Caricatures - Duncanville

Hardin Intermediate Library
Caricature Pathfinder for Artists
th
The Caricature Artist
th
5 and 6 Grade Art
January 2015
History Of Caricatures
About Caricature Artists
Caricature Art
Racism in Caricatures
Modern Caricatures
Caricature is Fun!
Celebrity Caricatures
Editorial Cartoonists
The Week Editorial Cartoons
Courtesy: www.freeimages.com
Mr. Bean Inserted into Classical Art
How-To Caricature
Create a Caricature in 8 Steps
Search Terms
Caricatures in 1 to 5 Shapes
Caricatures - Art and Design Technology for Kids
How to Draw Caricatures Using Simple Shapes
How to Draw Creative Caricatures
Search Engines.
Safe Search for Kids
Kidz Search
GooGooligans
Kids Click!
Sweet Search
instaGrok
Art Reference Section
National Art Gallery – Washington, D.C.
Destination Modern Art – Museum of Modern Art (MOMA) New York
Latino Art for Kids – Smithsonian Museum of Art Washington, D.C.
smARTKids Art Museum - University of Chicago
Smithsonian Education: Everything Art
Duckster’s Art History for Kids
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Caricatures and…, Art, Grotesque Art, Mad Magazine, Editorial
Caricatures Stereotyping, racism,
Duncanville ISD Databases
School Internet Resources
Reference
Macmillan Dictionary
Your Dictionary
Fact Monster
Citation Help
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.
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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
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