[SATURDAY, MARCH 26, 2011]

THE ARTS IN YOUR CLASSROOM [9] @ Montalvo Arts Center

CAPTURING CREATIVITY 15400 Montalvo Road, Saratoga
8:30am – 4:00pm
Presented in collaboration by Montalvo Arts Center,
the Santa Clara County Office of Education,
and the Lurie College of Education at San José State University

Capturing the Art Elements in Nature: Creating a Travel Blanket

Marianne Bickett, MA, Art and Literacy Teacher
Forest Hill Elementary School, San Jose
mariannalmare@sbcglobal.net or Marianne_Bickett@campbellusd.org
K- 3 Lesson Plan

LESSON GOAL
The objective of this lesson is to provide the children with a real experience in nature where they can begin to
appreciate and connect with the natural world and see the art elements in nature and in their environment. Students
will represent this experience by creating a “Travel Blanket” inspired by the symbolic art of the Navajo Indians.

LESSON OBJECTIVES (all inclusive, from last week’s preparation through subsequent lessons)
1. Students will experience the art elements (basic four: line, shape, color, texture) and the design principal of
‘pattern’ in nature.
2. Students will recognize those art elements in art that depicts nature, nature scenes, and all other related art.
3. Students will create a Navajo ‘travel blanket’ as a representation of the elements/patterns they have observed in
nature, creating a personal artifact of the experience and understand the relationship of American Indian art to the
natural world, literally and symbolically.

MATERIALS
• Poster for predictions.
• Posters with categories for teams to sort items from scavenger hunt (if this is done).
• Art elements and ‘pattern’ words or chart with list.
• Teacher creates differentiated scavenger hunts for GATE, second grade, first grade and SDC students.
• Laminated scavenger hunts for teams/pairs.
• Posters: riparian environment (creek habitat poster), birds and animals that live around the creek
• Teacher will have branches and leaf examples
• “My River” book and/or other related books about nature, etc.
• A nature song ready for children to sing.
• Art posters of landscapes, etc. depicting nature scenes for students to identify art elements in works of art.
• Examples of Navajo blankets; examples of student project, ‘travel blanket’.
• Cloth pieces (muslin or other), oil pastels, markers, scissors, drawing papers, pencils, clipboards, etc.

VOCABULARY AND CONCEPTS

• Art Elements: line, shape, color, texture
• Design principal of ‘pattern’
• Observation, habitat, category

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PREPARATIONS
During the lesson prior to this class or before the walk, students can brainstorm what they might see on the nature
walk. Divide a large paper into four blank sections, called ‘containers’ to help children understand the concept of
‘categories’. Write the four art elements: “line, shape, color, and texture”, one in each section of the poster. “Pattern”
can be included with texture. The entire class can participate and brainstorm together. “Where could we find lines in
nature? Where do we see texture? What shapes do we see out doors? What kinds of things are triangle, square, or
circle shapes?” Previously, my students learned about Leonardo Da Vinci and how he depicted nature in his art and
the emphasis on observation. Teacher can recall previous learning as a segue to this lesson.
Optional: If the teacher wishes, you can also give pairs of students a small paper bag to collect sticks, small rocks,
fallen leaves, etc. to bring back and place in the different categories when they return from the walk.

INTRODUCTION
Check for Understanding:
• Students will have a brief recollection time in class of what was covered the previous lesson. Teacher will ask
what was predicted from each category.
• Teacher will ask for questions from students throughout the lesson. Teacher will ask questions frequently during
lesson.
• Students will repeat and say aloud vocabulary, names for objects, etc.
• Teacher will go over the safety rules of the nature walk clearly and ask the students to demonstrate physically
how they will be safe on our field trip.
• Teacher will check for understanding throughout the nature walk by checking in with students, asking questions,
having students repeat concepts, and observe how students are engaged.
• At the end of the nature walk, teacher will again go over what was predicted and compare to what was actually
seen. Teacher will present regalia (actual objects from the scavenger hunt, etc.) and go over what they are,
asking students to respond to the items.
• Students will sort items found into art elements categories.
Student Engagement Strategies:
• Students will be engaged in this lesson by using the scavenger hunt in pairs.
• Excitement and enthusiasm about finding predicted objects/animals plus yet undiscovered things will be modeled
and encouraged by the teacher.
• Students will draw the elements in nature on the nature walk.
• Students will be engaged by using all of their senses as they walk along and enjoy the nature walk.
• Students will be engaged because they are having fun (affective domain engaged for long term memory, true
learning).
• Students will enjoy the process of making a ‘blanket’ that represents the experience.
• Students will see a real Navajo Blanket.

NATURE WALK
Teacher will bring students to a place where they can view a tree, a pond: a quiet place in nature to observe.
Teacher asks: What art elements do we see in the tree?
Students will have a minute of ‘quiet listening time’.
Students will be given time to work in pairs on their scavenger sheet.
Students will sketch the art elements as they see them.
Teacher will periodically Check for Understanding throughout the lesson by asking questions and asking for questions.
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MODIFICATIONS/ADJUSTMENTS to meet the needs of the students
The scavenger hunt will be adapted for this lesson, simplified to reflect the goal/objectives/standards for this lesson.
Versions of the scavenger hunt will be available to differentiate the lesson.
Students can draw what they see and write if possible.
This is a very popular lesson because it addresses all kinds of learners: visual, kinesthetic, aural, tactile, etc.
Students are able to move around, walk, be outdoors, enlivening all their senses and curiosity of the riparian
environment.
Students work in pairs to help each other, discussing the scavenger hunt, the concepts, etc. Students brainstorm
together and share experiences verbally and visually.
GATE students are challenged with categorization, vocabulary, finding as many of the scavenger items as possible,
and thoughtful questions at the conclusion.

FOLLOW UP ART ACTIVITY/CONCLUSION

Once back in the classroom, there will be time to share as we consider our predictions and recognize objects we saw
on the walk.
Children can sing a nature song.
Teacher will read “Our River” book.

EVALUATION/WRAP UP
Students will share their fondest memory of the nature walk by drawing and writing (creek word group poem) on paper
that will be displayed with their Travel Blankets.
Teacher will guide students to show in their work the art elements that they saw on the walk, demonstrate
understanding by, for example, showing texture on the tree, lines in the acorn, color in the leaves, and shapes of all
the objects.
Students will create a Navajo inspired “Travel Blanket” using a variety of materials. Materials include: cloth, oil pastels,
scissors, writing papers, etc.
Students will view art during next lesson/in subsequent weeks and be able to recognize the art elements from nature in
the artwork.
Thoughtful questions:
• What surprised you?
• Did you see what you expected?
• I wonder why or why not?
• Was there any art element we saw the most?
• Are the art elements usually alone or with another art element (for example, a tree has texture, but also line,
shape…etc…)?
Students can thus ‘retell’ the story of our adventure through the Navajo Blanket and writing. Subsequent art lessons
will recall this experience as students demonstrate their understanding of the art elements throughout the year through
looking at art and through creating art.

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STANDARDS ADDRESSED
Art Standards: Second grade – Analyze Art Elements and Principles of Design
1.3 Identify the elements of art in objects in nature, the environment, and works of art, emphasizing line, color,
shape/form, texture and space.
Note: For this lesson, the elements focused are: line, color, shape, texture and the design element of ‘pattern’.

ELD Standards: K – 2
Comprehension:
Respond to simple directions and questions by using physical actions and other means of nonverbal
communication (e.g. matching objects, pointing to an answer, drawing pictures).
Comprehension and Organization and Delivery of Oral Communication:
Retell stories and talk about school-related activities (in this case, the nature walk) by using expanded vocabulary,
descriptive words, and paraphrasing.

Marianne’s Affective Domain Standards:

1.4 Students will connect with nature, appreciate the elements of art in nature, and will grow to love the creek.
1.5 Students will be inspired by the nature walk; and, their enthusiasm and understanding of the experience will be
reflected in their own artistic creation (Navajo Travel Blanket) and choices they make now and for years to come.

Howard Gardner’s Multiple Intelligences

Naturalist Intelligence (“Nature Smart”).
Some people are naturally smart in terms of being sensitive to the natural world. However, all children respond
very positively to being outdoors as it awakens their natural curiosity and sense of wonder. This lesson gives all
children the opportunity to connect with their ‘inner naturalist’ by being in the outer natural world.
Bodily-Kinesthetic Intelligence (“Body Smart”).
Students are given the opportunity to walk and explore by touching, smelling, seeing; engaging all their senses in a
kind of alertness that is developed while moving about in nature.
Spatial Intelligence (“Picture Smart”).
All students can become more conscious by practicing the skill of observation, becoming aware of what might be
and then encountering, first hand, what is there in a direct experience. All students will have the opportunity to
develop visual-motor skills by an art lesson that follows.
Existential Intelligence.
All children can get in touch with their feelings in nature. Our natural world seems to reach out to our spirits and
touches everyone in some way. As children sit under a tree in silence, and listen to the creek/pond and feel the
love, it undeniably helps them to connect not only to nature, but also to themselves.
Musical Intelligence (“Musical Smart”).
We will sing, at some point along the way, “We Love the Creek” song to movements. Singing is just a natural result
when children are happy and helps to express their feelings about the experience.

RESOURCES
School Arts Magazine, December 2009 issue: “Travel Blankets”
Art from Many Hands, Chapter 8: Arts of the United States and Canada, pages 197 -203
“Weaving a Navajo blanket” lesson.

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