Nature as art: How we influence our world

Jamie Fry: Spring 2013

Nature As Art: How We Influence Our World

Table of Contents:
Unit Over view...3-4 o Fine Arts Standards o Unit Learning Outcomes o Big Idea: Integration, Rationale and Essential Questions Lesson Overviews4-5 Overarching Classroom Procedures.6-7 o Journal Prompt Handout Intended Learning Outcomes.8 Assessment.9-10 o Rubric Lesson #1: Line & Pattern Inspired by Nature.11-17 o Unit Handout o Lesson #1 Handout Lesson #2: Nature Weaving...18-23 o Lesson #2 Handout Lesson #3: Land Based Sculpture.24-31 o Lesson #3 Handout o Questions to Consider Handout Teacher Examples...32-34 PowerPoint Slides35-40 o Unit Introduction o Guam

Jamie Fry Ohio State University Spring Semester 2013

Nature As Art: How We Influence Our World

UNIT TITLE:

Nature as art: How we influence our world

Grade Level of Unit: 6th Length of Class Period: 45-60 min. Approximate # of Students in Each Class Period: 20-30 Approximate # of Participating Classes: 1-2 Length of Unit: Approximately 10-12 class periods Unit Goal(s) (what academic content standards and learning outcomes will this unit address?): Fine Arts Standards: 1 PE: Describe how art and design elements and principles are used in artworks to produce certain visual effects and create meaning. 4 PE: Connect selected ideas, concepts and processes used in visual art with those used in other academic disciplines. 5 PE: Use observations, life experiences and imagination as sources for visual symbols, images and creative expression. 1 PR: Demonstrate technical skill and craftsmanship in the use of materials, tools and technology to solve an artistic problem. 2 PR: Experiment with a variety of techniques and working methods when creating an original work of art. 3 PR: Generate ideas and engage in thoughtful planning when solving a visual art problem. 4 PR: Transform perceptions and processes into two- and three-dimensional artworks. 6 PR: Integrate elements of art and design to solve interdisciplinary problem. 1 RE: Explain what makes an object a work of art using a range of criteria. 2 RE: Describe content, meaning and design in various works of art using accurate, descriptive language and art-specific vocabulary. 4 RE: Defend artistic decisions using appropriate visual art vocabulary. 5 RE: Assess personal progress to improve craftsmanship and refine and complete works of art. Unit Learning Outcomes: Students will understand the concept of land based sculpture and begin to question what they believe to be art. They will also be considering how they leave an impression on the environments that exist around them.

Jamie Fry Ohio State University Spring Semester 2013

Nature As Art: How We Influence Our World

CRITICAL ISSUE or BIG IDEA: How we influence, interact and collaborate with the environment around us. Possible integration: Environmental Science and/or Biology through the use of materials found in nature. We will be addressing the concepts of decay and ecological factors that we will encounter throughout the project. Math will also be used when planning their final instillations. There will also be a writing component at the conclusion of our lesson. Rationale: We all create an impression on our world in different ways that are very specific to each one of us and the way we are as people. By studying nature as an art material, students will gain a better understanding of how to conduct close observations in order to appreciate the intricacies of nature. Through the study of artists Andy Goldsworthy, Nils-Udo, and Richard Long, students will be exposed to site-specific, nature based sculpture. We will be examining each artist for the ways in which they interact with their environment to create their work as well we the questions that are raised by creating this type of site-specific, nonpermanent sculpturei.e. decay, leaving your work to be effected by the elements, an artists attachment their work, how nature based sculpture changes or impacts the landscape. Through this type of work, students will be challenged to consider alternative art materials and start to question what they consider to be proper art materials and how location and materials used can effect the ways in which we value a piece of work. Essential Questions (provocative, engaging, critical): o What can be used to make art? Can nature be art? o What choices does an artist have to consider before they start a piece of work? o Why create artwork with natural materials in a natural environment? o How does it feel to leave your work to decay? o What kind of impact do you think you have on the world around you? Unit Lessons: 1-3 Lesson One: 3 class periods Title: Line & Pattern Lesson description:
Students will observe line and pattern in the world around theminside the classroom, school and outside around the school building. They will then create designs using the knowledge they have gained about line and pattern and what inspires them personally. This design will be transferred onto a polystyrene stamp that we will use to print on paper and assemble all of them together as a type of inspiration board to the following projects. This lesson will be investigating the concept of using our environment as inspiration for artwork.
Jamie Fry Ohio State University Spring Semester 2013

Nature As Art: How We Influence Our World

Lesson Two: 3 class periods Title: Nature Weaving Lesson description:

For this project students will be practicing gathering different natural materials to use for their final instillation. We will be creating looms to make weavings using the found elements they have gathered. They will be asked to consider color, lines and textures to create an aesthetically pleasing weaving. These weavings will be photographed upon their completion. We will then be observing these weavings for signs of decay and how this process changes the way their weavings look throughout the planning process of the final pieces. This will introduce the idea of how nature based sculptures change over time due to factors outside of the artists control. This project will help to inform the materials they might want to use and the designs they may want to incorporate when creating their final instillation. This lesson will be introducing the ways in which we manipulate our environment. This will be another way in which we could approach our land-based sculpture.

Lesson Three: 4 class periods Title: Land Based Instillation Lesson description:
This lesson will begin with discussion of the first two lessons and how they have informed this final piece of the project. Students will be grouped into small groups of either 3-4 per group. Students will have time to plan through photographing and plotting out where they would want to install their final piece. They will also be collecting sample materials and creating many sketches on site during the first field trip. Ultimately they will have to remember to remain flexible in their design because they will be required to find their materials on site the day of instillation. For the final event, we will go on a field trip to the site and students will create their land-based sculptures. The final key element will be to photograph their completed works. Groups must decide how they will construct their piece. They will be required to report back about why they are making the decisions they are. When we revisit our works a week later, they must discuss what their intensions were. Was their sculpture meant to still be there a week later just as they had made it? Was it meant to be partially in tacked or taken over my nature? Was their sculpture meant to be very temporary, possibly even gone before we leave the site for the first time? These are all things that they must consider before and during the construction of their sculptures.

Jamie Fry Ohio State University Spring Semester 2013

Nature As Art: How We Influence Our World

Overarching Classroom Procedures Research Sketchbook:

o o Students will receive their sketchbooks at the beginning of the term and will be using them throughout the entire term. Each student will have a sketchbook that will serve as their major research tool to explore his or her feelings about art, the unit as a whole, and each individual lesson. Students will be required to define terms and vocabulary from lesson handouts. I will be using the sketchbook as a way to assess student learning and understanding as well as to get to know the students thought process better. This will be important so that I can design the class to best fit each of my students. Additional journal prompts will be provided so that students are encouraged to go beyond classroom experiences and enhance each students art learning (handout on following page). Students will be conducting numerous observations that will, at time, mean leaving the classroom and working outdoors or within the school building. The purpose of this is to connect what we are doing in the art classroom with the greater context of the school and world around us. Students will be working in either small groups or as one large group, yet always supervised by the teacher. Permission slips will be provided and required for students to leave school grounds. Students will receive a Unit handout at the beginning of every unit so that they are clear on the direction the lessons will be taking. Students will receive a lesson handout for each lesson so that they can refer to it throughout the lesson to help answers questions and to keep everyone informed on the lay out of the lessons. Handouts should be included in their sketchbooks in a creative way. (Handouts for this unit can be found in conjunction with the lessons they belong to further in this Unit Plan). When students work in small groups they will each be responsible for a specific task. Tasks include: Group manager (read questions/worksheet aloud and start the conversation), clock manager (keeping the group on track), recorder (write down what the group is talking about) and reporter (verbally represent the group). Tasks will rotate so students will be in charge of each task at some point. A major goal of my class is to thoughtfully and genuinely integrate multiple disciplines into the art classroom. Students will be looking for connections to other subject areas through art learning and thoughtful reflection.

Outside Work:
o o o o

Handouts:
o o

Group Work:
o

o o

Curriculum Integration

Jamie Fry Ohio State University Spring Semester 2013

Nature As Art: How We Influence Our World 47 Journal Prompts to Inspire and Challenge
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. Journal a line from your favorite song. Journal something someone around you said. Journal one word- split it up into its' separate letters and use them across at least 2 pages. Use tea in your page. Either leaves or brewed. Give your journal to someone special to you. Give them no other direction than "I'm lending you this journal for the day. Write in it, glue something in it... just keep it safe and give it back when you're done." Do one page in different shades of the same color. Journal something using fingerprints. Use different materials to paint. Use an envelope. Use white out. Use it to caption a page. (put down a layer and write on top.) If you could journal anything with no one seeing it, what would you journal? Use coffee grounds or make hipster-style coffee rings on your pages. (dip a glass in coffee, press edge of glass on paper.) Favorite memory. Comic style strip of your day. Your fast food order and if you don't eat it, pretend you do. One thing you want to change about yourself, life.... whatever. Pet peeve. What is it and why does it peeve you so much? Use an element of fabric in your page. Use something broken or create the page with something broken ( a pencil snapped in half.) what does it mean to be broken and is it beautiful or not? Use paperclips, staples, and tape.... think office supplies. Finish the sentence "Keep calm and _______". Something that represents the current season (snow= let it snow on your journal. fall- paste a leaf. summer- drip pool water. spring- rub dirt into the page.) Why do you journal? Journal that. Journal through eyes that don't see mistakes. Dont criticize yourself in just ONE page. Make a list of insecurities. Then paint over them with a darker color. Write on top the things you love about yourself. Whens the last time you felt at home? Whats home to you? Where is your safe place? What do you do when you're procrastinating? Journal about that. People watch. Journal the story of someone you see. Make a list. Use something metal. Graffiti a page. Journal somewhere out of your comfort zone. What are the words your stomach says when it's hungry? Design your dream house. Spray scent on a pageperfume, room spray, something you love. Journal a time when you remember that scent specifically. Measure your journal's width. Use that number in a page. Look at the last five pages you did. Use a color in the next page that's not found on any of those five pages. Use one of today's receipts in the page. Journal your dream job. Write a letter/note to someone if they found your journal in 100 years. Take your journal with you one day-- to work/school/etc. write down funny things you hear. Clean out your bag and use all the paper, plastic and metal things you find in one page. Write a letter to your past yourself. 1, 2, 5 years ago. Hindsight is 20-20 Journal your last text message. Who sent it? Write about them. Pick one word to describe yourself. Journal it. Use a new medium. Ink, paper, paint, mod podge, gesso, clay, drywall pasteBut be safe!

47.

Adapted from: http://www.thesmashbook.com/2012/08/50-art-journal-prompts.html

Jamie Fry Ohio State University Spring Semester 2013

Nature As Art: How We Influence Our World STAGE 1: INTENDED LEARNING OUTCOMES Students should understand that there are inspiring patterns and designs all around us that can fuel creative decisions. art can be made by materials that are not limited to traditional fine arts materials. each and every one of us impacts the world and it is up to us as to how we will leave our mark. Students should know/think/question how materials and location impacts the meaning of a work of art. how to work with natural materials and work through challenges that will arise while working with non-traditional materials what can be art? If we leave our work to decay, is it still a piece of art? challenge how they choose to interact with the natural materials and be able to explain their decisions. Students should be able to(performance-based) conduct close and purposeful observations of materials and concepts work in small groups to create art and solve problems with little teacher intervention create designs and patterns that are visually interesting, complex and layeredkeeping in mind color and line choices work with non-traditional materials to create aesthetically pleasing works of art that can be defended with conviction

Jamie Fry Ohio State University Spring Semester 2013

Nature As Art: How We Influence Our World STAGE 2: ASSESSMENT Formative procedures & criteria:
o o An important, ongoing assessment tool I will use is questioning creative decisions as the students work. This will serve as a basic understanding of how the students are processing the information we will be covering. I will be assigning students in each group a task that will help to keep each group on track and focused while on site. One of these jobs will be to record what is talked about during group discussions and planning sessions. We will have large group check-ins throughout the process where groups will be reporting on the progress and planning. Consultation of rubric throughout the creative process to keep students and teacher on track

Summative procedures & criteria (at the end; unit specific):

o o o o Small group critiques will take place for the first two lessons before a larger group critique where they will report back about what they talked about in their small groups. On site critique of land based instillation Critique of final images of the land based instillation and how the images speak to or totally miss the idea of the original instillations: How does it feel different? Revisit the works after a week to assess changes -Did you choose to make your work: permanent, semipermanent, or very temporary? Why? Did it stay the way you intended? -How did it feel to leave your work? -How important was it to you to have a picture of your work? Final discussion of the project and a write up of the process and response to questions that will be determined throughout the project to insure that they are relevant to issues that arise and questions the students raise throughout the process. -How did your group work through disagreements? -How did you feel about working with nature in art class at the very beginning? What about at the end? -Include in your write up your thoughts on how it felt to leave your work and why you felt that way? -What kind of impact do you think you have on the world around you? How did this project inform what you think your impact is on the world? Students will fill out rubric Teacher will fill out the same rubric

o o

Jamie Fry Ohio State University Spring Semester 2013

Nature As Art: How We Influence Our World

Rubric
Name:____________________ Description of project (In your own words): Project:____________________

5 Excellent Planning and Sketchbook High level of attention to detailed planning and consideration to sketchbook page layout. Thought process is evident. Well-developed, thoughtful, complex, unique ideas expressed fully in sketchbook and final product. High level of careful craftsmanship. Artwork excels in communicating artists purpose clearly as well as thoughtful reflections in sketchbook.

4 Satisfactory High level of attention to detailed planning and consideration to sketchbook page layout. Thought process somewhat evident, yet unclear. Well-developed, thoughtful, unique ideas being developed in sketchbook and final product. Moderate level of careful craftsmanship. Artwork is strong and communicates artists purpose well and is accompanied by concise reflections in sketchbook.

3 Needs Improvement Little attention has been paid to detailed planning process. Sketchbook has been unattended to and there is little evidence of thought process. Under developed, simple ideas that have not been thoughtfully represented in sketchbook or final product. Low level of attention paid to careful craftsmanship. Artwork is hard to understand, there is no clear focus and lack of thoughtful reflections in sketchbook.

2-1 Unacceptable See Me No planning evident. No work in sketchbook to prove thought process.

Creativity

Craftsmanship

Communication of Purpose

No evidence of idea development in sketchbook and no thoughtful development of ideas evident in final product. Poor craftsmanship with an unacceptable product. No communication on purpose and meaning in artwork as well as no reflections evident in sketchbook.

Jamie Fry Ohio State University Spring Semester 2013

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Nature As Art: How We Influence Our World STAGE 3: TEACHING & LEARNING ACTIVITIES LESSON PLAN FORMAT

Lesson # 1
Lesson Title: Line & Pattern inspired by Nature Critical Issue/Big Idea: The environments that surround us, including natural and constructed environments, are filled with different lines and patterns that can influence and inspire our creative choices; on trees, the bottoms of our shoes, in dance moves, in music. We see them, but do we really study them? The things that catch our eye and those that dont can say a lot about our aesthetic preferences. We are going to address this to start our journey to working within, around, and cooperatively with nature. How our designs look as one is also important for us to see how much we think collaboratively. Our decisions impact one another and we often come to similar conclusions. We also think very differently and process information in unique ways. We will be looking at this collaborative piece as a way to study how we stand out and how we are not so different from our neighbors. Content Standard(s) Addressed:
o o o o o o o 1 PE: Describe how art and design elements and principles are used in artworks to produce certain visual effects and create meaning. 5 PE: Use observations, life experiences and imagination as sources for visual symbols, images and creative expression. 1 PR: Demonstrate technical skill and craftsmanship in the use of materials, tools and technology to solve an artistic problem. 2 PR: Experiment with a variety of techniques and working methods when creating an original work of art. 3 PR: Generate ideas and engage in thoughtful planning when solving a visual art problem. 4 RE: Defend artistic decisions using appropriate visual art vocabulary. 5 RE: Assess personal progress to improve craftsmanship and refine and complete works of art. Students will understand that there are inspiring patterns and designs all around them if they observe closely. Students will be able to conduct close and purposeful observations of materials to support their design choices.

Performance-based Assessment Objectives:

o o

Jamie Fry Ohio State University Spring Semester 2013

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Nature As Art: How We Influence Our World Performance-based Assessment Strategies:

o Oral feedback: An important, ongoing assessment tool I will use is questioning creative decisions as the students work. This will serve as a basic understanding of how the students are processing the information we will be covering. Small group critique: Students will be assigned to small groups to conduct informal critiques of our designs in progress as well as the final prints and the completed collaborative piece. Rubric Aesthetic Directional lines Expressive lines Organic shapes Geometric shapes Land based art Polystyrene Printmaking Brayer Repetition Inspiration For students that have a harder time grasping the concept of observation there will be more teacher direction. Students that would have trouble using the printmaking materials would do a modified lesson of texture rubbings rather than carving a stamp and printing. Artist Richard Long, Nils-Udo and Andy Goldsworthy will be introduced at this early stage to help frame the direction of the entire unit. Students will be looking at their works first for the types of lines they created in their works. PowerPoint to introduce unit and the three artists Projector and screen to display PowerPoint Rivers and Tides: Andy Goldsworthy documentary A way to watch video Collection of natural materials to inspire students for the types of things we are to be looking for. Polystyrene for carving stamps Printing ink Brayers for at least 50% of the students to use at one time (10-15) Plates for ink Colored paper for final prints Space to display all of the final prints together

o o o o o o o o o o o o o o

Age-appropriate Vocabulary:

Accommodations for Special Populations:

Art/Visual Culture Examples:

o

Materials/Resources for Teacher and Students:

o o o o o o o o o o o

Jamie Fry Ohio State University Spring Semester 2013

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Nature As Art: How We Influence Our World

o o o o o o o o o Sketchbooks for preliminary sketches and note taking Portfolio folders for each students Wooden pencil, not mechanical Crayons for rubbings Scissors Storage for all sketchbooks and portfolios Bulletin board The ink will be non-toxic, yet it should not be ingested at any time for any reason Regular safety procedures of the classroom apply: -No running -No throwing of any materials at any time -Careful scissor practices -No standing on chairs or tables -No ingesting of any materials at any time. My art supplies are not your lunch.

Safety Procedures:

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Nature As Art: How We Influence Our World

Learning Activity
Day one: Introduction to project and brainstorming
o o o o o o o o WELCOME, retrieve portfolio and sketchbook, then find assigned seat Introduce the unit: this is the time to be excited and propose the idea as an experiment to peak interest and open students minds to what is to come. (3 min) PowerPoint of information about the unit and go over Lesson #1 Handout, including the three artists. The artists should be referred to throughout. (7 min) Beginning looking at teacher provided materials Have Andy Goldsworthy documentary on while students work Do 2 rubbings per student and preliminary sketches to begin to understand the idea of lines in nature (30 min) Larger group check in of work. (5 min) Closure: Assign homeworkresearch and do two page spread in sketchbook for the three artists with a focus on what is the point of their work. Reminder of what will be happening the next day and to be prepared to get straight to work!

Day two: Brainstorming and observationsmini field trip

o o o o WELCOME, retrieve portfolio and sketchbook, then find assigned seat Quickly go over the sketchbook assignment and ask for a few students to share their findings (5 min) Introduce the activity for the day as well as special rules for working out of the classroom. (5 min) Outside work: students will go as a large group to work outside with teacher supervision to observe nature and draw from actual environmental inspiration. Student should be pushed to think beyond the most obvious materialsi.e. a specific piece of tree bark rather than the entire tree, a specific assemblage of grass, vein patterns of a leaf rather than a whole leaf. (30-35 min). If students are ready to move on they may begin working on their homework for that nightcreating four designs that will be possible choices for their stamps. Closure: Assign homeworkhandout of at least four designs inspired by their work from the day and their new understanding of different lines. Reminder of how important it will be to have this homework done by the next class because we will be using these designs for the next part of the project. Sketchbooks go home with students. (5 min)

o o

Day three: Printmaking

o o o o o WELCOME, retrieve portfolio and take out sketchbook and homework, then find assigned seat. Look at designs in small groups. Each student should choose two of their favorite designs to share with the class. (5 min) As a large group, students will share their designs, select one to create a stamp out of, and make any amendments to the designs if they want to. (10 min) Demo on carving stamps (3 min) While students work have Andy Goldsworthy documentary on

Jamie Fry Ohio State University Spring Semester 2013

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Nature As Art: How We Influence Our World

o Students carve their stamps by laying their designs on the polystyrene and tracing over with a pencil applying moderate pressure to create an indentation. (10 min) Demo on printing with stamps (3 min) Students will also be printing with their stamps using printing ink. They should make at least four prints of their design and select the one that comes out best. The others should be added to their sketchbooks. (10 min) Clean up (5 min) Closure: Everyone post their best print on the bulletin board (4 min)

o o

o o

Getting the Classroom Environment Ready:

o o o o o Appropriate grouping of tables they are conducive to solo work as well as small group work. Bins with various natural materials to serve as jumping off points to inspire students. Designated area for prepping printmaking materialsi.e. ink plates, brayers Designated area for discussion and viewing of the PowerPoint, preferably separate from working space. In these early stages of the process I will begin recruiting possible chaperones for future field trips and possible outside work that would require any extra help. Clean up will happen quickly for the first part of the lesson as students will only need to put away their preparatory drawings, sketchbooks and portfolios. On printing day, students will be in charge of rinsing off any brayers that they used as well as disposing of ink plates and returning all materials to their appropriate storage locations. Students will also be in charge of doing a final wipe down of their working surfaces and checking for any stray bits of ink. If we cannot work outside we will work throughout the school and classroom. Students can do sketches of patterns and designs they see in their indoor environments. This could potentially push the project back because the outdoor observations are a key element to this project. If students finish on any part early, they have their sketchbooks to work in. I will be working along side the students in a journal and adapting the lessons to their needs as potential issues arise. I will be looking for areas for improvement during the entire project and making notes in my own journal based on difficulties I encounter and troubles students face. I will be taking into account student filled in rubrics in order to better understand how the students understand their own work and the lessons I have planned.

Clean-up (Room, Materials & Work Storage):

o o

Supplemental activity:
o

o o o

Teacher reflection focused on the lesson after it has been taught:

Jamie Fry Ohio State University Spring Semester 2013

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Nature As Art: How We Influence Our World

Unit Handout

Nature as art: How we influence the world around us

What will we be doing?
We will be working to understand the concept of land based sculpture and begin to question what they believe to be art. We will also be considering how we leave an impression on the environments that exist around us.

But Why?
We all create an impression on our world in different ways that are very specific to each one of us and the way we are as people. By studying nature as an art material, we will gain a better understanding of how to conduct close observations in order to appreciate the intricacies of nature, and the world around us. Through the study of artists Andy Goldsworthy, Nils-Udo, and Richard Long, we will be exposed to site-specific, nature-based sculpture. We will be examining each artist for the ways in which they interact with their environment to create their work as well as the questions that are raised by creating this type of site-specific, nonpermanent sculpturei.e. decay, leaving your work to be effected by the elements, an artists attachment their work, how nature based sculpture changes or impacts the landscape. Through this type of work, we will be challenged to consider alternative art materials and start to question what we consider to be proper art materials and how location and materials used can effect the ways in which we value a piece of work.

Essential Questions:
What can be used to make art? Can nature be art? What choices does an artist have to consider before they start a piece of work? Why create artwork with natural materials in a natural environment? How does it feel to leave your work to decay? o What kind of impact do you think you have on the world around you? o o o o

Lessons:
1Line and Pattern 2Nature Weaving 3Nature-Based Sculpture (a.k.a FIELD TRIP!)

Jamie Fry Ohio State University Spring Semester 2013

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Nature As Art: How We Influence Our World

Lesson #1 Handout Line and Pattern

Overview:
The environments that surround us, including natural and constructed environments, are filled with different lines and patterns that can influence and inspire our creative choices; on trees, the bottoms of our shoes, in dance moves, in music. We see them, but do we really study them? The things that catch our eye and those that dont can say a lot about our aesthetic preferences. We are going to address this to start our journey to working within, around, and cooperatively with nature. How our designs look as one is also important for us to see how much we think collaboratively. Our decisions impact one another and we often come to similar conclusions. We also think very differently and process information in unique ways. We will be looking at this collaborative piece as a way to study how we stand out and how we are not so different from our neighbors.

Vocabulary (Words you should know):

Aesthetic Directional lines Expressive lines Organic shapes Geometric shapes Land based art Polystyrene Printmaking Brayer o Repetition o Inspiration o o o o o o o o o

Schedule:
Day one: Introduction of the project and brainstorming o Homework: research artists and create one page for each in you sketchbook. The artists can be found on your Unit Handout Day two: Finish up brainstorming and mini field trip to work outsideobservation and nature drawing o Homework: create at least four designs using the information gathered during observation work. Dont forget, we will be using these drawings to create our stamps Day three: Stamp making and printmaking o Homework: None. Be prepared for the next portion of the unit for next class. Think about our essential questions!

Jamie Fry Ohio State University Spring Semester 2013

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Nature As Art: How We Influence Our World

Lesson # 2
Lesson Title: Nature Weaving Critical Issue/Big Idea: Nature can be used as an art material. However, when using natural materials natural processes will occur and change the character of the piece. Student will have to be prepared for this aspect of working with alternative, living materials in the final project. Student will also be exploring different materials they might want to use in their final design as well as exploring their feelings of allowing their work to change over time and possibly decay completely. This lesson will be introducing the ways in which we manipulate our environment. This will be another way in which we could approach our landbased sculpture. Content Standard(s) Addressed:
o o o o o o o o o o o 1 PE: Describe how art and design elements and principles are used in artworks to produce certain visual effects and create meaning. 4 PE: Connect selected ideas, concepts and processes used in visual art with those used in other academic disciplines. 1 PR: Demonstrate technical skill and craftsmanship in the use of materials, tools and technology to solve an artistic problem. 2 PR: Experiment with a variety of techniques and working methods when creating an original work of art. 3 PR: Generate ideas and engage in thoughtful planning when solving a visual art problem. 4 PR: Transform perceptions and processes into two- and three-dimensional artworks. 6 PR: Integrate elements of art and design to solve interdisciplinary problem. 1 RE: Explain what makes an object a work of art using a range of criteria. 2 RE: Describe content, meaning and design in various works of art using accurate, descriptive language and art-specific vocabulary. 4 RE: Defend artistic decisions using appropriate visual art vocabulary. 5 RE: Assess personal progress to improve craftsmanship and refine and complete works of art. Students will understand that art can be made by materials that are not limited to traditional fine arts materials. Students will question how to work with natural materials and work through challenges that will arise while working with non-traditional materials Students will begin to question, What can be art? and If we leave our work to decay, is it still a piece of art?

Performance-based Assessment Objectives:

o o o

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Nature As Art: How We Influence Our World Performance-based Assessment Strategies:

o Oral feedback: An important, ongoing assessment tool I will use is questioning creative decisions as the students work. This will serve as a basic understanding of how the students are processing the information we will be covering. Whole-group critique of final weavings that will be displayed near the line and pattern prints as further information for the final instillations. Rubric Loom Warp: vertical threads Weft: horizontal weaving Land based art Repetition Inspiration For students having a hard time working with weavings I will have easy looms pre made for practice and using yarn, rather than natural materials. We could also introduce using paper and other scraps from around the room to work towards weaving non-traditional materials. We will again be looking at Richard Long, Nils-Udo, and Andy Goldsworthy, but this time more in depth. We will be looking at their sketchbook assignment and have a discussion about the purpose of their work. We will also be looking at ancient Guam and the Chamorro people and how they effected and were affected by their environment. PowerPoint Projector and screen to display PowerPoint Collection of natural materials to inspire students for the types of things we are to be looking for. Examples of looms that could be made2-3 types String for warp threads Permission and time to go outside to collect materials Place to display/hang all of the finished weavings Digital camera to document all of the weavings before they begin to decay as well as throughout the process of the weavings decaying Plastic tubs for storage of natural materials Plastic baggies for storage of individual natural materials Sketchbook

o o o o o o o o o

Age-appropriate Vocabulary:

Accommodations for Special Populations:

Art/Visual Culture Examples:

o

Materials/Resources for Teacher and Students:

o o o o o o o o o o o

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Nature As Art: How We Influence Our World Safety Procedures:

o Regular safety procedures of the classroom apply: -No running -No throwing of any materials at any time -Careful scissor practices -No standing on chairs or tables -No ingesting of any materials at any time. My art supplies are not your lunch. Outside work: We must stay as a large group and not venture to far from the school. I must see you at all times! (Unless I know where you are goingi.e. after a very specific material, going to the bathroom)

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Nature As Art: How We Influence Our World

Learning Activity
Day One: Introduction and beginning looms
o o o o o o WELCOME, retrieve portfolio and sketchbook, then find assigned seat Go over Project #2 Handout (3 min) PowerPoint to discuss ancient Guam and the Chamorro people (10 min) Look at different loom examples provided by teacher. These will be passed around and examined to decide which form they want to use. (5 min) Outside to gather materials (sticks) to construct the looms (20 min) Closure: Come back together in the classroom with materials for construction of the looms. Bundle materials with name on them for storage (5-7 min). Homework: Work on your two-page spread about the Chamorro people and Guam.

Day Two: Loom construction and practice weaving

o o o o o WELCOME, retrieve portfolio and sketchbook, then find assigned seat Retrieve loom materials and return to seats (3 min) Demo on constructing the different types of looms (5 min) Student work time to construct their looms and put in their warp threads (30 min) Closure: clean up area and put away artwork (7 min)

Day Three: Material collection and weaving

o o o o o WELCOME, retrieve portfolio and sketchbook, then find assigned seat Retrieve loom and return to seat (3 min) Quick introduction of the days activities while students finish up any work they have to do on their looms (7 min) Outside work: students will be taking their looms outside to collect materials and weave on site (30-35 min) Closure: Put materials away and turn in weavings on handmade looms as they leave. Pass out field trip permission slip to be returned at the next class. Appropriate grouping of tables that are conducive to solo work as well as small group work. Bins with various natural materials to serve as jumping off points to inspire students. Designated area for discussion and viewing of the PowerPoint, preferably separate from working space. There will be minimal clean up time due to the amount of time we will be spending outside working. Students will be responsible for putting away their materials, making sure they are clearly labeled with their names.

Getting the Classroom Environment Ready:

o o o

Clean-up (Room, Materials & Work Storage):

o o

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Nature As Art: How We Influence Our World Supplemental activity:

o o o o If we cannot work outside, I will have some materials that can be used to start the weavings. If students finish on any part early, they have their sketchbooks to work in. I will be working along side the students in a journal and adapting the lessons to their needs as potential issues arise. I will be looking for areas for improvement during the entire project and making notes in my own journal based on difficulties I encounter and troubles students face. Rubrics will also help to assess if the students are progressing as I want them to.

Teacher reflection focused on the lesson after it has been taught:

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Nature As Art: How We Influence Our World

Lesson #2 Handout Nature Weaving

Overview:
Nature can be used as an art material, used to make artwork, removed from its natural environment. However, when using natural live material natural processes will occur and change the nature of the piece. We will have to be prepared for this aspect of working with alternative, living materials in the final project. We will also be exploring different materials that we might want to use in their final designs as well as exploring our feelings of allowing our work to change over time and possibly decay completely. This lesson will be introducing the ways in which we manipulate our environment. This will be another way in which we could approach our land-based sculpture.

Vocabulary (Words you should know):

o Loom o Warp o Weft o Land based art o Repetition o Inspiration

Schedule:
Day 1: Introduction and beginning our looms o Homework: work in your sketchbook to think through our essential questions. Include research about Guam and the Chamorro people. Day 2: Loom construction and practice weaving (if needed) o Homework: work in your sketchbook to think through our essential questions Day 3: Material collection and weaving o Homework: work in your sketchbook to think through our essential questions. Also be prepared to discuss our three artists and make sure you have your two-page spread completed by next class! o Permission Slip #1 due next class!
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Nature As Art: How We Influence Our World

Lesson # 3
Lesson Title: Land Based Sculpture Critical Issue/Big Idea: The ways in which we impact out environment and world around us tend to be very specific to who we are as people. Students will be challenged to examine how they feel they impact their world and how they might want to impact their world in the future. By working in nature, rather than simply working with natural materials in the classroom, students will become aware of how they fit into their natural environment and how they have an unquestionably profound impact on the world around them. This will set the stage for projects to come in the sense that students will now question how their artwork is going to effect the community and world around them. By showing students that their artwork has a physical effect on the environment, I hope to empower students to notice the impact their artwork can have on deeper levels and how to think more critically about how they approach creating their work. Content Standard(s) Addressed:
o o o o o o o o o o o o 1 PE: Describe how art and design elements and principles are used in artworks to produce certain visual effects and create meaning. 4 PE: Connect selected ideas, concepts and processes used in visual art with those used in other academic disciplines. 5 PE: Use observations, life experiences and imagination as sources for visual symbols, images and creative expression. 1 PR: Demonstrate technical skill and craftsmanship in the use of materials, tools and technology to solve an artistic problem. 2 PR: Experiment with a variety of techniques and working methods when creating an original work of art. 3 PR: Generate ideas and engage in thoughtful planning when solving a visual art problem. 4 PR: Transform perceptions and processes into two- and three-dimensional artworks. 6 PR: Integrate elements of art and design to solve interdisciplinary problem. 1 RE: Explain what makes an object a work of art using a range of criteria. 2 RE: Describe content, meaning and design in various works of art using accurate, descriptive language and art-specific vocabulary. 4 RE: Defend artistic decisions using appropriate visual art vocabulary. 5 RE: Assess personal progress to improve craftsmanship and refine and complete works of art. Students will understand that art can be made by materials that are not limited to traditional fine arts materials. Students will question how to work with natural materials and work through challenges that will arise while working with non-traditional materials

Performance-based Assessment Objectives:

o o

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Nature As Art: How We Influence Our World

o Students will begin to question, What can be art? and If we leave our work to decay, is it still a piece of art? Oral feedback: An important, ongoing assessment tool I will use is questioning creative decisions as the students work. This will serve as a basic understanding of how the students are processing the information we will be covering. Whole-group critique of final instillations conducted on site. For this critique we will be focusing on what it was like to work outside with such different art materials: how groups came to decisions, what was particularly challenging, what was the most eye opening part of the experience, etc. Week-Later Critique: This critique will take place a week after instillation in order to observe any changes that have occurred over time. Rubric filled out by both teacher and student. Land based art Instillation Repetition Design Collaboration Inspiration Accommodations and alternative project for students who do not have permission to go on the field tripsboth trips will be important, but if students cannot get their permission slip for the first trip, they will still be allowed to go on the second trip if they can get their permission slip signed. Alternative project: Proposed design within an existing landscape. Students will be required to complete research on an existing landscape that they would want to work within. Then, using the principles we have discussed in class prior, they will have to complete a proposal for what they would construct within the environment they chose. They will be required to complete at least three twopage spreads in their sketchbook to demonstrate their research and planning. Same three artists that we have been studying throughout: Richard Long, NilsUdo, Andy Goldsworthy Andy Goldsworthy documentary A way to watch video Paper and pencils for planning period Permission slips and time to go on two field trips Digital cameras for each group to use in the planning process.

Performance-based Assessment Strategies:

o

o o o o o o o o o

Age-appropriate Vocabulary:

Accommodations for Special Populations:

Art/Visual Culture Examples:

o

Materials/Resources for Teacher and Students:

o o o o o

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Nature As Art: How We Influence Our World

o o o o o Digital camera to document all of the instillations in the field as well as the week after trip back to the site Plastic baggies for collecting individual natural materials in the field Sketchbook for all planning and documenting as well as reflections Chaperones4 teachers or parents per class that participate. Science teacher to have on site to discuss different organisms as well as the natural process that will occur over time that will effect our instillations (water cycle, carbon cycle, etc.) Transportation for the entire class as well as chaperones Regular safety procedures of the classroom apply: -No running -No throwing of any materials at any time -Careful scissor practices -No standing on chairs or tables -No ingesting of any materials at any time. My art supplies are not your lunch! Outside work: We must stay as a large group and not venture to far from one another. I must see you at all times! (Unless I know where you are going and your are supervised by a chaperonei.e. looking for a very specific material, going to the bathroom, etc.)

o o

Safety Procedures:

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Nature As Art: How We Influence Our World

Learning Activity
Day One: Introduction
o o o o o WELCOME, retrieve portfolio and sketchbook, then find assigned seat Collect permission slips. Go over Project #3 Handout. (5 min.) Discussion of three artists: Richard Long, Nils-Udo, and Andy Goldsworthy accompanied by PowerPoint images of their work. (5 min.) Small group discussions to answer the Questions to Consider work sheet. Here we will also look back at the research in their sketchbooks and complete extensive questioning. (15 min.) Large group discussions: small groups will report back to the larger group on what they talked about. (10 min.) Sketchbook work: reflection on the questions, What do you think your impact on the world is? What do you want you impact to be? (10 min.) Closure: Take sketchbooks home to continue thinking about the upcoming project. Pass out permission slips for final field trip to be returned by next class period.

o o o

Day Two: Field trip and planning

o o o o o Half day (8 am- 12 pm): FIELD TRIP 1 WELCOME, retrieve sketchbook, then find assigned seat for attendance Introduction of the days activities (5 min). Travel (time will depend on site location) Field Trip: In their small groups, students will be given a camera to explore the environment around them for natures own instillations. Where do you already see art in nature? How can we use these works of art to influence our own instillations? Students will take digital pictures and make sketches on site as well as consider where they would want to create their instillations. Do you want to create your work between two trees? Out in the open? At the base of a tree? Around a bush? Travel (time will depend on site location) Closure: back in the classroom we will talk briefly about our experience. Students take their sketchbooks home to complete at least one design that they might want to be their instillation. Return to classes for the afternoon.

o o

Day Three: Design planning group work

o o o o o o WELCOME, find assigned seat for attendance and retrieve sketchbook. Collect permission slip for final field trip. Large discussion about field trip: what did we learn? How did it go? (10 min.) Planning time: students get with their groups and begin planning their designs. Share their designs they made for homework and discuss. (30 min.) While small groups work: finish Andy Goldsworthy documentary While students work: check in with groups about how they are feeling about the progress of their designs and help resolve any issues and questions. This will

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Nature As Art: How We Influence Our World

also be the time where I will approve of the groups designs in preparation for the final instillations. Closure: Clean up and reminder of the important work we will be doing next time and preparing for final field trip and instillation. (5 min)

Day Four: Final instillation field trip

o o o o o o o o o o Half day (8 am- 12 pm): FIELD TRIP 2 WELCOME, retrieve sketchbook, then find assigned seat for attendance Introduction of the days activities (5 min). Travel (time will depend on site location) When we arrive on location students will meet with their groups and begin collecting their materials and choosing a final location. (40 min.) Once materials have been collected, groups will begin to assemble their instillations. (20 min.) Students will photograph final designs Students will sketch their final design in their sketchbook and reflect on their experience. Travel (time will depend on site location) Closure: back in classroom students will complete their final rubric and turn that in with their sketchbooks for grading. Return to classes for the afternoon. There will be little to prepare in the classroom because of the extensive work we will be conducting in the field. Tables should be set up to be conducive to small group work as well we larger group discussions. Clean up will be less extensive for this portion of the unit because of the amount of outside work. Clean up will consist of putting away drawing materials and collecting papers and sketchbooks. If students finish on any part early, they have their sketchbooks to work in. Weather will be a large contributing factor for this project since we will be working outside for the majority of the time. If weather conditions do not permit outdoor work, we will have to reschedule field trips and possible push the project back. We will have sketchbook days where students can catch up on their missing work or embellish their sketchbooks to make them better. This time can also be used to explore essential questions more in depth.

Getting the Classroom Environment Ready:

o o

Clean-up (Room, Materials & Work Storage):

o

Supplemental activity:
o o

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Nature As Art: How We Influence Our World Teacher reflection focused on the lesson after it has been taught:
o o I will be working along side the students in a journal and adapting the lessons to their needs as potential issues arise. I will be looking for areas for improvement during the entire project and making notes in my own journal based on difficulties I encounter and troubles students face. Rubrics will also help to assess if the students are progressing as I want them to.

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Nature As Art: How We Influence Our World

Lesson #3 Handout Nature Based Instillation

Overview:
The ways in which we impact out environment and world around us tend to be very specific to who we are as people. We will be challenged to examine how we feel we impact our world and how we might want to impact our world in the future. By working in nature, rather than simply working with natural materials in the classroom, we will become aware of how we fit into our natural environment and how we have an unquestionably profound impact on the world around us. This will set the stage for projects to come in the sense that we will now question how our artwork is going to affect the community and world around us. By showing you that your artwork has a physical effect on the environment, I hope to empower you to notice the impact your artwork can have on deeper levels and how to think more critically about how you approach creating your work.

Vocabulary (Words you should know):

o o o o o
o

Land based art Instillation Repetition Design Collaboration Inspiration

Schedule:
Day 1: Introduction PERMISSION SLIP #1 DUE TODAY! o Homework: Work in sketchbook. Dont forget about permission slip #2! Day 2: Field trip #1Planning o Homework: Complete at least one design for final instillation in your sketchbook. Dont forget permission slip #2 due next class! Day 3: Planning in small groups. PERMISSION SLIP #2 DUE TODAY! o Homework: Work in sketchbook to prepare for final instillations Day 4: Field trip #2Final Instillation! SKETCHBOOKS DUE TODAY! o Homework: none!
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Nature As Art: How We Influence Our World

Questions to Consider:
Andy Goldsworthy:
o What shapes do you notice in his work? o What materials is he using? o Do you think the materials and locations he uses are important to the meaning of his work? o Why does he take a picture of his work before he leaves? o What would you think if you came upon one of his works while on a walk?

Nils-Udo:
o How is his work different than Andy Goldsworthy? o Does his work seem to be taking over the environment or working with his surroundings?

Richard Long:
o What do you notice to be different about this artists work than the other two artists weve studied? o What kind of mark is he leaving on his environment? o What do you think about the person in Nomad Circle? o How are his materials different from the other two artists? How are they the same?

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Nature As Art: How We Influence Our World

Teacher Examples

Lesson #1: Line and Pattern Inspired by Nature

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Nature As Art: How We Influence Our World

Lesson #2: Nature Weaving

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Nature As Art: How We Influence Our World

Lesson #3: Examples of Natures own instillations

Nature Based Instillation

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