Mosaics - Duncanville

Hardin Intermediate Library
Mosaics Pathfinder for Artists
5th and 6th Grade Art
History Of Mosaics
History of Mosaics – History World
Brief History of Mosaic Art
Byzantine Art with Video – Grade Appropriate Video and Text
Moroccan Mosaics
Corinium Museum England – Virtual Museum Roman Artifacts
Lod Mosaic Museum
Courtesy: www.freeimages.com
Mosaics and Modern Applications
Showcase of Mosaics – Modern Pieces
Mosaics in Design – Artaic Designers of Modern Architecture
Search Terms
Photo Mosaics – Using photos to emulate art pieces (Blocked in District)
LEGO Mosaics
Mural Mosaics – Super Modern Images
9 Gatos Mosaic Art - Hispanic Art
Mosaics Extras
Mosaics like the Romans
Aztec Inspired Mosaic Plate
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
Search Engines.
Safe Search for Kids
Kidz Search
GooGooligans
Kids Click!
Sweet Search
instaGrok
Mr. Hood. iSpecialist. Hardin Intermediate. Duncanville ISD. 2014
Mosaic+ (any terms) geometrics, shards, Byzantine, Glass, Windows,
tiles, photography, montage, insects, religion, floors, artistry…
Duncanville ISD Databases
School Internet Resources
Reference
Macmillan Dictionary
Your Dictionary
Fact Monster
Citation Help
Citation Machine MLA Format
Curriculum TEKS
5th Grade.
(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.
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 avocational opportunities in art.
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?
Mr. Hood. iSpecialist. Hardin Intermediate. Duncanville ISD. 2014
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
Mr. Hood. iSpecialist. Hardin Intermediate. Duncanville ISD. 2014