Final Curriculum Project PDF

(PRESERVING AND HIGHLIGHTING OUR NATURAL WORLD THROUGH THE
ARTS)
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1 YEAR CURRICULUM
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PRESERVING AND HIGHLIGHTING

OUR NATURAL WORLD
THROUGH ART
GRADES 9-10
Mineral Spiral- Andy Goldsworthy^
UNIT 1: DISCOVERY
UNIT 2: AWARENESS
UNIT 3: PRESERVATION
MS. BORNER
(ART TERMS THAT ARE HIGHLIGHTED

GREEN ARE DEFINED IN THE APPENDIX)

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~*TABLE OF CONTENTS*~
Curriculum Vision Statement
Art Curriculum & Course Goals
Course Enduring Understandings
Course Essential Questions
Curriculum Map
~Curriculum Content~
Unit 1
Unit 1 Map
Unit 1 Plan Stage 1: Desired Results
Unit 1 Plan Stage 2: Assessment of Evidence
Unit 1 Plan Stage 3: Learning Plan
Lesson 1
Lesson 2
Lesson 3
pg.3
pg.4
pg.5
pg.6
pg.7
pg. 8-40
pg.8-18
pg.9
pg.10-11
pg.12-15
pg.16-18
pg.16
pg.17
pg.18
Unit 2
Unit 2 Map
Lesson 1
Lesson 2
Lesson 3
pg.19-29
pg.20
pg.21-22
pg.23-26
pg.27-29
pg.27
pg.28
pg.29
Unit 3
Unit 3 Map
Lesson 1
Lesson 2
Lesson 3
pg.30-40
pg.31
pg.32-33
pg.34-37
pg.38-40
pg.38
pg.39
pg.40
Differentiation Plan
Standards-Based Scope and Sequence Chart
Program Assessment
Appendix
Glossary of Art Terms
M.A. Visual Arts Frameworks
Bibliography/ Sources
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pg.41
pg.42
pg.43-44
pg.45-47
pg.45
pg.46
pg.47
*Clip art provided by (freeclipsmw.com)*

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CURRICULUM VISION STATEMENT.

This year long curriculum aims to intertwine the Arts with Environmental Studies
and Language Arts practices. The curriculum will accommodate Developmental,
Physical, and Learning Disabilities alongside Mental Illness. English Language Learners
(ELL) will also be virtually and physically accommodated. This course is aimed to
integrate students with these disabilities who may be otherwise redirected to other
classrooms during their art period.
The majority of the discussions held within the course will be student directed.
While studying the basics needed to achieve an understanding in a wide range of
introductory artistic mediums, students will also be introduced to Environmental Studies
and Sciences through the visual learning strategies that the arts can provide. The
curriculum will require students to think critically while they explore their outdoor
surroundings at their school site, and outside of their school schedule (homework
assignments). Students will also be in charge of keeping and documenting new found
knowledge and ideas within a doodle journal that will be assigned at the first opening
class period. It is the vision of this curriculum that each student cultivates enduring
understandings dealing with the importance of our environment and its impermanence.
Through a mixture of various art practices and Language Arts skills, students will
successfully communicate their visions and advocate for their gained knowledge within
the course.
Photo by Georgia Borner v
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ART CURRICULUM & COURSE GOALS
-To Develop leadership skills for producing personal work and collaborating
with peers.
-To Introduce public speaking skills to be used in practicing for

presentations and presenting work
-To Foster Knowledge about the local environment as well as the global
environment.
-To Develop critical thinking skills needed to tackle difficult problems in and
outside of school.
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-To Hone ability to initiate open conversations/ debates that include peers.
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-To Foster knowledge of materials, methods and techniques for the ability
to express through 2D and 3D art forms.

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COURSE ENDURING UNDERSTANDINGS Students will understand

that
-Everything in the human-made environment was designed or created by
someone.
-Throughout history and into the present day, nature has been a source for
human inspiration, innovation and experimentation.
-Because Art involves visual design, it can be related to anything in the

natural world.
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-Artists and scientists use similar processes of discovery.
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-Impermanence is always present in our lives and artists use

impermanence as inspiration, and as the key element in their art.
the Wave by
Anthony Holdsworth
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COURSE ESSENTIAL QUESTIONS
-How can Art connect to

Environmental Studies?
-How are artists inspired by nature

and the world around them?
-How are the processes of Art and

Science related?
-What are the pros and cons of

technological progress?
-How has the world changed, how

might it change in the future?
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-What can we do to make a difference?
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ûnknown artist

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CURRICULUM MAP
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CURRICULUM CONTENT
UNIT 1: DISCOVERY
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photo by Ctrshare.com
U1. LESSON 1: NATURE JOURNAL

U1. LESSON 2: TREE OF LIFE
U1. LESSON 3: FLOW-SCAPES
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UNIT 1 MAP
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STAGE 1 - DESIRED RESULTS
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UNIT TRANSFER GOAL: Students will be able to independently use their learning
to...
- Apply the skills of Graphite, Oil Pastels, and Charcoal in new ways.
- Maintain Professional Journal Logging Techniques outside class.
- Develop Group Work Ethics that can be applied outside the art room.
ENDURING UNDERSTANDINGS: Students will understand that...

- Throughout history and into the present day, nature has been a source for
human inspiration, innovation and experimentation.
- All natural spaces and places have a unique bio makeup of plants,
animals, and insects.
- Artists have used nature in their work to promote conservation and
change.
- Artists use nature as medium in their work in order to understand their
environment/to express existing knowledge, and to express
impermanence and mystery.
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ESSENTIAL QUESTIONS:
- What makes a place unique and different?
- How can artists make a difference in the natural world?
- How and why do artists use nature in their work?
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STANDARDS ADDRESSED:
VISUAL ARTS STRANDS AND STANDARDS
PreK12 STANDARD 1
Methods, Materials, and Techniques
Students will demonstrate knowledge of the methods, materials, and techniques unique to the visual arts.
PreK12 STANDARD 2
Elements and Principles of Design
Students will demonstrate knowledge of the elements and principles of design.
PreK12 STANDARD 3
Observation, Abstraction, Invention, and Expression
Students will demonstrate their powers of observation, abstraction, invention, and expression in a variety
of media, materials, and techniques.
PreK12 STANDARD 4
Drafting, Revising, and Exhibiting
Students will demonstrate knowledge of the processes of creating and exhibiting artwork: drafts, critique,
self-assessment, refinement, and exhibit preparation.
PreK12 STANDARD 5
Critical Response
Students will describe and analyze their own work and the work of others using appropriate visual arts
vocabulary. When appropriate, students will connect their analysis to interpretation and evaluation.
LIFE SCIENCES STANDARDS

7.MS-LS2-4. Provide evidence that disruptions (natural or human-made) to any physical or
biological component of an ecosystem can lead to shifts in all its populations.
8.MS-LS1-5. Construct an argument based on evidence for how environmental and genetic
factors influence the growth of organisms.
ACQUISITION/ UNIT OBJECTIVES

- Students will apply Introductory Rubbing, Oil Pastel, and Watercolor Skills
- Students will Professional Citation Skills.
- Students will make Interpretations of others work and be able to Explain their own
work/ thought processes.
- Students will cultivate Self Knowledge of the Visual Arts
- Students will cultivate Self Knowledge of Nature/ the Environment
- Students will use Art in order to Explore and Discover Nature/ the Environment.
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STAGE 2- ASSESSMENT EVIDENCE
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Lesson 1;Nature Journal:
By the end of the Curricular Unit (1 year) students will have

completed, collected, and documented numerous things pertaining
to the course within their Nature Journal. Students should have
entries regarding each lesson taught in the course. This is also
where students will log their Student Response Assignments. After
asking the students permission, selected Nature Journals will be
put on display in the Library for others to explore and enjoy.
Students will successfully demonstrate neat journal keeping
techniques that will render their journals easy to read and follow.
Drawing techniques and skills will be utilized as students
incorporate past and current drawing knowledge into the
assignments.
v Nature Journal - www.friendslsp.org
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Lesson 2; Tree of Life:

At the end of the lesson, students will have completed a series of
Tree Rubbing samples to be used in a collaborative Collage
created and executed by the whole class. The final product will be
to create a large Tree of Life model using the rubbings of all the
students in the class. The students will know how to use Oil
Pastels and Charcoal techniques at an introductory level and
students will be expected to respond to the assignment in their
Nature Journal as part of their individual grading assessment.
OFS Art Commission 2011 Tree Rubbing - artistsofs.blogspot.com
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Lesson 3; Flow-Scapes:
At the end of the lesson, students will have completed at least 3
Watercolor Paintings and will have passed in 3 Nature Poems to
accompany their Flow-Scapes. Nature poems will be in Haiku
form. Flow-Scapes will incorporate introductory watercolor
techniques to be used along with rubbing alcohol, salt, crayons,
and water washed paper. Anyone who would wish to present their
Flow-Scapes and Nature Poems to the class will be rewarded with
Extra Credit. Flow-Scape paintings and Nature Poems will be
mounted together of stock paper and put on display in the hallway.
Students will be expected to respond to the assignment in their
Nature Journal.
^Watercolor Landscape by Angela Anderson vWatercolor Landscape Unknown Artist
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CONTINUUM OF ASSESSMENTS: Students will be graded based on their
ability to meet lesson objectives via Rubric and Student Response/

Self Reflection. See sample rubric below.
FLOW-SCAPES RUBRIC
(10 points)
(15 points)
(20 points)
(25 points)
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STAGE 3 - LEARNING PLAN
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SCOPE AND SEQUENCE OF LESSONS

U1. LESSON 1: NATURE JOURNAL
Lesson Description: In this lesson, students will be required to keep a Nature Journal
throughout the semester and document anything that is deemed important within the
Curricular Unit. This includes but is not limited to, homework assignments and notes,
sketches and ideas as well as thought processes. There will also be weekly
assignments assigned to the Nature Journal which must be completed in a timely
fashion. These assignments will include going outside and sketching what you see,
sketching the weather each day for a week, collecting leaves and scrapping them within
the journal, sketching 5 different plants found in your backyard, various writing
assignments ect. By the end of the Curricular Unit students will have completed,
collected, and documented numerous things regarding nature. Students should have
entries regarding each and every lesson taught in the course. After asking the students
permission, selected Nature Journals will be put on display in the Library for others to
explore and enjoy.
Art Materials:
-Journal
-Pens
-Pencils
-Prismacolor colored pencils
-Crayons
-Markers (no sharpies, they bleed)
-Charcoal
Resources and Images:
Web Resources.
"Fall Nature Journals - Wings Worms & Wonder."
Wings Worms Wonder. N.p., 24 Oct.
2012. Web. 28 Apr. 2016.
http://blog.nwf.org/2014/01/how-to-make-a-unique-naturejournal/ v >
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U1. LESSON 2: TREE OF LIFE
Lesson Description: In this lesson, students will create many Rubbings made out of tree
bark found around the school site. Students will be able to choose from a variety of
mediums that include graphite, charcoal, and oil pastels to complete their rubbings. The
teacher will give demonstrations for each medium. The students will be lead around the
school site during class time and will be encouraged to complete 3 tree rubbings a day,
however, students will also be encouraged to experiment with other surfaces as well.
Some rubbings may be hard to depict and in this scenario the student will be asked to
go back into their rubbing with their chosen medium in order pull out key details.
Students will be introduced to Environmental Activist Artists such as Anthony
Holdsworth, and Jenny Kendler. At the end of the lesson, students will have completed
a series of Tree Rubbing samples to be used in a collaborative collage created and
executed by the whole class. The final product will be to create a large Tree of Life
model using the rubbings of all the students in the class.
Art Materials:
-Journal
-Pens
-Pencils
-Charcoal
-Oil Pastels
-Newsprint
-Sketch Paper
Resources and Images:
Web Resources.
"Projects." JENNY KENDLER
ARTIST & ACTIVIST.
N.p., n.d. Web. 28
Apr. 2016.
"Two Exhibitions Highlight the
Environment." RSS.
N.p., n.d. Web. 28 Apr.
2016.
^Tree Rubbing by Unknown Artist
<Milkweed Dispersal Jenny Kendler vThree Sisters Anthony Holdsworth
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U1. LESSON 3: FLOW-SCAPES
Lesson Description: In this lesson, students will complete at least 3 Watercolor paintings
that depict landscapes either imagined, or existing within the community. Students will
sketch out their desired landscape in pencil first. After this step is finished, students will
be instructed to go over their pencil markings with crayon. This will act as a barrier so
that the watercolor will now flow to unwanted places. Water-washed paper will be
utilized so that the watercolors will flow easily and with effect. A demonstration and
presentation will precede the students work. Students will then be asked to write 3 short
poems regarding their finished pieces. Haiku will be suggested with a demonstration on
how to write a haiku. Anyone who would wish to present their Flow-Scapes and Nature
Poems to the class will be rewarded with Extra Credit. Artists J.M.W. Turner and
Albrecht Durer are to be introduced.
Art Materials:
-Journal
-Pencils
-Crayons
-Watercolors
-Watercolor Paper
Technology:
-Computer
-Projector
Resources and Images
Web Resources:
"Watercolors with
Kids."
MORE ART
PLEASE.
N.p., 15
Jan. 2014.
Web. 30
Apr. 2016.
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ûnknown artist-moreartplease.com
unknown artist-moreartplease.comv
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UNIT 2:
AWARENESS
Ândy Goldsworthy- Reflection
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U2. LESSON 1: ANDY GOLDSWORTHY

U2. LESSON 2: LOCAL NATURE CATALOGUE
U2. LESSON 3: NATURE PHOTOGRAPHY
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UNIT 2 MAP
UNIT 2:!
AWARENESS
U2.1: ANDY
GOLDSWORTHY
Seek out
photo subjects
in backyard or
around
residence.
Photo
document
sculptures.
Seek out
sculpture site.
Complete 2
impermanent
natural
sculptures.
U2.2: LOCAL
NATURE GUIDE
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Re(search)
for local flora/
fauna.
Illustrate
local flora/fauna
from multiple
angles.
U2.3:
NATURE
PHOTOGRAPHY
Mount, Display,
and Present.
1 photo in
the day, 1
photo in the
evening with
description
Document
and record 2
paragraphs with
color/genus/species
in Nature
Catalogue
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STAGE 1- DESIRED RESULTS
UNIT TRANSFER GOAL: Students will be able to independently use their

learning to...
- Apply Introductory Sculptural Techniques, and Introductory Photography
Techniques outside the classroom
- Demonstrate understanding in the Local Environment, how Local
Ecosystems operate, and Local Flora and Animals
ENDURING UNDERSTANDINGS: Students will understand that:

- Everything that humans have created can relate back to nature.
- Nature will continue to fight against human development.
- Humans can find ways to co-exist and work with nature for the benefit of
both parties.
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- What are the pros and cons of technological progress?
- How can artists make a difference in the environment?
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PreK12 STANDARD 6
Purposes and Meanings in the Arts
Students will describe the purposes for which works of dance, music, theatre, visual arts, and architecture
were and are created, and, when appropriate, interpret their meanings.
PreK12 STANDARD 7
Roles of Artists in Communities
Students will describe the roles of artists, patrons, cultural organizations, and arts institutions in societies
of the past and present
PreK12 STANDARD 8
Concepts of Style, Stylistic Influence, and Stylistic Change
Students will demonstrate their understanding of styles, stylistic influence, and stylistic change by
identifying when and where art works were created, and by analyzing characteristic features of art works
from various historical periods, cultures, and genres.
PreK12 STANDARD 9
Inventions, Technologies, and the Arts
Students will describe and analyze how performing and visual artists use and have used materials,
inventions, and technologies in their work.
PreK12 STANDARD 10
Interdisciplinary Connections
Students will apply their knowledge of the arts to the study of English language arts, foreign languages,
health, history and social science, mathematics, and science and technology/engineering.

7.MS-LS2-2. Describe how relationships among and between organisms in an ecosystem can
be competitive, predatory, parasitic, and mutually beneficial and that these
interactions are found across multiple ecosystems.
7.MS-LS2-6(MA). Explain how changes to the biodiversity of an ecosystemthe variety of
species found in the ecosystemmay limit the availability of resources humans use.
7.MS-ESS3-4. Construct an argument supported by evidence that human activities and
technologies can to mitigate the impact of increases in human population and per
capita consumption of natural resources on the environment.
ACQUISITION/ UNIT OBJECTIVES:

- Students will apply Introductory Sculptural and Photography Skills
- Students will apply Professional Citation Skills.
- Students will make Interpretations of others work.
- Students will Explain their own work/ thought processes.
- Students will cultivate Self Knowledge of the Visual Arts
- Students will cultivate Self Knowledge of Nature/ the Environment
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Lesson 1; Andy Goldsworthy:

At the end of the lesson, students will have completed at least two
Impermanent Natural Sculptures inspired by the artist Andy
Goldsworthy. Students will go outside around their school site to
complete the in-school project, and will also complete one
sculpture at home. Because the sculptures are impermanent,
photos of the sculptures will be taken at school by the teacher, and
at home by either the student or parent. Students will have to turn
in one written page double-spaced per sculpture explaining their
building process. Students will be able to know how to use
Sculptural techniques and skills at an introductory level, as well as
know how to implement beginner Environmental Identifying Skills
in nature.
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^ Student creation "Andy Goldsworthy." Ekstrakt.
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Lesson 2; Local Nature Guide:
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At the end of the lesson, students will have completed a Local

Nature Guide that includes a cover page, and at least 5 different
types of local plants and 5 different types of local animals.
Students should rely on their past lessons and new found
knowledge in the various different mediums covered previously.
Students will have to write the color(s), name, genus, and species
for each subject. Students will also have to write a 1-2 paragraph
description of each subject and properly cite their sources in a
bibliography. Students will be instructed to place their finished
guide into a 3 ring binder with plastic paper slips. With the
students permission, finished products will be placed on display
around the art room and in the library. Students will be able to
apply their writing skills in their descriptions. Drawing techniques
will also be implemented along with the ability to apply introductory
Watercolor, Ink, Oil Pastel, and Charcoal techniques that were
learned in previous lessons. Environmental Identifying Skills will
have to be used in order to log specimens into the guide.
Students will professionally cite their sources at the end of their
guide.
âphotoeditor.com
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Lesson 3; Nature Photography:
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At the end of the lesson, students will have completed a series of

photographs with their backyard/surrounding environment as the
central focus. Students will be instructed to take a picture of an
area within their backyard/surrounding environment, or a thing
residing in their backyard/surrounding environment everyday in the
morning and in the afternoon for 2-3 weeks. Students will be
encouraged to mix things up so that each photo is of something
different. This can and should be done in tandem with Lesson 2;
Local Nature Guide. At the end of the lesson there should be
28-42 photos per student. Students will have to write a couple of
lines describing each photo and mount their photos with the
descriptions onto foam core in a presentable fashion. Students
will present their finished products to the class. Students will learn
introductory photography techniques.
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^www.telegraph.co.uk
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project4gallery.com>
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CONTINUUM OF ASSESSMENTS
Students will have to respond to each lesson in their Nature
Journal and follow the Student Response framework. Students will
also undergo individual grading assessments in select lessons.
FRAMEWORK FOR LOGGING STUDENT

RESPONSE ASSIGNMENTS IN NATURE
JOURNALS
Lesson Title:
Date:!
In a few shout sentences, what would you say you liked about
this lesson?:!
In a few short sentences, what would you say you disliked

about this lesson?:!
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What would you change about the lesson?:!
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List 2 things you feel you did well on while completing the
project.:!
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List 2 things you feel you could use improvement on.:!
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On a scale from 1 to 10, how would you rate your overall

performance on in this lesson? !
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8
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Give a brief explanation on your reasoning: !
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U2. LESSON 1: ANDY GOLDSWORTHY

Lesson Description: In this lesson, students will complete a series of
sculptures made from nothing but natural materials found in the local
environment. Students will be introduced to the artist Andy Goldsworthy via
an introductory power point presentation. Students will also watch the film
titled Rivers and Tides which documents a few of Andy Goldsworthys
projects and goes into depth on his techniques, beliefs, and work ethics as an
environmental artist. After the introduction students will be given the floor to
converse on the topic of Environmental Art, Andy Goldsworthy and brainstorm
potential ideas for the assignment. During class time, students will be led
around the school site in order to scope out potential sculpture areas and to
collect natural materials in order to create their final in-school products.
Students will also have to create sculptures outside of school for homework
assignments. The final products will be documented using cameras as the
sculptures will likely be delicate and unable to survive transport. Students
may take these photographs or have their parents/ guardians take the
photographs. The teacher will be available in school to help in any ways
necessary. Students will have to turn in one written page double-spaced per
sculpture explaining their building process.
Art Materials:
-Journal
-Pencils
-Pens
-Natural Materials
Technology:
-Computer
-Projector
-Cameras
Web Resources.
Andy Goldsworthy
Rivers and Tides
https://www.youtube.com/watch?
v=njbYDlIguDw
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Untitled Works- Andy Goldsworthy^>
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U2. LESSON 2: LOCAL NATURE GUIDE

Lesson Description: In this lesson, students will create a Local Nature Guide
that depicts and gives descriptions to at least 5 different types of local plants
and 5 different types of local animals. Students will be shown a plethora of
examples gathered from home and the local library. The students will also be
shown examples of nature illustrations and instructed to make a few
sketches of plants and animals everyday in their Nature Journal as practice.
The choice of mediums to be used in this project will be up to the individual
student. Students will be given guide books and allowed to use the computers
for research purposes. A short demonstration will be given in order to teach
the students how to site their sources in a professional and correct manner.
Students will also have to write a 1-2 paragraph description of each example
they choose and will be instructed to place their finished guide into a 3 ring
binder with plastic paper slips for a neat presentation. With the students
permission, finished products will be placed on display around the art room
and in the library.
Art Materials:
-Journal
-Pencils
-Pens
-Oil Pastels
-Ink
-Watercolors
Technology:
-Computer
-Projector
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Web Resources.
"For Other Resources."
Galloway Wild Foods.
N.p., n.d. Web
"Foraging Guide
Books and Other
Resources." Galloway
Wild Foods. N.p., n.d. Web. 30 Apr. 2016.
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^Consie Powell-Sigurd Olson Nature Writting
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U2. LESSON 3: NATURE PHOTOGRAPHY

Lesson Description: In this lesson, students will have to make a photo
collection based on what the students can find in their backyard or around
their residence. Students will be introduced to nature photography via a
powerpoint presentation which will also introduce current practicing
photographers from various backgrounds including national geographic
(artists to be researched beforehand to keep track of the current
photographers working). A brief demonstration will also be given by the
teacher with optional help by a student who might be knowledgeable about
digital photography. Students will be instructed to take two photographs a day
of something within their backyard/surrounding environment, 1 photo in the
day time and 1 photo in the evening. A brief description (2-3 sentences) is to
be given for each photo. As soon as the photos are printed, students will
mount their finished products along with their corresponding descriptions onto
foam core board for presentational purposes. At the end of the lesson,
students will give a 10 minute presentation to the class discussing their work.
Art Materials:
-Journal
-Pencils
Technology:
-Computer
-Projector
-Camera
Web Resources.
photography.nationalgeographic.com
"Dew on a Spider Web Photo, Nature
Wallpaper National
Geographic Photo of the Day."
National Geographic. N.p., n.d.
Web. 30 Apr. 2016.
photography.nationalgeographic.comv photography.nationalgeographic.com^
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UNIT 3:
PRESERVATION
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^www.Envart.com
U3. LESSON 1: PLACES OF CHANGE

U3. LESSON 2: POSTER MAKING
U3. LESSON 3: MURAL
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UNIT 3 MAP
U3.1 PLACES OF
CHANGE
Seek
places of
change
UNIT 3:
PRESERVATION
Classroom
presentable
portfolio
25 Final
Photos
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Execute
Mural within
the
community
Brainstorm
Mural
Subject
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U3.2 E.H.M.
POSTER
MAKING
U3.3 NATURE
MURAL
Find/Research
the conveyed
message.
Team
Plan Votes
Schoolwide
Presentation
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Make use of
past materials for
Nature Illustrations
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STAGE 1-DESIRED RESULTS
UNIT TRANSFER GOAL: Students will be able to independently use their

learning to...
- Apply Introductory Photography Techniques outside the classroom
- Understand the inner workings of the Local Environment
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ENDURING UNDERSTANDINGS: Students will understand that:

- Technological progress does not come without consequences.
- Artists can make a difference by using art as a form of universal language.
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- What are the pros and cons of technological progress?
- How can artists make a difference in the environment?
- How can artists make a difference in the world?
- How can artists deliver important messages to their community?
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PreK12 STANDARD 1
PreK12 STANDARD 4
PreK12 STANDARD 5
Critical Response
PreK12 STANDARD 6
PreK12 STANDARD 7

7.MS-LS2-6(MA). Explain how changes to the biodiversity of an ecosystemthe variety of
species found in the ecosystemmay limit the availability of resources humans use.
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ACQUISITION/ UNIT OBJECTIVES:

-Students will be able to apply introductory photography skills outside the
classroom.
-Students will be able to work in group dynamics effectively.
-Students will be able to make Interpretations of others work.
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Lesson 1; Places of Change:

Final Product: At the end of the lesson, students will have
completed a class-wide project that will take the form of a picture
portfolio. Students will go out into their community and around the
school site in order to take pictures of things and places in nature
that have been changed by human beings. This can include
pictures of construction sites, liter found in nature or the side of the
road, man-made natural structures such as hills, mountain
carvings (for roads), dams, ponds, ect. The class will then get
together and create a portfolio that includes pictures from each
student. There should be a total of 25 final photos per student,
each labeled with the students name and a brief description of the
photo site. The class will then spend time thinking about a title for
their portfolio as well as an introduction. Students should turn in
copies of their photos individually for grading and correctly label
where each photo was taken. Introductory photography techniques
will continue to be used and honed.
^ Litter- www.dailymail.co.uk
34

ARTS)
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Lesson 2; Environmental Hazards Management Posters:

completed a poster that is sized 18 by 24. The poster project
will be geared towards Environmental Preservation and the
students must convey a message having to do with that topic.
Extra credit will be given to students who research a specific
current event or situation having to do with the importance of
Environmental Preservation. Should students choose this option
they will be required to professionally cite their sources. The
poster must include nature illustrations of some kind. Each
student will be given creative freedom to make the poster however
they like but there are to be no bare (white) spots within the final
product. Finished products will be laminated and placed around
the school for school-wide viewing.
^ Ricardo Levins Morales
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Lesson 3; Nature Mural:

completed a group mural where everyone in the class participates.
The design must be based on a natural space within the
community. This can include but is not limited to parks, rivers,
walking trails, forests, ect. The class will split into groups in order
to sketch out preliminary plans for the mural. When the plans are
completed, the students will present their plans to the rest of the
class and the class will then vote on which design should be used
for the final product. The class will then spend l long block day and
1 field trip day to complete the final product which will be rendered
in house paints/mural paints, and close out the unit.
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Outdoor Murals-www.pinterest.com^
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CONTINUUM OF ASSESSMENTS
Students will have to respond to each lesson in their Nature
Journal and follow the Student Response framework. Students will
also undergo individual grading assessments in select lessons.
PLACES OF CHANGE RUBRIC
50
40
30
0-20
Final!
Photographs
Photos depict
different places
showing
different
subject matter.
Photos depict
a few places.
Not a wide
range of
subject matter.
Photos were of
one place. Photo
total (25) not
met.
Few photos were

taken, directions
were not
followed.
Student!
Portfolio
Section
Each photo is
neatly labeled
and is
accompanied
by a brief
description.
Photos include
the students
name but is
non-descript.
No description
was offered
along with the
photo.
No, or few
photos were
added to the
final portfolio.
37

ARTS)

U3. LESSON 1: PLACES OF CHANGE

Lesson Description: In this lesson students will utilize their newly found knowledge in
photography and explore their local world. The students will be instructed to
take their cameras and go search for places of change. The lesson is aimed
to document human manipulated natural spaces and places. These could
include but are not limited to construction sites, litter found in nature or along
the side of the road, man-made natural structures such as hills, mountain
carvings (for roads), dams, ponds, ect. There should be a total of 25 final
photos per student. Students will be required to print 2 copies of each photo
onto photo paper. The class will then get together and create a portfolio that
includes pictures from each student. At this point, the class will spend time
thinking about a title for their portfolio as well as an introduction. Students
should turn in copies of their photos individually for grading and correctly label
where each photo was taken. Students will also be introduced to the Hayao
Miyazaki film titled Princess Mononoke. Whilst watching the film in class
students will be asked to make lists in their Nature Journals on where they
see that the natural environment is being manipulated and effected by human
beings. At the end of the film, a conversation will be opened up to the whole
class. The students will discuss how human beings were manipulating and
effecting the environment, and lightly brainstorm remedies that could reverse
these found situations.
Art Materials:
Journals
Pens
Pencils
Technology:
Computer
Projector
Camera
Web Resources.
Paxman, Jeremy. "Besmirching of
Britain: Where Did the Collective
Urge to Wreck Our Country with
Litter Come From?" Mail Online.
Associated Newspapers, n.d.
Web. 01 May 2016.
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Hayao Miyazaki-myanimelist.net^
comesups.wordpress.com>
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U3. LESSON 2: ENVIRONMENTAL HAZARDS MANAGEMENT POSTER MAKING:

Lesson Description: In this lesson students will create a poster that advocates
environmental preservation. This is an open ended project in terms of
methods and materials but the final product must include nature based
illustration and text. Students will also be given the option of receiving extra
credit if they research a current event or situation that pertains to the
importance of environmental preservation. Students who decide to take this
path must professionally cite their sources. The posters will be pre-cut and
measure 18 by 24. Students will be given short presentations every class
period that focus on one artist who advocates environmental preservation in
their work. The final products will be laminated and set around the school.
Art Materials:
-Journal
-Pencils
-Pencils
-Pens
-Oil Pastels
-Ink
-Watercolors
Technology:
-Computer
-Projector
Web Resources
"America Fine Art." America Fine ART. N.p.,
n.d. Web. 01 May 2016.
"Kids Corner." Kids Corner. N.p., n.d. Web.
01 May 2016..
"EOHSI." Earth Day Poster Competition
2010. N.p., n.d. Web. 01 May
2016.
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^Save Earth by Tanmay Singh

<Earth is Love by Cynthia Cheng
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U3. LESSON 3: NATURE MURAL
Lesson Description: In this lesson the entire class will be tasked with the planning and
executing of a local mural. Students will be given a presentation that focuses
on mural artists and includes some street artists that primarily focus or are
known to include Environmental themes in their works. After the presentation
students will be asked to brainstorm a theme for the local mural and to bullet
point their ideas on the white board. Students will be encouraged to think of a
natural space within their local community that may or may not be familiar to
the local residents. Students will then go up one by one and put a dash next
to the idea they feel is most appealing. The dash marks will be tallied with the
potential of having more than one final idea. Students will then be separated
into groups to sketch out potential mural plans based on the idea(s) chosen
by their peers. After the plans are finalized, all groups will present their idea to
the rest of the class. Students will then collaboratively choose one design
they plan to represent the mural. The class will then spend l long block day
and 1 field trip day to complete the final product which will be rendered in
house paints/mural paints, and close out the unit.
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Art Materials:
Paper
Pens
Pencils
House Paint
Mural Paint
Brushes
Technology
Computer
Projector
Web Resources.
"Street Art Nature Banksy - Tuxboard."
Tuxboard. N.p., n.d. Web. 01 May 2016.
Netflix - Banksy Takes New York
Mural plan-www.thepaintedbetsy.com>
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<Banksy-Paper Crane
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DIFFERENTIATION PLAN
The unit will accommodate Developmental, Physical, and Learning

Disabilities alongside Mental Illness. English Language Learners (ELL) will
also be virtually and physically accommodated. This course is aimed to
integrate students with these disabilities who may be otherwise redirected
to other classrooms during their art period.
DIFFERENTIATION CHART
Developmental/ Learning
Disorders: ADD/ADHD,
Asperger Syndrome, Autism,
Dyslexia
Mental Illness: Depression,

General Anxiety Disorder.
ELL Students
Physical/Sensory
Disability:
Students with Developmental/ Learning Disorders will be

granted extra time on assignments and preferred seating
close to the front of the class. Handouts accompany all
lessons. Notes will be taken in class by a professional
per request, and the students will be able to have
access to these notes. Information written on the board
will be color coded for optimal information retention.
Students who have documented Mental Illness will

be granted extra time on assignments and excused
absences for all treatment related absence from the
classroom. Further lesson modification may be
implemented should the teacher feel the student is
too overwhelmed.
Students within the ELL program will be granted
translators virtual or physical per request. Extra time on
assignments is granted. The teacher will make the effort
to learn key terms and spend extra time with ELL
students. While instructing the class, the teacher will
speak slowly with diction, repetition, and expressive
movement. All lessons include executed visual examples.
Students who have physical/sensory disabilities will be
accommodated with the technology and personal aid
needed to benefit from the course. Extra time granted.
Materials will be modified to ensure the student is
comfortable and able to complete assignments. Parents/
guardians should plan on making themselves available to
their student for help on projects that require moderate
assembly and for photo lessons.
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Standards-Based Scope and Sequence Chart

MASSACHUSETTS
STATE STANDARS
S.1 Methods,
Materials, and
Techniques
S.2 Elements and

Principles of
Design
S.3 Observation,
Abstraction,
Invention, and
Expression
S.4 Drafting,
Revising, and
Exhibiting
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Response
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UNIT 1:
DISCOVERY
UNIT 2:
AWARENESS
UNIT 3:
PRESERVATION
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X
X
S.7 Roles of Artists

in Communities
S.8 Elements and

Principles of
Design
Meanings in the
Arts
S.9 Inventions,
Technologies, and
the Arts
S.10
Interdisciplinary
Connections
42

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PROGRAM ASSESSMENT
PURPOSES OF THE ASSESSMENT: This assessment plan is geared to check each

students understanding of introduced concepts, materials, and enduring understanding
goals presented by the curriculum. The assessment is also set into place so as to
encourage the students to exercise their critical thinking skills and to hone
understanding of the visual components included in the unit.
CONTENT AND SKILLS TO BE ADDRESSED:
-Following of directions
-Questions asked and content
-Overall student effort
-Classroom Conduct
-The students educational growth
-Appropriate use and mastery of materials
-Portfolio presentation.
ASSESSMENT TOOLS AND STRATEGIES:
-Rubrics
-Class handouts
-Student Reflection (logged in journal)
-Class critiques
-Self assessment meetings
GRADING: The Final Course Grade will be determined by looking over all documented
student work, grades and comments on the individual students Rubrics, Reflection
Sheets, and Assessments kept on file by the teacher (students receive copies of this
paperwork throughout the course).
ACCOMMODATIONS FOR IEPS: Accommodations are made per request and are
unique to the individual student. All included lessons within the curriculum can be
adapted in a variety of ways to fit the individual students physical and mental limit and
comfort level.
REPORTING OUT: At the end of each lesson, students will receive a copy of their grade
and a copy will be kept under file by the teacher. Grade averages will be delivered
quarterly in the form of Progress Reports and Final Report Cards. Grade averages can
be done by the students themselves throughout the year as each letter grade will be
accompanied by the earned number score. Parent or Guardian/ Teacher meetings are
to be and can be held as often as requested within reason with a mandatory conference
once a semester (2 meetings annually). Should the student or parent/guardian feel as if
the student is being graded unfairly or inaccurately, both parties are urged to contact the
teacher privately to discuss the reasonings of the assessment. Changes can be made if
deemed appropriate and agreed upon by the teacher, the student, and the parent
guardian.
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ARTS)
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GLOSSARY OF ART TERMS:
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APPENDIX
(Art) Medium: A medium refers to the materials that are used to create a work of art.
The plural of medium is media. Some of the most common media are oil
paints (paints that use oil to hold pigments together), tempera (pigments held
together with egg yolk), marble (soft, white stone), and bronze (a metal used
to cast sculptures).
2D Art: Having the dimensions of height and width only: a two-dimensional surface. 2.
(of a work of art) having its elements organized in terms of a flat surface,
especially emphasizing the vertical and horizontal character of the picture
plane: the two-dimensional structure of a painting.
3D Art: Art Observed in terms of its height, width and depth. It is not flat like twodimensional art, which consists of paintings, drawings and photographs.
Pottery and sculpture are examples of three-dimensional art.
(Art) Rubbing: A copy of a shape or pattern made by rubbing wax, chalk etc onto a
piece of paper laid over it
Collage: Collage (from the French: coller, "to glue"; French pronunciation: [k.la]) is a
technique of an art production, primarily used in the visual arts, where the
artwork is made from an assemblage of different forms, thus creating a new
whole.
Haiku: A Japanese poem of seventeen syllables, in three lines of five, seven, and five,
traditionally evoking images of the natural world.
Natural Sculpture: Sculpture that creates or alters the environment for the viewer, as
opposed to presenting itself figurally or monumentally before the viewer.
Mural: A painting or other work of art executed directly on a wall.
Illustration: An example serving to clarify or prove something.
Imagination: The ability to use your mind to create.
Sketch: A quickly done mock up of the final product.
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ARTS)
MASSACHUSETTS STATE STANDARDS: VISUAL ARTS

PreK12 STANDARD 1
PreK12 STANDARD 2
Elements and Principles of Design
Students will demonstrate knowledge of the elements and principles of design.
PreK12 STANDARD 3
Observation, Abstraction, Invention, and Expression
Students will demonstrate their powers of observation, abstraction, invention, and expression in a variety
of media, materials, and techniques.
PreK12 STANDARD 4
PreK12 STANDARD 5
Critical Response
PreK12 STANDARD 6
PreK12 STANDARD 7
PreK12 STANDARD 8
Concepts of Style, Stylistic Influence, and Stylistic Change
Students will demonstrate their understanding of styles, stylistic influence, and stylistic change by
identifying when and where art works were created, and by analyzing characteristic features of art works
from various historical periods, cultures, and genres.
PreK12 STANDARD 9
Inventions, Technologies, and the Arts
Students will describe and analyze how performing and visual artists use and have used materials,
inventions, and technologies in their work.
PreK12 STANDARD 10
Interdisciplinary Connections
Students will apply their knowledge of the arts to the study of English language arts, foreign languages,
health, history and social science, mathematics, and science and technology/engineering.
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BIBLIOGRAPHY
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"Two Exhibitions Highlight the Environment." RSS. N.p., n.d. Web. 28 Apr. 2016.
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"Fall Nature Journals - Wings Worms & Wonder." Wings Worms Wonder. N.p., 24 Oct.
2012. Web. 28 Apr. 2016.
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"Watercolors with Kids." MORE ART PLEASE. N.p., 15 Jan. 2014. Web. 30 Apr. 2016.
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"Andy Goldsworthy." Ekstrakt. N.p., n.d. Web. 30 Apr. 2016.
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"Consie Powell | Illustrator, Visual Storyteller, Writer." Consie Powell | Illustrator, Visual
Storyteller, Writer. N.p., n.d. Web. 30 Apr. 2016.
Http://www.youtube.com/channel/UCRsTRw1gxqu91OL_9tPJLiw. "Andy Goldsworthy's

Rivers and Tides Trailer." YouTube. YouTube, 28 Sept. 2013. Web. 30 Apr.
2016.
"Environmental Action Art." Nomad Anglers Fly Fishing Outfitters Environmental Action
Art Comments. N.p., 21 Sept. 2011. Web. 30 Apr. 2016.
Paxman, Jeremy. "Besmirching of Britain: Where Did the Collective Urge to Wreck Our
Country with Litter Come From?" Mail Online. Associated Newspapers, n.d.
Web. 01 May 2016.
"Rewriting the Language of Nature: The Work of Andy Goldsworthy - Aleph." Aleph.
N.p., n.d. Web. 01 May 2016.
"A List of Common Disabilities and Disorders - The Student Room." The Student Room
RSS. N.p., n.d. Web. 01 May 2016.
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47

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(PRESERVING AND HIGHLIGHTING OUR NATURAL WORLD THROUGH THE

PRESERVING AND HIGHLIGHTING

Mineral Spiral- Andy Goldsworthy^

(ART TERMS THAT ARE HIGHLIGHTED

(PRESERVING AND HIGHLIGHTING OUR NATURAL WORLD THROUGH THE

*Clip art provided by (freeclipsmw.com)*

(PRESERVING AND HIGHLIGHTING OUR NATURAL WORLD THROUGH THE

CURRICULUM VISION STATEMENT.

(PRESERVING AND HIGHLIGHTING OUR NATURAL WORLD THROUGH THE

ART CURRICULUM & COURSE GOALS

-To Introduce public speaking skills to be used in practicing for

(PRESERVING AND HIGHLIGHTING OUR NATURAL WORLD THROUGH THE

COURSE ENDURING UNDERSTANDINGS Students will understand

-Because Art involves visual design, it can be related to anything in the

-Impermanence is always present in our lives and artists use

(PRESERVING AND HIGHLIGHTING OUR NATURAL WORLD THROUGH THE

COURSE ESSENTIAL QUESTIONS

-How can Art connect to

-How are artists inspired by nature

-How are the processes of Art and

-What are the pros and cons of

-How has the world changed, how

(PRESERVING AND HIGHLIGHTING OUR NATURAL WORLD THROUGH THE

(PRESERVING AND HIGHLIGHTING OUR NATURAL WORLD THROUGH THE

U1. LESSON 1: NATURE JOURNAL

(PRESERVING AND HIGHLIGHTING OUR NATURAL WORLD THROUGH THE

(PRESERVING AND HIGHLIGHTING OUR NATURAL WORLD THROUGH THE

ENDURING UNDERSTANDINGS: Students will understand that...

(PRESERVING AND HIGHLIGHTING OUR NATURAL WORLD THROUGH THE

Students will demonstrate knowledge of the elements and principles of design.

LIFE SCIENCES STANDARDS

ACQUISITION/ UNIT OBJECTIVES

(PRESERVING AND HIGHLIGHTING OUR NATURAL WORLD THROUGH THE

By the end of the Curricular Unit (1 year) students will have

(PRESERVING AND HIGHLIGHTING OUR NATURAL WORLD THROUGH THE

Lesson 2; Tree of Life:

OFS Art Commission 2011 Tree Rubbing - artistsofs.blogspot.com

(PRESERVING AND HIGHLIGHTING OUR NATURAL WORLD THROUGH THE

^Watercolor Landscape by Angela Anderson vWatercolor Landscape Unknown Artist

(PRESERVING AND HIGHLIGHTING OUR NATURAL WORLD THROUGH THE

CONTINUUM OF ASSESSMENTS: Students will be graded based on their

ability to meet lesson objectives via Rubric and Student Response/

(PRESERVING AND HIGHLIGHTING OUR NATURAL WORLD THROUGH THE

SCOPE AND SEQUENCE OF LESSONS

Resources and Images:

(PRESERVING AND HIGHLIGHTING OUR NATURAL WORLD THROUGH THE

Resources and Images:

^Tree Rubbing by Unknown Artist

<Milkweed Dispersal Jenny Kendler vThree Sisters Anthony Holdsworth

(PRESERVING AND HIGHLIGHTING OUR NATURAL WORLD THROUGH THE

Resources and Images

(PRESERVING AND HIGHLIGHTING OUR NATURAL WORLD THROUGH THE

^Andy Goldsworthy- Reflection

U2. LESSON 1: ANDY GOLDSWORTHY

(PRESERVING AND HIGHLIGHTING OUR NATURAL WORLD THROUGH THE

(PRESERVING AND HIGHLIGHTING OUR NATURAL WORLD THROUGH THE

STAGE 1- DESIRED RESULTS

UNIT TRANSFER GOAL: Students will be able to independently use their

ENDURING UNDERSTANDINGS: Students will understand that:

(PRESERVING AND HIGHLIGHTING OUR NATURAL WORLD THROUGH THE

LIFE SCIENCES STANDARDS

ACQUISITION/ UNIT OBJECTIVES:

Clip art provided by (freeclipsmw.com)