Earth Friendly ArtLesson Plan

Emily Rinehart

Earth MjFriendly Art Mj

Intellectual Philosophical Mj

Beliefs Religious Mj

Social MjPolictical Mj

Artistic Aesthetic Mj

Quality of life Mj

Scientific Technological Mj

Change Mj

Making a statement Mj

Progress Mj

Conceptual art Mj

Saving the environment Mj

Perspective Mj

Personal religious boundaries Mj

Culture Mj

Personal experiences Mj

Views on nature Mj

Scientific research Mj

Health reasons Mj

Earth friendly products Mj

Found Objects Mj

Exploration Mj

Mixed Media Mj

Discovery Mj

Creativity Mj

Conceptual Art Mj

Respect for nature Mj

Earth MjFriendly Art Mj

Context Map

Earth Friendly MjArt Mj

Speaking for things that are unspoken for Mj

Celebrating life Mj

Reusing artwork in a productive way Mj

Being active in culture Mj

Observing different environments Mj

Making personal statements Mj

Using green products Mj

Exploring natural environments Mj

Discovering found objects Mj

Creating art using recycled materials Mj

Making organic mediums Mj

Earth Friendly MjArt Mj

Subtext Map

Earth MjFriendly Mj

Art Mj

Science Mj Physical MjEducation Mjand Health MjSocial Mj

Studies MjArt Mj

Music MjMath Mj

Language MjArts and MjReading Mj

Numbers Mj

Shapes Mj

Measurements Mj

Photography Mj

Installations Mj

Materials Mj

Art MjHistory Mj

Experimenting Mj

Drawing Mj

Sculpture Mj

Ceramics Mj

Evolution Mjof earth Mj

Environmental Mjart Mj

Natural MjMaterials Mj

Make Mjpaint Mj

Studies/ MjResearch Mj

Saving Mjthe earth Mj

Historical Mjenvironmental Mj

artist Mj

Humans Mjvs. Mj

Nature Mj

Societal Mjissues Mj

Cultural Mjart Mj

Processes Mjof making Mj

art Mj

Making Mjown Mj

materials Mj

No Mjchemicals Mj

Write Mjlyrics Mj

Making Mjinstruments Mjout of found Mj

objects Mj

Listening Mjto music Mj

while Mjcreating Mj

Organic Mjpaper Mj

Books Mj

Research Mj

Poems Mjabout art Mj

Schooltext Map

Environmental Art and Artists Objectives/Students will …

Engage in personal research and listen to a lecture to understand the history of environmental art and artists. (Day 1)

Create an outdoor observational drawing that shows various perspectives, the detail in a landscape, and use their personal experience with nature from sensory exploration to influence their drawings. (Day 2)

Be an active part of a class critique that will display their confidence and proficiency in the understanding of environmental art and artists by using learned terminology. (Day 3)

Andy Goldsworthy—The Hook

Rivers and Tides (Extraits 1)

RationalRationale/Purpose: This lesson will create an opportunity for

students to understand earth friendly art and why it is important. Students will observe nature and create their own drawings from their experiences while observing and exploring. Students will activate and use their prior knowledge about drawing to create successful observational landscape drawings. Students will describe their own drawings to the class, along with participating in a class critique. This lesson will start preparing the students to confidently speak about their artwork.

Creativity and Innovation

Communication and Collaboration

21st Century Skills

Day 1 Introduce environmental art to students by first watching a video compilation of Andy

Goldsworthy’s work (Andy Goldsworthy River and Tides Extraits 1) off of YouTube.

Students will Produce notes based on the history of environmental art and begin personal

research homework assignment. (Write terminology definitions)

Students will create a KWL chart in their sketchbooks and fill out KW sections of the chart.

Teacher will show a Powerpoint presentation on environmental art and artists.

Students will take notes in their sketchbooks during the lecture.

Teacher will give instructions on personal research homework assignment.

Students will fill out an exit ticket of questions related to lecture to show their full

understanding of the material.

Teacher will collect and review exit tickets.

Students may also take this time to ask any questions they may have.

Day 2 Experiment with natural materials by using their senses to create a personal aesthetic experience.

Create an observational drawing.

Teacher will introduce and explain outdoor sensory exploration activity and give students a guided

worksheet to fill out.

Teacher will demonstrate the use of certain natural materials/mediums before going outside.

Teacher will go over safety issues and concerns involved with exploring in nature and around the school

property.

Students will explore nature and natural materials based on the guided worksheet. They will use their

senses (touch, sight, smell, and hearing) to make to a connection to the information learned in lecture and

apply it to form a personal importance and experience related to their immediate natural environment.

Students will create an observational drawing of a specific landscape scene in their sketchbooks using

graphite/pencil that stems from a certain aesthetic experience they had within their sensory exploration

activity.

Teacher will check all sketchbooks to verify that every student drew a natural landscape.

Teacher will tell students to review their notes/terminology in preparation for a critique in the next class.

Teacher will tells students about homework assignment: Put final touches on drawings before next class.

Students will take this time to also ask any questions they may have.

Day 3 Intently discuss their artwork that was created.

Demonstrate knowledge of learned terminology through group discussion.

Actively participate in class critique on artwork which will be assessed by the teacher based

on a pre set critique criteria.

Teacher will define critique and explain the criteria that he/she will be assessing the students

on.

Teacher will help students to neatly display drawings on the “Critique Board”

Each student will implement their terms, experiences, and knowledge through group

discussion of artwork.

Students will fill out the L section of their KWL chart in their sketchbooks.

Teacher will listen to discussion and take anecdotal notes during class critique to evaluate

each student’s individual knowledge and understanding of environmental art and terminology.

Students will take down drawings.

Teacher will collect all drawings.

Students will write a brief response in their sketchbooks on how they will view nature

differently because of this lesson.

Assessment Methods

•Students will fill out an exit ticket of questions related to lecture to show their full understanding of the material.

Day 1

•Teacher will check all sketchbooks to verify that every student drew a natural landscape.

Day 2

•Teacher will listen to discussion and take anecdotal notes during class critique to evaluate each student’s individual knowledge and understanding of environmental art and terminology.

Day 3

Closure

•Teacher will collect and review exit tickets.

•Students may also take this time to ask any questions they may have.

Day 1

•Teacher will tell students to review their notes/ terminology in preparation for a critique in the next class.

•Teacher will tell students about homework assignment: Put final touches on drawings before next class.

•Students will take this time to also ask any questions they may have.

Day 2

•Students will take down drawings

•Teacher will collect all drawings

•Students will write a brief response in their sketchbooks on how they will view nature differently because of this lesson.

Day 3

Modification, Accomodations, Differentiation

Provide in class time for students to ask

questions about the presentation,

assignment, and what is expected of

them.

Preferential seating for those students

who would benefit the most by being

close to the presentation/instructor.

For those students who do not complete

their assignment in class, require the

task to be completed at home. Also, be

sure to instruct students to record

enough information in their drawings in

case they need to take their work home.

Modifying/Accomodation Examples

Provide books or potted plants rather than a

landscape

Provide alternative subjects for those who cannot stay

outdoors

Differentiation Examples

Provide alternative lesson delivery

system

Provide guided notes for the presentation

Work Cited Goldsworthy, A. G. (Artist). (2010). Icicles. [Web Photo]. Retrieved from

http://www.willtoknow.com/andy-goldsworthy-naturalist-artist/

Goldsworthy, A. G. (Producer). (2007). Rivers and tides (extraits 1). [Web Video]. Retrieved from http://www.youtube.com/watch?v=O9TyHzP-8b8

END.