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