Students brainstorm Texan artists. Then they learn about Tejano music as a blending of cultures. Next they research a Texan artist and write a report. Finally, they read a quotation by Sandra Cisneros and reflect on the impact of ethnic or racial identity on artistic expression.
Students are introduced to the idea that Texas’s cultural diversity has created a rich artistic and literary history, then view images of Texan musicians Scott Joplin and Buddy Holly. They respond to a word cloud prompt by naming one or more artists (actors, musicians, writers, visual artists, dancers) who were born, raised, or lived in Texas.
Teacher MovesPreview the experience by explaining that students will explore culturally diverse Texas artists and their contributions. Clarify the lesson objective and, if needed, suggest examples of contemporary Texas artists to help students generate responses for the word cloud. When all students have contributed, transition the class to the next scene.
Students read about different ways culture is expressed, with a focus on music and Texas’s role in developing several musical styles. They share their favorite style of music in a word cloud, then read an explanation of Tejano music as a blend of Spanish and Mexican traditions, German and Czech accordion music, and African American musical influences. Students learn about Lydia Mendoza and Selena Quintanilla-Pérez as influential Tejano musicians and answer a multiple-choice question about which music styles influenced Tejano music.
Teacher MovesHighlight how Tejano music reflects cultural blending in Texas and connect this idea to students’ own musical preferences. Use the examples of Lydia Mendoza and Selena to emphasize contributions of Mexican American artists and, if desired, draw on the additional articles and music videos in the Student Pack to deepen understanding. Form small groups and assign each group a specific Texas artist from music, literature, or visual arts to research in the next scene before moving students forward.
In small groups, students research their assigned Texas artist using online sources. They collaboratively create a report that includes an image of the artist, background information (including childhood and ethnic or racial background), major works or accomplishments, at least one example of the artist’s work (such as an audio clip or text excerpt), and two interesting facts. Groups post their report or a link to it on a discussion wall, then read the reports from other groups to learn about additional Texas artists.
Teacher MovesSupport groups in locating and evaluating appropriate online sources and in organizing their information into a clear, focused report. Monitor collaboration, prompting students to include cultural background and artistic contributions in their work. After reports are posted, encourage students to review other groups’ work and, if time allows, have groups present their reports to the class to synthesize learning about diverse Texas artists.
Students read a brief biography of author Sandra Cisneros and a quotation in which she describes feeling unwelcome in the United States and more at home in the culturally mixed Southwest, including Texas. In their small groups, they discuss Cisneros’s words alongside what they have learned about other Texas artists, then compose a collective response explaining how someone’s ethnic or racial culture can shape their artistic expression. A group note taker posts their answer to a shared wall.
Teacher MovesGuide a class discussion of Cisneros’s quote, prompting students to consider immigrant experiences and feelings of belonging. Ask students whether they agree with Cisneros’s description of how immigrants may feel and connect these ideas to the artists studied in the lesson. Circulate during group discussions to support thoughtful responses, then highlight an interesting or exemplary posted answer to foster whole-class reflection on the relationship between culture and artistic expression.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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