<p>These foods were "discovered" by explorers who traveled to the "New World" (North, Central, and South America).  They brought back seeds and introduced these foods to people in Europe. What effects do you think this had on Europeans? </p> <p>Examine drawings of each food. How did the artist use line to show texture and/or value? </p> <p>Examine the stamps: How did the artist use colors and shapes to create a design that is clear on a tiny stamp?</p> <p><br></p> <p></p>

<p>Some of these environments have been transformed by natural occurances. Some have been transformed by human activity.  </p> <p>Which transformations are positive ones? Which have negative outcomes? How can humans make choices to limit negative outcomes on the environment?</p>

<p>Images support fourth grade Stitch in Time lesson.</p>

<p>How does the past influence the present and future? Compare forms in contemporary architecture with those of buildings from ancient and Renaissance times. What similarities can you find? </p>

<p>The theme of TIME can be explored in art using key concepts throughout the semester or year. Explore various concepts related to the idea of TIME by playing the Connections Card Game. The mind maps made after playing the game can be used as a reference throughout the course. </p> <p>Teacher Preparation:</p> <ul><li>Download and print images on card stock (resource attached to this collection). Create multiple sets for small groups to play the game.</li><li>Print Key Concept Cards (resource attached to this collection)</li></ul> <p>Student Activity:</p> <ul><li>Take turns choosing a card and connecting it to a key concept by placing it near an appropriate Concept Card. </li><li>Defend choice with evidence in the image.</li><li>After all cards have been played, students make inferences about how people experience, measure or represent time. </li><li> Small groups collaborate to draw a mind map to illustrate their ideas. </li><li>Present maps in a "Carousel Interview." One group member stays with the mind map to answer questions; other group members visit tables to explore mind maps and ask questions.</li><li>Return to original group. Encapsulate overarching ideas and record them on your group's mind map.</li></ul>

<p>First, sort the images by type of art/artist. Teacher should make index card headings for the following categories: Painting/Painter, Textile/Weaver, Clothing/Fashion Designer, Architecture/Architect, Prints/Printmaker, Sculpture/Sculptor, Functional Ceramics/Potter or Ceramist. Sometimes an image may cross categories (painting of a house might be categorized in architecture or painting); either answer would be acceptable if the student can justify why.</p><p>Second, make an educated guess about culture represented in selected images. Students can "guess and check" with teacher. Online research option: students work in pairs to access this collection and click on the info button for an image to learn about the maker, time period, and culture. They can record their findings to help answer the reflection questions below.</p><p>After the sorting activities, ask students to choose an image and answer: <em> Why is/was this object of value (or useful)? How do you think it expresses something important to the people of that culture? </em></p>

<p>Everyone enjoys a festival or celebration! Let's look at some. . . </p><ul><li>Observe  images and guess which culture each represents.</li><li>Play "I Spy Juxtaposition." Work with a small group to examine an image and find where the artist has juxtaposed symbols or text with the image to create meaning. </li><li>What might you include in an artwork about a festival or celebration?  Would there be dances, special music, food, clothing, or activities?</li></ul><p>Art making challenge:  Collaborate in a small group to create a design for a booth, stage, or other area for a cultural tradition at a festival. Designs will be combined into a festival mural.</p>

<p>Use on day 1 of Fantasy land.  Kids print with found object. in one color.</p>