Mr. Hood. iSpecialist. Hardin Intermediate.4

Hardin Intermediate Library

Zentangles Pathfinder for Artists 5th and 6th Grade Art

February 2015

Zentangles

Zentangle Inspired Hands

History Of Zentangles back to Zen Gardens

What is a Zentangle

Zen Gardens History

Japanese Zen Gardens

Images for Zen Gardens

Zen Meditation

Zen Buddhism

Zen Meditation Guide

Zentangles in Modern Culture

Calm Down and Get Your Zentangle Going!

Zentangle.Com

Zentangle: Pattern Drawing as Meditation

How-To Zentangle Search Terms

Zen Tangles - Tangle Patterns Zentangles, Zendoodles, Zen Meditation, Zen

Gardens, Zen and Japanese Meditation

Wiki-How Zentangles Search Engines.

Miss B’s Learning Blog – Great Ideas to Zentangle Your Name Safe Search for Kids

Kidz Search

GooGooligans

Kids Click!

Sweet Search

instaGrok

Zendoodles and Zentangles

Zentangles with Theme – Negative Space and Zen Tangles

Zendoodle Art

Zentangles by Draws Attention

Express Create – Zentangles and ZenDoodles

Images of Zentangles

Mr. Hood. iSpecialist. Hardin Intermediate.4

Art Reference Section

National Art Gallery – Washington, D.C.

Destination Modern Art – Museum of Modern Art (MOMA) New York Duncanville ISD Databases

Latino Art for Kids – Smithsonian Museum of Art Washington, D.C. School Internet Resources

smARTKids Art Museum - University of Chicago

Smithsonian Education: Everything Art

Duckster’s Art History for Kids

Reference Citation Help

Macmillan Dictionary

Your Dictionary

Fact Monster

Citation Machine MLA Format

Curriculum TEKS

5th Grade. (5.1.)B. identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers. (5.3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to: (A) compare artworks from several national periods, identifying similarities and differences; (B) compare cultural themes honoring history and traditions in American and other artworks; and (C) identify the use of art skills in a variety of jobs. 6th Grade. (6.1.)B. identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers. Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to: (A) identify in artworks the influence of historical and political events; (B) compare specific artworks from a variety of cultures; and (C) compare career and vocational opportunities in art.

Mr. Hood. iSpecialist. Hardin Intermediate.4

Does the Web Site Pass the Test? Test for Web Site Evaluation

Currency: the timeliness of the information

When was the information published or posted?

Has the information been revised or updated?

Is the information current or out-of date for your topic?

Are the links functional?

Relevance: the importance of the information for your needs

Does the information relate to your topic or answer your question?

Who is the intended audience?

Is the information at an appropriate level (i.e. not too elementary or advanced for your needs)?

Have you looked at a variety of sources before determining this is one you will use?

Would you be comfortable using this source for a research paper?

Authority: the source of the information

Who is the author/publisher/source/sponsor?

Are the author's credentials

or organizational affiliations given?

What are the author's credentials or organizational affiliations given?

What are the author's qualifications to write on the topic?

Is there contact information, such as a publisher or e-mail address?

Does the URL reveal anything about the author or source?

examples: .com (commercial), .edu (educational), .gov (U.S. government), .org (nonprofit organization), or .net (network)

Accuracy: the reliability, truthfulness, and correctness of the content, and

Where does the information come from?

Is the information supported by evidence?

Has the information been reviewed or refereed?

Can you verify any of the information in another source or from personal knowledge?

Does the language or tone seem biased and free of emotion?

Are there spelling, grammar, or other typographical errors?

Purpose: the reason the information exists

What is the purpose of the information? to inform? teach? sell? entertain? persuade?

Do the authors/sponsors make their intentions or purpose clear?

Is the information fact? opinion? propaganda?

Does the point of view appear objective and impartial?

Are there political, ideological, cultural, religious, institutional, or personal biases?

Source: Bluford Library. North Carolina State University. Web: http://libguides.library.ncat.edu/content.php?pid=53820&sid=394505