Students are introduced to Texas folklorist J. Frank Dobie. Then they conduct research on famous Texas artists. Finally, they elaborate on the question, What makes someone a Texas artist?
Students are introduced to Texas folklorist J. Frank Dobie. Then they conduct research on famous Texas artists. Finally, they elaborate on the question, What makes someone a Texas artist?
Students are introduced to the focus of the experience—Texas folklorist J. Frank Dobie and other Texas artists—and consider the cultural diversity of Texas arts. They view images of Texas musicians and respond to a word cloud prompt by naming artists (actors, musicians, novelists, painters, sculptors, dancers) who were born or raised in Texas.
Teacher MovesPresent the lesson overview and objective, highlighting that students will research different Texas artists and consider what makes someone a “Texas artist.” Encourage students to generate a wide range of examples for the word cloud, prompting them with contemporary Texas artists as needed.
Students learn about J. Frank Dobie through a short biographical text that introduces him as a Texas folklorist and writer focused on rural Texas life and folklore. They read a passage from his book The Longhorns and then write a brief description, in their own words, of what is happening in the passage.
Teacher MovesDefine “folklore” for students and, if desired, read the passage from The Longhorns aloud, prompting students to identify elements that make it folklore. Use the provided summary to support comprehension as needed. Then organize students into small groups for the remainder of the lesson and assign each group one Texas artist (Roy Bedichek, Diane Gonzales Bertrand, Scott Joplin, Elisabet Ney, Amado Peña Jr., Walter Prescott Webb, or Horton Foote).
In small groups, students research their assigned Texas artist using the internet and collaboratively create a report that includes an image of the artist, information about the artist’s childhood, 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 to a shared discussion wall or link to a product created in an online presentation tool. Students then read the reports from other groups to learn about additional Texas artists.
Teacher MovesSupport groups as they research, helping them locate reliable sources, organize information, and properly select examples of each artist’s work. Ensure that all required components are included in the reports and that students avoid plagiarism. If time permits, invite each group to present its report to the class before moving on.
Students read and consider a quotation by J. Frank Dobie about Texans’ strong sense of identity. In small groups, they discuss what makes someone a “Texas artist,” considering questions about birthplace, residence, and whether the art must relate to Texas. A group note taker summarizes the discussion, and the group posts a statement completing the sentence “A Texas artist is one who…” to a shared wall. Students then review posts from other groups and respond to at least two with a question or positive comment.
Teacher MovesUse the Dobie quotation to prompt reflection on Texas identity and guide groups as they discuss and refine their definition of a “Texas artist.” Encourage students to support their ideas with examples from the artists they researched. Monitor the discussion wall, prompting respectful dialogue and deeper questioning as students read and respond to one another’s definitions.
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