Professional Documents
Culture Documents
Art Education
Journal/sketchbook
Camera
Appropriate clothing and shoes for hiking
what they are supposed to be doing. Student Assessment will be completed on ride back to school from
field trip. Students will fill out a questionnaire with the following questions for me to collect:
1. Did you think of any metaphors found in nature that we didnt discuss?
2. What was the most interesting thing you encountered during your exploration today? What was
interesting about it?
3. Did you feel comfortable using nature as your medium? What difficulties did you have with this
process?
4. How did you feel about leaving your sculpture for someone else to discover? Do you think
doing this applies to the overall meaning of your piece?
Classroom Management Procedures
I will make sure students understand the boundaries of where they are allowed to go, and make
sure they understand that they must stay in their small groups.
I will make sure students know the rules of the location (for example, they can move and
arrange twigs, sticks, leaves, but not pick live wildflowers).
I will continuously walk around the site to check on groups.
X. Summative Assessment and Evaluation:
XI. Interdisciplinary Connections:
This lesson connects to natural/environmental science very strongly. We will be exploring a nature
preserve and making observations of plants and animals throughout the lesson. It would be helpful for
me to have a working knowledge of the common plants and wildlife indigenous to the area to facilitate
discussion and help students build knowledge and interest in the natural world.
XII. References & Resources:
Clear Creek Trail Map (print out for each group to have):
City of Denton. (2015). Clear creek trail map. Retrieved from
http://www.cityofdenton.com/home/showdocument?id=15455.
(Possible addition of resources about native plants and animals specific to the area.)
XIII. Art TEKS
117.55. Art, Level IV. (2) Creative expression/performance. The student expresses ideas through
original artworks, using a variety of media with appropriate skill. The student is expected to:
(A) produce an original body of artwork that integrates information from a variety of sources and
demonstrates sustained, self-directed investigations into specific themes; and (C) create artworks,
singularly and in series, by selecting from a variety of art materials and tools appropriate to course
work in drawing, painting, printmaking, sculpture, ceramics, fiberart, jewelry,
photography/filmmaking, and electronic media-generated art.
XIV. National Art Standards
HS Advanced. VA:Cr2.1.IIIa Experiment, plan, and make multiple works of art and design that explore
a personally meaningful theme, idea, or concept.
Closure
Wrap up critique and close with any more reflections on concepts, processes, and ideas.
Formative Evaluation
I will use a checklist method to make sure students are sticking to the criteria of this specific critique
and that the discussion is staying focused.
Classroom Management Procedures
What will I do to keep students on task and safe?
Make sure discussion stays on topic during critique
X. Summative Assessment and Evaluation:
Criteria
Partial- 1
Sacred Spaces and
Journal entries are
Nature Personal
incomplete, no
Reflection Journal
exploration of thought
process, incomplete or
missing sketches
Group
discussion/critique
participation
Student participated in
class discussion
minimally or not at all.
Student participated in
critique minimally or
not at all.
Essential- 2
Entries are included
and show some written
exploration but do not
examine ideas fully.
Includes sketches, but
could be taken further
visually.
Student participated in
group discussion and
class critique
moderately, but could
have participated more.
Student exhibited a
good level of
understanding of
content.
Final piece shows some
exploration, but doesnt
examine ideas fully.
Some problems with
craftsmanship and/or
principals of design.
Exemplary- 3
Both journal entries
complete and
thoroughly examine
ideas. Illustrates
understand and uses
sketches and visual
images to support
thoughts.
Student participated
thoroughly and
thoughtfully in both the
group discussions and
class critique and
demonstrated a high
level of understanding
of content.
Students final piece is
complete, exploratory
and thoughtfully
created. Uses good
craftsmanship and
understanding of
principals of design.
117.55. Art, Level IV. (4) Response/evaluation. The student makes informed judgments about
personal artworks and the artworks of others. The student is expected to: (B) analyze a wide range of
artworks to form conclusions about formal qualities, historical and cultural contexts, intents, and
meanings.
XIV. National Art Standards
HS Advanced. VA:Re9.1.IIIa. Construct evaluations of a work of art or collection of works based on
differing sets of criteria.
explain to students that they will be working in small groups of 2-3 to look into a particular topic,
which they will then make a short presentation on.
Guided Practice
I will assign each group one of the following topics, or have them chose. (This will depend on the
nature of the students and size of the class).
Topics:
Overconsumption
Flora/fauna
Energy
Ecosystems
Co-existence
Global warming
Sustainability
To get the ball rolling, I will show the students the GOOD- Roadmap to Harmony website, which is a
very visually interesting flash interactive website with articles, videos, and research.
Independent Practice
I will give students 30 minutes to research their topic in their small group. Each group must write
down their overall findings and well as three important facts that they didnt know before.
Each group will have a few minutes to present their findings to the class (again, this is depending on
the size of the class).
Closure
Group discussion on the most valuable things weve all learned about environmental problems.
Formative Evaluation
My evaluation for this lesson will be based on the small group activity and presentations. Did the
students find unique non-everyday information? Did everyone in the group participate in the
generation and presentation of information?
Classroom Management Procedures
I will walk around during the group work to make sure everyone is on the right track, participating, and
generating ideas.
XI. Interdisciplinary Connections:
This lesson ties very deeply into environmental science because students will be researching,
presenting on, and learning about various environmental issues.
TEKS: 112.37. Environmental Systems. (b) Introduction. (3) Scientific inquiry. Scientific
inquiry is the planned and deliberate investigation of the natural world. Scientific methods of
investigation can be experimental, descriptive, or comparative. The method chosen should be
appropriate to the question being asked.
XII. References & Resources:
Ecology Center. (2014). Ecology center: Plastics. Retrieved from http://ecologycenter.org/plastics/
North American Center for Environmental Education. Retrieved from http://www.naaee.net/
Orta, Lucy. (2008). Video by Lucy Orta for water launch. Retrieved from https://vimeo.com/45071413
Swaninathan, Nickhil. Roadmap to harmony. Retrieved from
http://awesome.good.is/ecosystem/index.html#/home
Website: http://www.studio-orta.com/en
Book: Lucy + Jorge Orta, Food, Water, Life
journal
illustration materials (students can make some independent choices about their materials)
good paper
watercolors
illustration markers
drawing pens or pencils
rulers
etc.
IX. Instruction and Its Sequencing:
DAY 1:
Introduction/Motivation:
Start with the Film Portrait of Lucy Orta, which is a brief biography of the artist and how her practice
evolved from fashion design to a practice of intervention in societal issues. Have a brief discussion
about video. Next introduce students to the Ortas expansive body of work via the Studio Orta website.
Emphasize the PROCESS of their work. Even the sketches and designs are fully-fleshed out and
beautiful pieces of art on there own, whether the final pieces have been made or not. This initial design
work is the part of the process that we will be doing.
Guided Practice:
Questions/Thoughts:
How can I represent my topic and concern visually in an installation? -At this point, there can still be
some questions of final material; however, make notes in your journal or on your designs themselves
for what your final installation could be made out of.
For now, you will be making a well-crafted, aesthetically pleasing, and fully fleshed out illustration as
a design idea for an installation.
Although you can make preliminary sketches in your journal, you should have a larger piece that can
stand on its own for your portfolio.
Independent Practice
Students will get begin sketching for their designs. They will show me their understanding
through the continual work they will be doing that I will evaluate visually as I walk around the room.
Closure
In closure, I will have students take a step back from their sketches/designs and reflect on them. Are
they connecting to their topic of concern in the way they want to? I will have them write down notes
about the steps they would like to take in the next class period(s).
Formative Evaluation
Walk around the classroom to access progress. Ask students how they are feeling at this point in the
process.
Classroom Management Procedures
Move around the classroom to assess whether students are on task and using materials appropriately
and safely.
DAY 2:
Introduction/Motivation:
Revisit the Studio Orta website and reiterate that the Ortas work is a process. The process begins with
an idea and sketches, which we have begun, which then shapes more fully fleshed out designs, which
we will begin to make today.
Guided Practice
Ask students if they feel comfortable with where they are in their designs so far.
Answer questions and give advice as needed.
Provide help with materials as needed.
Independent Practice
At this point students should be moving from sketches to a final design to be carried out in an
illustration media of choice.
Closure
I will have students take a step back from their designs and reflect on them. Are they connecting to
their topic of concern in the way they want to? I will have them write down notes about the steps they
would like to take in the next class period(s).
Formative Evaluation
Walk around the classroom to access progress. Ask students how they are feeling at this point in the
process
Classroom Management Procedures
Walk around room as assess progress, and give advice to students who need it.
XI. Interdisciplinary Connections:
Students will continue to examine and reflect on their environmental topics which connects to
environmental science.
XII. References & Resources:
Van der Werf, M. (2011, Nov. 14). Short filmportrait [Video file]. Retrieved from
https://www.youtube.com/watch?v=F4j_8ZT3fns.
Studio Orta. Studio Orta. Retreived from http://www.studio-orta.com/en.
Carey, M., & Casbon, B. (eds.). (2011). Food, water, life. New York, NY. Princeton Architectural
Press.
XIII. Art TEKS
117.305. Art, Level IV-(c) Knowledge and skills. (2) Creative expression. The student communicates
ideas through original artworks using a variety of media with appropriate skills. The student expresses
thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and
developing disciplined effort and progressive problem-solving skills.
XIV. National Art Standards
VA:Cr1.1.IIIa. Visualizeandhypothesizetogenerateplansforideasanddirectionsforcreatingartanddesignthatcan
affectsocialchange.
Students research
development is
incomplete and/or not
thorough. Student
didnt participate in
presentation of
information to class.
Final Installation
Design
Final design is
incomplete. Concept is
not fully explored or
clear. Poor
Essential-2
Students research
development is
somewhat thorough,
but could be explored
farther. Student
participated in
presentation .
Exemplary-3
Students research is
well thought out and
thorough. Student
participated very well
in presentation and
went beyond the bare
minimum of
exploration of subject.
Journal notes, plans,
Journal notes, plans,
and sketches are
and sketches are
complete but could
complete and explore
have explored topic
their topic and idea in a
further.
well thought out
manner.
Final design complete,
Final design is well
concept is somewhat
thought out, concept
explored and clear but
well explored, and
could be pushed further. project is sophisticated
craftsmanship.
Good craftsmanship.