Subtext Map

Schooltext Map

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)

Rivers and Tides (Extraits 1)

Rationale/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 21 st Century Skills

 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.

 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.

 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.

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

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

 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

 Goldsworthy, A. G. (Artist). (2010). Icicles. [Web Photo]. Retrieved from  Goldsworthy, A. G. (Producer). (2007). Rivers and tides (extraits 1). [Web Video]. Retrieved from