time and place in which it was created, the available resources, and cultural uses.

Eighth Grade

Creating
- Anchor Standard 1
  - Creating: Generate and conceptualize artistic ideas and work.
    - VA:Cr1.1.8a: Document early stages of the creative process visually and/or verbally in traditional or new media.
- Anchor Standard 2
  - Creating: Organize and develop artistic ideas and work.
    - VA:Cr2.3.8a: Select, organize, and design images and words to make visually clear and compelling presentations.
- Anchor Standard 3
  - Creating: Refine and complete artistic work.
    - VA:Cr3.1.8a: Apply relevant criteria to examine, reflect on, and plan revisions for a work of art or design in progress.
Presenting
- Anchor Standard 4
  - Presenting: Select, analyze, and interpret artistic work for presentation.
    - VA: Pr4.1.8a: Develop and apply criteria for evaluating a collection of artwork for presentation.
- Anchor Standard 6
  - Presenting: Convey meaning through the presentation of artistic work.
    - VA:Pr6.1.8a: Analyze why and how an exhibition or collection may influence ideas, beliefs, and experiences.
Responding
- Anchor standard 7
  - Responding: Perceive and analyze artistic work
    - VA:Re.7.2.8a: Compare and contrast contexts and media in which viewers encounter images that influence ideas, emotions, and actions.
- Anchor Standard 8
  - Responding: Interpret intent and meaning in artistic work.
    - VA:Re8.1.8a: Interpret art by analyzing how the interaction of subject matter, characteristics of form and structure, use of media, art-making approaches, and relevant contextual information contributes to understanding messages or ideas and mood conveyed.
- Anchor Standard 9
  - Responding: Apply criteria to evaluate artistic work.
    - VA:Re9.1.8a: Create a convincing and logical argument to support an evaluation of art.
Connecting
- Anchor Standard 10
  - Connecting: Synthesize and relate knowledge and personal experiences to make art.
    - VA:Cn10.1.8a: Make art collaboratively to reflect on and reinforce positive aspects of group identity.

Middle School Lesson Plans: Texas Essential Knowledge and Skills (TEKS)

Goals:

Middle 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;
Learn about portraiture and how it is used in art history;
Discuss the difference between a modern photograph and a print, examining the positive and negative aspects of both mediums;
Create a portrait of someone in the student’s life using printmaking;
Take a photograph of the chosen person;
And, write an artist statement that compares and contrasts the photograph and the print.

Texas Middle School TEKS:

Art 1, Art 2, Art 3

Art 1

§117.202.c.1.A / B / C / D
- Foundations: Observation and Perception:
  - identify and illustrate concepts from direct observation, original sources, personal experiences, and communities such as family, school, cultural, local, regional, national, and international;
  - understand and apply the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artworks using art vocabulary appropriately;
  - understand and apply the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artworks using art vocabulary appropriately;
  - discuss the expressive properties of artworks such as appropriation, meaning, narrative, message, and symbol using art vocabulary accurately.
§117.202.c.2.A / C
- Creative Expression:
  - create original artworks based on direct observations, original sources, personal experiences, and the community;
  - produce artworks, including drawings, paintings, prints, sculptures/modeled forms, ceramics, fiber art, photographic imagery, and digital art and media, using a variety of materials.
§117.202.c.3.A / B
- Historical and Cultural Relevance:
  - identify the influence of historical and political events in artworks;
  - identify examples of art that convey universal themes such as beliefs, cultural narrative, life cycles, the passage of time, identity, conflict, and cooperation;
§117.202.c.4.A / B / D
- Critical Evaluation and Response
  - create written or oral responses to artwork using appropriate art vocabulary;
  - analyze original artworks using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist’s intention, and evaluating the success of the artwork;
  - investigate and explore original artworks in a variety of venues outside of the classroom such as museums, galleries, or community art;

Art 2

§117.203.b.1.A / B / C / D
- Foundations: Observation and Perception:
  - identify and illustrate ideas from direct observation, original sources, imagination, personal experiences, and communities such as family, school, cultural, local, regional, national, and international;
  - compare and contrast the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artworks using vocabulary accurately;
  - compare and contrast the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artworks using vocabulary accurately;
  - understand and apply the expressive properties of artworks such as appropriation, meaning, narrative, message, and symbol using art vocabulary accurately.
§117.203.b.1.A / C
- Creative Expression:
  - create original artworks that express a variety of ideas based on direct observations, original sources, and personal experiences, including memory, identity, imagination, and the community;
  - apply technical skills effectively using a variety of materials to produce artworks, including drawings, paintings, prints, sculptures/modeled forms, ceramics, fiber art, photographic imagery, and digital art and media;
§117.203.b.3.A / B
- Historical and Cultural Relevance:
  - analyze ways that global, cultural, historical, and political issues influence artworks;
  - analyze selected artworks to determine contemporary relevance in relationship to universal themes such as belief, cultural narrative, life cycles, the passage of time, identity, conflict, and cooperation;
§117.203.b.4.A / B / D
- Critical Evaluation and Response:
  - create written or oral responses about personal or collaborative artworks addressing purpose, technique, organization, judgment, and personal expression;
  - analyze original artworks using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist’s intention, and evaluating the success of the artwork;
  - investigate and explore original artworks in a variety of venues outside of the classroom such as museums, galleries, or community art;

Art 3

§117.203.b.1.A / B / C / D
- Foundations: Observation and Perception:
  - identify and illustrate concepts from direct observation, original sources, imagination, personal experience, and communities such as family, school, cultural, local, regional, national, and international;
  - evaluate the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artworks using vocabulary accurately;
  - evaluate the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artworks using vocabulary accurately;
  - compare and contrast the expressive properties of artworks, including appropriation, meaning, narrative, message, and symbol, using vocabulary accurately.
§117.203.b.1.A / C
- Creative Expression:
  - create original artworks expressing themes found through direct observation; original sources; personal experiences, including memory, identity, and imagination; and the community;
  - create artworks by selecting appropriate art materials, including drawings, paintings, prints, sculptures/modeled forms, ceramics, fiber art, photographic imagery, and digital art and media;
§117.203.b.3.A / B
- Historical and Cultural Relevance:
  - analyze ways in which global, contemporary, historical, and political issues have influenced art;
  - analyze cultural ideas expressed in artworks relating to social, political, and environmental themes such as environment/nature, conflict and power, relationships to others, and reality/fantasy;
§117.203.b.4.A / C
- Critical Evaluation and Response:
  - create written and oral responses about personal or collaborative artworks addressing purpose, technique, organization, judgment, and personal expression;
  - investigate and explore original artworks in a variety of venues outside of the classroom such as museums, galleries, or community art;

Middle School Art Activities

Questions for Middle School Students:

Examine Bertha Lander’s print Old Man. Identify where each element of art is located in the artwork.
Examine Bertha Lander’s print Old Man. Identify where each principle of art is located in the artwork.
What is printmaking?
What is photography?
What are the differences between a photograph and a print?
What is a portrait?
Why would people in the past make portraits?
Should portraits be realistic or abstract? Explain your answer.

Activity: Middle School Fine Arts

Activity Setting: Classroom
Materials: Styrofoam, Pencil, Drawing Paper, Printing/ Multimedia Paper, Wood Block Printing Ink, Ink Roller, Pressure Squeegee for Printing or Classroom-Grade Printing Station
Subject: Printmaking, Portraiture
National Learning Standards: Sixth Grade, Seventh Grade, and Eighth Grade

Texas TEKS: Art 1, Art 2, Art 3
Duration: Extended Project

Activity: Middle School Art History

Activity Setting: Classroom
Materials: Pencil/ Pen on Paper or Word Document
Subject: Photography, Printmaking, Portraiture, Artist Statement, Compare and Contrast Analysis
National Learning Standards: Sixth Grade, Seventh Grade, and Eighth Grade
Texas TEKS: Art 1, Art 2, Art 3
Duration: Extended Project

The class will create an artist statement when they have completed their printed portrait. The artist statement will answer the following questions:

Do you prefer photography or printmaking as an art form? Explain your answer.
Who is the subject of your photograph?
Why did you choose this person? Describe your print.
Is your print realistic or abstract? Explain your answer.
What are the similarities between the photograph and your print?
What are the differences between the photograph and your print?

High School Lesson Plan: National Learning Standards

Goals:

High 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;
Learn about portraiture and how it is used in art history;
Discuss the difference between a modern photograph and a print, examining the positive and negative aspects of both mediums;
Create either a realistic or abstract portrait of someone in the student’s life using printmaking;
Take a photograph of the chosen person;
And, write an artist statement that compares and contrasts the photograph and the print.

National Learning Standards for Visual Arts:

High School Proficient, High School Accomplished, and High School Advanced

High School Proficient

Creating
- Anchor Standard 1
  - Creating: Generate and conceptualize artistic ideas and work.
    - VA:Cr1.1.Ia: Use multiple approaches to begin creative endeavors.
    - VA:Cr1.2.Ia: Shape an artistic investigation of an aspect of present-day life using a contemporary practice of art or design.
- Anchor Standard 2
  - Creating: Organize and develop artistic ideas and work.
    - VA:Cr2.1.Ia: Engage in making a work of art or design without having a preconceived plan.
- Anchor Standard 3
  - Creating: Refine and complete artistic work.
    - VA:Cr3.1.Ia: Apply relevant criteria from traditional and contemporary cultural contexts to examine, reflect on, and plan revisions for works of art and design in progress.
Responding
- Anchor Standard 7
  - Responding: Perceive and analyze artistic work
    - VA:Re.7.1.Ia: Hypothesize ways in which art influences perception and understanding of human experiences.
    - VA:Re.7.2.Ia: Analyze how one’s understanding of the world is affected by experiencing visual imagery.
- Anchor Standard 8
  - Responding: Interpret intent and meaning in artistic work.
    - VA:Re8.1.Ia: Interpret an artwork or collection of works, supported by relevant and sufficient evidence found in the work and its various contexts.
Connecting
- Anchor Standard 10
  - Connecting: Synthesize and relate knowledge and personal experiences to make art.
    - VA:Cn10.1.Ia: Document the process of developing ideas from early stages to fully elaborated ideas.
- Anchor Standard 11
  - Connecting: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
    - VA:Cn11.1.Ia: Describe how knowledge of culture, traditions, and history may influence personal responses to art.

High School Accomplished

Creating
- Anchor Standard 1
  - Creating: Generate and conceptualize artistic ideas and work.
    - VA:Cr1.1.IIa: Individually or collaboratively formulate new creative problems based on student’s existing artwork.
    - VA:Cr1.2.IIa: Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
- Anchor Standard 2
  - Creating: Organize and develop artistic ideas and work.
    - VA:Cr2.1.IIa: Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
Presenting
- Anchor Standard 6
  - Presenting: Convey meaning through the presentation of artistic work.
    - VA:Pr6.1.IIa: Make, explain, and justify connections between artists or artwork and social, cultural, and political history.
Responding
- Anchor Standard 7
  - Responding: Perceive and analyze artistic work
    - VA:Re.7.1.IIa: Recognize and describe personal aesthetic and empathetic responses to the natural world and constructed environments.
    - VA:Re.7.2.IIa: Evaluate the effectiveness of an image or images to influence ideas, feelings, and behaviors of specific audiences.
- Anchor Standard 8
  - Responding: Interpret intent and meaning in artistic work.
    - VA:Re8.1.IIa: Identify types of contextual information useful in the process of constructing interpretations of an artwork or collection of works.
Connecting
- Anchor Standard 10
  - Connecting: Synthesize and relate knowledge and personal experiences to make art.
    - VA:Cn10.1.IIa: Utilize inquiry methods of observation, research, and experimentation to explore unfamiliar subjects through art-making.
- Anchor Standard 11
  - Connecting: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
    - VA:Cn11.1.IIa: Compare uses of art in a variety of societal, cultural, and historical contexts and make connections to uses of art in contemporary and local contexts.

High School Advanced

Creating
- Anchor Standard 1
  - Creating: Generate and conceptualize artistic ideas and work.
    - VA:Cr1.2.IIIa: Choose from a range of materials and methods of traditional and contemporary artistic practices, following or breaking established conventions, to plan the making of multiple works of art and design based on a theme, idea, or concept.
- Anchor Standard 2
  - Creating: Organize and develop artistic ideas and work.
    - VA:Cr2.1.IIIa: Experiment, plan, and make multiple works of art and design that explore a personally meaningful theme, idea, or concept.
    - VA:Cr2.3.IIIa: Demonstrate in works of art or design how visual and material culture defines, shapes, enhances, inhibits, and/or empowers people’s lives.
- Anchor Standard 3
  - Creating: Refine and complete artistic work.
    - VA:Cr3.1.IIIa: Reflect on, re-engage, revise, and refine works of art or design considering relevant traditional and contemporary criteria as well as personal artistic vision.
Responding
- Anchor Standard 7
  - Responding: Perceive and analyze artistic work
    - VA:Re.7.1.IIIa: Analyze how responses to art develop over time based on knowledge of and experience with art and life.
    - VA:Re.7.2.IIIa: Determine the commonalities within a group of artists or visual images attributed to a particular type of art, timeframe, or culture.
- Anchor Standard 8
  - Responding: Interpret intent and meaning in artistic work.
    - VA:Re8.1.IIIa: Analyze differing interpretations of an artwork or collection of works in order to select and defend a plausible critical analysis.
Connecting
- Anchor Standard 10
  - Connecting: Synthesize and relate knowledge and personal experiences to make art.
    - VA:Cn10.1.IIIa: Synthesize knowledge of social, cultural, historical, and personal life with art-making approaches to create meaningful works of art or design.
- Anchor Standard 11
  - Connecting: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
    - VA:Cn11.1.IIIa: Appraise the impact of an artist or a group of artists on the beliefs, values, and behaviors of a society.

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

Goals:

High 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;
Learn about portraiture and how it is used in art history;
Discuss the difference between a modern photograph and a print, examining the positive and negative aspects of both mediums;
Create either a realistic or abstract portrait of someone in the student’s life using printmaking;
Take a photograph of the chosen person;
And, write an artist statement that compares and contrasts the photograph and the print.

Texas High School TEKS:

Art Level I, Level II, Level III, and Level IV

Level I

§117.302.c.1.A / B / C / D
- Foundations: Observation and Perception:
  - consider concepts and ideas from direct observation, original sources, experiences, and imagination for original artwork;
  - identify and understand the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artwork;
  - identify and understand the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artwork;
  - make judgments about the expressive properties such as content, meaning, message, and metaphor of artwork using art vocabulary accurately.
§117.302.c.2.A / D / E
- Creative Expression:
  - use visual solutions to create original artwork by problem solving through direct observation, original sources, experiences, narrations, and imagination;
  - create original artwork to communicate thoughts, feelings, ideas, or impressions;
  - demonstrate effective use of art media and tools in drawing, painting, printmaking, sculpture, ceramics, fiber art, design, and digital art and media.
§117.302.c.3.A / B
- Historical and Cultural Relevance
  - compare and contrast historical and contemporary styles while identifying general themes and trends;
  - describe general characteristics in artwork from a variety of cultures, which might also include personal identity and heritage;
§117.302.c.4.A / B / D
- Critical Evaluation and Response
  - interpret, evaluate, and justify artistic decisions in artwork by self, peers, and other artists such as that in museums, local galleries, art exhibits, and websites;
  - evaluate and analyze artwork using a verbal or written method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist’s intention, and evaluating the success of the artwork;
  - select and analyze original artwork, portfolios, and exhibitions to form precise conclusions about formal qualities, historical and cultural contexts, intentions, and meanings.

Level II

§117.303.c.1.A / B / C / D
- Foundations: Observation and Perception:
  - use visual comparisons to illustrate concepts and ideas from direct observation, original sources, experiences, narration, and imagination for original artworks;
  - identify and apply the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artworks;
  - identify and apply the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity in personal artworks;
  - explore suitability of art media and processes to express specific ideas such as content, meaning, message, appropriation, and metaphor relating to visual themes of artworks using art vocabulary accurately.
§117.303.c.2.A / D / F
- Creative Expression:
  - create original artwork using multiple solutions from direct observation, original sources, experiences, and imagination in order to expand personal themes that demonstrate artistic intent;
  - create original artwork to communicate thoughts, feelings, ideas, or impressions;
  - select from a variety of art media and tools to communicate specific ideas in drawing, painting, printmaking, sculpture, ceramics, fiber art, jewelry, mixed media, photography, and digital art and media.
§117.303.c.3.A / B
- Historical and Cultural Relevance:
  - examine selected historical periods or styles of art to identify general themes and trends;
  - analyze specific characteristics in artwork from a variety of cultures;
§117.303.c.4.A / B / E
- Critical Evaluation and Response:
  - interpret, evaluate, and justify artistic decisions in artwork by self, peers, and other artists such as that in museums, local galleries, art exhibits, and websites;
  - evaluate and analyze artwork using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist’s intention, and evaluating the success of the artwork;
  - select and analyze original artwork, portfolios, and exhibitions to form precise conclusions about formal qualities, historical and cultural contexts, intentions, and meanings.

Level III

§117.304.c.1.A / B / C / D
- Foundations: Observation and Perception:
  - analyze visual characteristics of sources to illustrate concepts, demonstrate flexibility in solving problems, create multiple solutions, and think imaginatively;
  - compare and contrast the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artwork;
  - compare and contrast the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artwork;
  - explore the suitability of art media and processes and select those appropriate to express specific ideas such as content, meaning, message, and metaphor relating to visual themes to interpret the expressive qualities of artwork.
§117.304.c.2.A / D / F
- Creative Expression:
  - create original artwork using multiple solutions from direct observation, original sources, experiences, and imagination in order to expand personal themes that demonstrate artistic intent;
  - create original artwork to communicate thoughts, feelings, ideas, or impressions;
  - select from a variety of art media and tools to express intent in drawing, painting, printmaking, sculpture, ceramics, fiber art, design, digital art and media, photography, jewelry, and mixed media.
§117.304.c.3.A / B
- Historical and Cultural Relevance:
  - research selected historical periods, artists, general themes, trends, and styles of art;
  - distinguish the correlation between specific characteristics and influences of various cultures and contemporary artwork;
§117.304.c.4.A / B / C / D / F
- Critical Evaluation and Response:
  - interpret, evaluate, and justify artistic decisions in artwork such as that in museums, local galleries, art exhibits, and websites based on evaluation of developmental progress, competency in problem solving, and a variety of visual ideas;
  - evaluate and analyze artwork using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist’s intention, and evaluating the success of the artwork;
  - analyze personal artwork in order to create a written response such as an artist’s statement reflecting intent, inspiration, the elements of art and principles of design within the artwork, and measure of uniqueness;
  - use responses to artwork critiques to make decisions about future directions in personal work;
  - select and analyze original artwork, portfolios, and exhibitions to demonstrate innovation and provide examples of in-depth exploration of qualities such as aesthetics; formal, historical, and cultural contexts; intentions; and meanings.

Level IV

§117.305.c.1.A / B / C / D
- Foundations: Observation and Perception:
  - consider concepts and themes for personal artwork that integrate an extensive range of visual observations, experiences, and imagination;
  - compare and contrast the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artwork;
  - compare and contrast the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artwork;
  - discriminate between art media and processes to express complex visual relationships such as content, meaning, message, and metaphor using extensive art vocabulary.
§117.305.c.2.A / D / F
- Creative Expression:
  - produce an original body of artwork that integrates information from a variety of sources, including original sources, and demonstrates sustained self-directed investigations into specific themes such as a series or concentration of works;
  - create original artwork to communicate thoughts, feelings, ideas, or impressions;
  - create artwork, singularly and in a series, by selecting from a variety of art materials and tools appropriate to course work in drawing, painting, printmaking, sculpture, ceramics, fiber art, design, digital art and media, photography, jewelry, and mixed media.
§117.305.c.3.A / B
- Historical and Cultural Relevance:
  - research and report on selected historical periods, artists, general themes, trends, and styles of art;
  - analyze and evaluate the influence of contemporary cultures on artwork;
§117.305.c.4.A / B / C / D / F
- Critical Evaluation and Response:
  - develop evaluative criteria to justify artistic decisions in artwork such as that in museums, local galleries, art exhibits, and websites based on a high level of creativity and expertise in one or more art areas;
  - evaluate and analyze artwork using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist’s intention, and evaluating the success of the artwork;
  - analyze personal artwork in order to create a written response such as an artist’s statement reflecting intent, inspiration, the elements of art and principles of design within the artwork, and the measure of uniqueness;
  - use responses to artwork critiques to make decisions about future directions in personal work;
  - evaluate a wide range of artwork to form conclusions about formal qualities, aesthetics, historical and cultural contexts, intents, and meanings.

High School Art Activities

Questions for High School Students:

Examine Bertha Lander’s print Old Man. Identify where each element of art is located in the artwork.
Examine Bertha Lander’s print Old Man. Identify where each principle of art is located in the artwork.
What is printmaking?
What is photography?
What are the differences between a photograph and a print?
What is a portrait?
Why would people in the past make portraits?
Should portraits be realistic or abstract? Explain your answer.

Activity: High School Fine Arts

Activity Setting: Classroom and/or outdoor location
Materials: Styrofoam, Pencil, Drawing Paper, Printing/ Multimedia Paper, Wood Block Printing Ink, Ink Roller, Pressure Squeegee for Printing or Classroom-Grade Printing Station
Subject: Printmaking, Portraiture
National Learning Standard in Visual Arts: High School Proficient, high School Accomplished, and High School Advanced
Texas TEKS: Art Level I, Level II, Level III, and Level IV
Duration: Extended Project

Activity: High School Art History

Activity Setting: Classroom
Materials: Pencil/ Pen on Paper or Word Document
Subject: Photography, Printmaking, Portraiture, Artist Statement, Compare and Contrast Analysis
National Learning Standard in Visual Arts: High School Proficient, high School Accomplished, and High School Advanced
Texas TEKS: Art Level I, Level II, Level III, and Level IV
Duration: Extended Project

The class will create an artist statement when they have completed their printed portrait. The artist statement will answer the following questions:

Do you prefer photography or printmaking as an art form? Explain your answer.
Who is the subject of your photograph?
Why did you choose this person? Describe your print.
Is your print realistic or abstract? Explain your answer.
What are the similarities between the photograph and your print?
What are the differences between the photograph and your print?

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Art Vocabulary

Bibliography: Resources for Vocabulary and Lesson Plan

Elementary School Lesson Plans: National Learning Standards

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

Elementary Art Activities

Middle School Lesson Plans: National Learning Standards

Middle School Lesson Plans: Texas Essential Knowledge and Skills (TEKS)

Middle School Art Activities

High School Lesson Plan: National Learning Standards

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

High School Art Activities

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